Robert Eaton is a professor of religious education, Steven V. Hunsaker is a professor in the department of languages and international studies, and Bonnie Moon is a professor of mathematics, all at Brigham Young University–Idaho.

“This is a necessary book for anyone who teaches in higher education. By weaving together research and practice, the authors show faculty how small steps we take can contribute to improved learning and mental health for our students.”—Peter Felten, coauthor of Relationship-Rich Education: How Human Connections Drive Success in College“Mental health challenges for college students are at a crisis point, and this book is a must-read for instructors. Readers will gain understanding of how mental health issues can obstruct learning, and of how to build a toolkit of research-based teaching practices designed to mitigate harmful stressors and promote learning. Intentional design choices lend structured support to those who need it most, and can benefit all students during the transformative college years.”—Jenny Frederick, Yale University “A readable synthesis of the research into student mental well-being. The authors provide plenty of relevant and actionable advice on how faculty can effectively incorporate attention to mental health into their daily teaching practices.”—Jason Pickavance, Salt Lake Community College

• PrefaceIntroduction1. Why Anxiety and Depression Matter for Learning2. Become Natural Mentors3. Design Courses with Students with Mental Health Challenges in Mind4. Awaken Students’ Innate Drive to Learn5. Foster Emotional Resilience6. Build Community7. Avoid Pitfalls with Active Learning8. Promote Wellness PracticesConclusionNotesBibliographyIndex

Robert Eaton is a professor of religious education, Steven V. Hunsaker is a professor in the department of languages and international studies, and Bonnie Moon is a professor of mathematics, all at Brigham Young University–Idaho.

“This is a necessary book for anyone who teaches in higher education. By weaving together research and practice, the authors show faculty how small steps we take can contribute to improved learning and mental health for our students.”—Peter Felten, coauthor of Relationship-Rich Education: How Human Connections Drive Success in College“Mental health challenges for college students are at a crisis point, and this book is a must-read for instructors. Readers will gain understanding of how mental health issues can obstruct learning, and of how to build a toolkit of research-based teaching practices designed to mitigate harmful stressors and promote learning. Intentional design choices lend structured support to those who need it most, and can benefit all students during the transformative college years.”—Jenny Frederick, Yale University “A readable synthesis of the research into student mental well-being. The authors provide plenty of relevant and actionable advice on how faculty can effectively incorporate attention to mental health into their daily teaching practices.”—Jason Pickavance, Salt Lake Community College

• PrefaceIntroduction1. Why Anxiety and Depression Matter for Learning2. Become Natural Mentors3. Design Courses with Students with Mental Health Challenges in Mind4. Awaken Students’ Innate Drive to Learn5. Foster Emotional Resilience6. Build Community7. Avoid Pitfalls with Active Learning8. Promote Wellness PracticesConclusionNotesBibliographyIndex

Robert Eaton is a professor of religious education, Steven V. Hunsaker is a professor in the department of languages and international studies, and Bonnie Moon is a professor of mathematics, all at Brigham Young University–Idaho.

“This is a necessary book for anyone who teaches in higher education. By weaving together research and practice, the authors show faculty how small steps we take can contribute to improved learning and mental health for our students.”—Peter Felten, coauthor of Relationship-Rich Education: How Human Connections Drive Success in College“Mental health challenges for college students are at a crisis point, and this book is a must-read for instructors. Readers will gain understanding of how mental health issues can obstruct learning, and of how to build a toolkit of research-based teaching practices designed to mitigate harmful stressors and promote learning. Intentional design choices lend structured support to those who need it most, and can benefit all students during the transformative college years.”—Jenny Frederick, Yale University “A readable synthesis of the research into student mental well-being. The authors provide plenty of relevant and actionable advice on how faculty can effectively incorporate attention to mental health into their daily teaching practices.”—Jason Pickavance, Salt Lake Community College

• PrefaceIntroduction1. Why Anxiety and Depression Matter for Learning2. Become Natural Mentors3. Design Courses with Students with Mental Health Challenges in Mind4. Awaken Students’ Innate Drive to Learn5. Foster Emotional Resilience6. Build Community7. Avoid Pitfalls with Active Learning8. Promote Wellness PracticesConclusionNotesBibliographyIndex