forbes.com
College Mental Health: Moving Beyond the Crisis Narrative
A 2025 Forbes article reports that the president of the Association for University and College Counseling Center Directors advocates for a proactive approach to mental health in colleges while avoiding the outdated and inaccurate "crisis" narrative. This narrative, according to Dr. Ben Locke, a psychologist with extensive experience in college mental health, creates unnecessary pressure, discourages help-seeking, and leads to inefficient resource allocation.
- What are the practical consequences of framing college mental health as a "crisis", and how does this impact students, staff, and the effectiveness of support services?
- The president of the Association for University and College Counseling Center Directors argues that colleges are reacting to mental health concerns with a flawed "crisis" narrative, creating unnecessary pressure on staff and discouraging students from seeking help. This narrative, while stemming from well-intentioned advocacy, relies on inflated statistics and misinterprets normal human distress as requiring professional intervention. The result is an overemphasis on clinical services at the expense of broader, preventative strategies.
- How has the interplay of advocacy groups, mental health industries, and media coverage contributed to the development and perpetuation of the college mental health "crisis" narrative?
- The "crisis" narrative in college mental health is a self-reinforcing cycle fueled by advocacy groups, mental health industries, and media attention. The over-reporting of mental health issues, often using methods with limitations like low response-rate surveys, creates a perception of widespread crisis, leading to increased demand for clinical services but not necessarily more effective solutions. This has resulted in an increase in reactivity to negative events that are part of the normative human experiences.
- What alternative models for addressing mental health concerns in higher education can effectively combat the limitations of the crisis narrative and promote sustainable support structures?
- Colleges should move away from a crisis-oriented approach to mental health and adopt a more proactive, community-based model. This includes providing education to combat the narrative, utilizing a diverse range of resources like peer support (as exemplified by Togetherall's 92% non-overlap with campus services), and implementing strategic mental health plans. Focusing on building community resilience rather than solely expanding clinical services is crucial for sustainable, effective support.
Cognitive Concepts
Framing Bias
The article frames the discussion predominantly around Dr. Locke's perspective and the negative impacts of the "crisis narrative." While other viewpoints are mentioned (e.g., reports from Forbes, NEA, and The Chronicle of Higher Education), they are presented primarily as supporting evidence for Dr. Locke's central argument. The headline and introduction might subtly influence the reader to accept Dr. Locke's perspective as the definitive one.
Language Bias
The article uses language such as "crisis narrative," which while accurately reflecting the discussed topic, carries a negative connotation. While the intent is likely neutral, this term could still influence reader perception. The article frequently utilizes words like "alarming" and "pressure," which are emotionally charged terms that could contribute to a sense of urgency and negativity.
Bias by Omission
The article focuses heavily on the "crisis narrative" and its impact, potentially omitting other significant perspectives on college mental health. While it mentions the rise in mental health concerns, it doesn't deeply explore alternative explanations for this increase beyond the crisis narrative. The lack of diverse viewpoints on the efficacy of various mental health interventions beyond the mentioned Togetherall platform could be considered an omission. Additionally, the article doesn't explore potential societal or economic factors contributing to the rise in mental health challenges among college students.
False Dichotomy
The article presents a dichotomy between the "crisis narrative" and a more balanced approach, implying that only one of these perspectives is valid. It doesn't fully explore the complexities or nuances within the debate or acknowledge that both perspectives might hold some truth. The article frames the issue as a false dichotomy of either a complete crisis or a simple lack of crisis, ignoring the potential for a more complex and nuanced interpretation.
Sustainable Development Goals
The article discusses the impact of the "crisis narrative" surrounding college mental health and advocates for a more proactive, less fear-based approach. This approach aligns with SDG 3 (Good Health and Well-being) by promoting mental health and well-being in educational settings. By challenging the crisis narrative, the article aims to reduce stigma, encourage help-seeking behavior, and promote more effective and sustainable mental health support systems. The shift from a crisis-oriented approach to a more holistic and proactive strategy fosters better mental health outcomes among students, contributing positively to SDG 3 targets.