Resources

Utilize Interpersonal & Campus Supports

Experiences within learning spaces provide important opportunities to connect students with resources that can support their academic engagement and success as well as mental health and well-being. Include descriptions and direct links in your syllabus or on your Canvas site and refer back to them with students at least once during the semester.

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Example practices

The strategies below are organized along the timeline of a course: from development and syllabus planning, to early weeks of the semester, to ongoing.

Course Development and Planning

  • Familiarize yourself with the various student support services and co-curricular learning supports across campus. Reach out to staff to learn more so that you can refer students to particular individuals.
  • Expand your knowledge of and techniques for promoting well-being by exploring resources listed in the bibliography and appendices of this toolkit.
  • Consider consulting with Health Promotion & Prevention Services staff on your plans for your course if you have questions, concerns, or would like a sounding board.
  • Think about attending or requesting a Princeton Distress Awareness and Response (PDAR) training for you, your department, lab, or cohort of students by contacting Dr. Calvin Chin, Director of CPS, at cc23@princeton.edu.
  • Consider Including the following statement from Counseling and Psychological Services (CPS) & the Sexual Harassment/Assault Advising, Resources and Education (SHARE) office either on your syllabus or on your Canvas course site:

“Princeton University wants to foster and uplift mental health, well-being, and accessibility resources for our students. We understand that various experiences can be distressing such as relationship struggles, ongoing loss associated with the pandemic, depression, anxiety, academic struggles, difficulty adjusting to college, relying on substances and alcohol, and identity changes. If you or someone you know needs support or is looking to access specific services, consider reaching out to these campus partners and student-led resources:

  • If you want to learn more about access and possible accommodations for your time at Princeton, please contact the Office of Disability Services at (609) 258-8840 or by e-mail at ods@princeton.edu.

  • If you are feeling distressed or need support, please contact CPS at (609) 258-3141 for immediate support via the 24/7 CPS Cares Line or to schedule an appointment with a counselor. CPS is a confidential resource.

  • The Sexual Harassment/Assault Advising, Resources and Education (SHARE) office is a survivor-centered, trauma-informed, confidential resource on campus. SHARE provides crisis response, support, counseling, advocacy, education, and referral services to students experiencing unhealthy relationships and abuse, including harassment, sexual assault, dating/domestic violence, and stalking. Please contact SHARE at (609) 258-3310.

  • The Princeton Peer Nightline is a student-run anonymous peer listening service. It is not affiliated with CPS or the University administration. They offer anonymous chat/call peer support.”

  • Peer Health Advisers are students who serve as contacts for peers seeking support, provide referrals to UHS and other campus resources, implement health promotion programs, work to reduce disparities in health and wellness, and help students navigate UHS' services.

Early (First Two Weeks)/ Ongoing

  • Remember that you are not alone in addressing student well-being. You can participate in programs, trainings, and consultations offered to support instructors in addressing aspects of student well-being:
  • CPS: Attend a Princeton Distress Awareness and Response program and refer to the corresponding Recognizing & Responding to Students in Distress guide online.
  • See also offerings from: Sexual Harassment/Assault Advising, Resources and Education (SHARE), Title IX, Office of Disability Services, Office of the Provost: Institutional Equity & EEO, & Ombuds Office.
  • Provide self-care tips or health resources in class, including materials from UHS, etc.
  • Link students to resources that support their resilience and well-being, such as the Academic Resilience Consortium and the University of Toronto’s Strength Based Resilience program lessons.