The mental health of college students has emerged as a critical concern in higher education, with data showing an alarming rise in anxiety, depression, and stress. These challenges are particularly intense during the formative years of undergraduate study, a period when young adults navigate rigorous academic demands, identity formation, and personal life transitions, often without sufficient support. In an upper-level diversity course, I sought to understand students' well-being by incorporating reflective writing as a regular element. Typically, students responded weekly to prompts that guided them in exploring what they learned and how it affected their outlook. However, in a deliberate shift one week, I simply asked, “How are you doing?” Their responses were unexpectedly powerful, unveiling the struggles, anxieties, and pressures they frequently endure in silence.

This candid question revealed an array of personal and academic challenges. One student wrote, “I struggle to vocalize my need for assistance when grappling with the demands of work, school, and my own personal life. I’m genuinely so busy I don’t know where to begin and end sometimes.” Another noted, “I have been putting a lot of effort into my work and academics, where my social life hasn’t been as consistent. I miss my friends and the laughter we would share together.” These reflections provide a compelling glimpse into students’ inner lives, demonstrating that academic success often coexists with hidden mental health burdens, exacerbated by balancing academic, social, and work obligations.

These findings underscore an urgent call to action for higher education institutions. Faculty and administrators must actively engage in mental health awareness, recognizing that student well-being is foundational to academic and personal growth. Simple check-ins, such as asking students how they are doing, can uncover unseen struggles and foster a classroom culture where students feel safe, valued, and respected. By embedding such practices within pedagogy, faculty can contribute to a holistic learning environment that empowers students academically and emotionally.

This presentation will explore the qualitative insights gleaned from this reflection exercise and propose a framework for mental health-sensitive teaching practices. Practical strategies will be shared, including integrating mental health discussions into curriculum, normalizing vulnerability in academic spaces, and cultivating empathetic, attentive classroom environments. Such practices can enhance student resilience and well-being, addressing the mental health crisis in higher education from a foundational, everyday perspective.

Ultimately, prioritizing student mental health alongside academic rigor is essential in preparing a new generation of resilient, thoughtful, and self-aware graduates. This research offers concrete recommendations for educators and academic leaders committed to nurturing both the intellect and well-being of students, equipping them not only for academic success but also for the complexities of the world beyond the university.

Keywords: Student mental health, reflective learning, well-being, supportive classroom environment.