Creating a learning environment that is firm but fair: maintaining academic rigor while prioritizing mental health

Mental health is a priority for many post-secondary institutions because of the rise in students seeking support services for mental health problems, including anxiety, stress, and depression. The underlying basis of the emerging mental health crisis among scholarly young adults is often based on conjecture and attributed to the pressure to succeed, transition in expectations, or information overload. Although underlying issues are complex and diverse, we believe that instructors can design and operate courses while prioritizing mental health. A common barrier for educators is the ability to convey compassion to students while maintaining high expectations for academic rigor. In this pilot project, we sought to identify practical ways curriculum designers and instructors can proactively promote healthy mental habits for their learners. It is our opinion that when learners are physically and mentally well, they are more likely to engage meaningfully and achieve deeper learning. Some examples we will address are flexible assessments, multiple attempts at new tasks, scaffolding, and peer review. We will also discuss how we create supportive learning environments where students and instructors build professional relationships based on trust and respect