Navigating the support landscape: Bridging the divide between social support in business schools and student mental health

Abstract

Post-secondary institutions continue to face increased pressure to address the mental health challenges of their students. Yet, many internal stakeholders (e.g., faculty, student peers, administrators, and staff) are unsure or unaware of ways in which they can engage to improve student mental health outcomes on campus. In this study, we surveyed 205 current business school students in the United States and Canada to learn about their mental health as well as their perceptions of the support that they have received from these four focal internal stakeholder groups. The results suggest that students’ mental health is positively related to perceived support from faculty and student peers, but this was not the case for support from administrators and staff. Based on these results, we draw from previous work on student mental health and well-being to provide concrete actions for business school stakeholders to improve support through crafting policies, developing programs, and offering individualized services that meet the emerging mental health needs of students. By viewing mental health as a shared responsibility, working together to improve student outcomes, and embedding mental health and wellness into core institutional activities, business schools have the opportunity to strengthen their mandate of contributing to business and society.