Document Type
Article
Abstract
This interpretive phenomenological study explores faculty and academic advisors’ experiences in supporting students with mental health challenges. Guided by the Theory of Planned Behavior, which suggests that personal beliefs, prior experiences, and familiarity with symptoms influence behavior, the study examines participant narratives to identify key factors that shape their approaches to supporting students. Findings indicate that personal beliefs about mental health, prior experiences with individuals facing mental health challenges, and campus-based mental health training opportunities all significantly enhance mental health support mechanisms for students outside traditional counseling settings. The ability of faculty and academic advisors to recognize signs of mental health challenges is critical for promoting overall campus well-being.
Disciplines
Academic Advising | Psychiatry and Psychology | Social Work
Recommended Citation
Johns, S. (2025). Exploring Faculty and Academic Advisors’ Experiences Supporting College Students with Mental Health Challenges: A Qualitative Study Using Interpretative Phenomenological Analysis. NACADA Review: Academic Advising Praxis & Perspectives, 5(2), 63-73. https://doi.org/10.12930/NACR-23-03
Comments
Deposited under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) per the journal's Ethics & Copyright policy. No changes were made to this deposited version. Version of record available at https://doi.org/10.12930/NACR-23-03.