This study sought to explore the impact of college student mental health on faculty pedagogy. Using a grounded theory qualitative research methodology, the researcher interviewed 13 faculty participants about their experience of college student mental health in the classroom. A review of the literature on theological anthropology, trauma, and Christian higher education provided a framework for the findings of this study to be discussed. Findings revealed four main themes influencing faculty pedagogy which included: the value of relationships for promoting student well-being; lowered engagement by students experiencing mental health challenges; the increased need for mental health-related accommodations; and the impact of faculty well-being on classroom practice. In response to these themes, the following recommendations for improving relational pedagogy were provided: restoring a sense of faculty well-being and introducing trauma-informed strategies for faculty pedagogy.
"Relationship as Pedagogy: Empowering Faculty to Support Student Mental Health,"
Growth: The Journal of the Association for Christians in Student Development: Vol. 22:
22, Article 3.
Available at: https://pillars.taylor.edu/acsd_growth/vol22/iss22/3
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