Exploring the Impact of the “Anxious Generation”

On October 10, 2024, members of the Seton Hall University community gathered virtually to discuss the mental health challenges facing everyone in higher education today. The workshop, hosted by the Center for Faculty Development, examined the rising levels of anxiety and mental health concerns among students and how this is affecting the entire academic environment. Drawing from Jonathan Haidt’s influential book, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, the event looked to address the growing pressures on both students and the faculty and staff who support them.

The following speakers offered a variety of perspectives on this issue:

- Jared Best, asstistant professor of social work
- Carolyn Corbran, director of Disability Support Services
- Amy Gladstone, social work lecturer
- Grace May, associate professor of education studies
- Leslie Rippon, associate professor of athletic training
- Kelly Shea, associate professor of English
- Dianne Trotter-Aguero, director of Counseling and Psychological services
- Karen Van Norman, dean of Student Affairs.

Opening with a reference to a survey conducted last year by the SHU Faculty Senate’s Faculty Development Committee, the workshop revealed that 74 percent of faculty reported feeling an additional burden due to increased student needs. As student anxiety continues to rise, so does the demand for academic support services, including tutoring, disability support services and psychological resources. Faculty and staff are finding themselves increasingly required to juggle their traditional roles with new responsibilities, such as offering emotional support and accommodation to help students cope with anxiety and other issues.

Faculty in the session shared examples of how this anxiety plays out in everyday academic life. For instance, many students struggle to manage the focus required for long classes. Instead of physically moving around during breaks, students often remain glued to their phones, fearful of missing out on something. Other students experience such extreme levels of anxiety that their nervous systems seem to shut down, leading to disengagement or even falling asleep during class. Many who spoke emphasized the challenge of distinguishing between what constitutes “typical college behavior” and behavior driven by anxiety.

A major focus of the discussion was how faculty and staff can better support students while maintaining their own well-being. Speakers highlighted strategies that could help both parties navigate the current mental health climate. These include:

Check-ins and Empathy: Starting each class by going around the room and encouraging students to share how they are doing. This not only fosters connection but also helps to build a classroom environment rooted in empathy.

Mindfulness and Focus: Incorporating brief meditative exercises at the start of class to help students focus and create a sense of calm before diving into academic content.

Campus Resources: Faculty were reminded to inform students about the wide variety of resources available on campus beyond just Counseling and Psychological Services (CAPS). This includes promoting recreational facilities, student clubs and campus ministry, all of which can contribute to overall student well-being.

Balancing Roles: Faculty are not expected to solve their students' mental health issues. Instead, they should focus on their primary roles as educators and point students toward appropriate campus resources when needed. This can help alleviate the pressure many faculty members feel in trying to manage the emotional needs of their students.

The workshop closed with a reflection on the challenges faculty face in navigating their roles and how the university can better support faculty, staff and students. While anxiety is a major issue facing students, the university community must work together to address it. Encouraging student engagement in academic and social clubs, connecting them to appropriate resources and creating empathetic, supportive classroom environments are just a few steps in the right direction. As Seton Hall continues to work to foster a healthier and more supportive campus community, faculty, staff and administrators are all part of the solution.

Categories: Health and Medicine, Research