Category: Mental Health

Alexis Redding’s career has many interconnections. She was a college counselor who became a developmental psychologist to better understand why her students were struggling, despite their good choices. She now teaches her students at the Harvard Graduate School of Education about the kinds of emotional supports first year college students need but don’t often articulate. As the faculty chair of the school’s Mental Health in Higher Education Professional Education Program, she brings her training as a counselor to the necessary task of addressing student mental health from a variety of touch points.

In her recent book “The End of Adolescence: The Lost Art of Delaying Adulthood,” Redding continues to demonstrate the interconnectedness of life. With co-author Nancy Hill, she makes a strong case for giving young people the time and the license to become authentic authors of their own lives, as opposed to being “fast-tracked” into adulthood. Through a uniquely effective research method, the authors are able to reject the narrative that today’s students are over-protected and under-prepared by showing that becoming an adult has always been emotionally difficult. In addition to evidence within the literature, Redding and Hill review abandoned tapes of interviews with the Harvard and Radcliffe Class of 1975 and conclude that there are far more similarities than differences between that cohort and today’s Gen Z students.

Now, Redding and Hill are working on an extension of that research that involves reconnecting with the class of 1975 and interviewing Harvard classes of 2025 and 2026. The work is not yet complete but in our interview for LearningWell, we get a glimpse into what they are continuing to learn about the important developmental period known as “the college years.”

Here is an excerpt from our interview.

How did your experience as a college counselor and then a graduate school professor motivate you to write the book?

From my vantage point as a college counselor, I became concerned about how much our students were struggling emotionally in college, especially during  the transition to school. And, while the struggles they experienced were quite similar to each other, no one seemed to be talking about them. Consequently, our students described feeling very alone and even worried they were doing something wrong. Once I saw this pattern, I knew that I could better prepare my high school students in advance, but I worried that we were missing opportunities to ease the transition and normalize these challenges for all students once they arrived at school. I wanted to do work to help ease the transition more broadly.

It all starts with how we talk about college. The story young people hear, far too often, is about college being the ‘best four years’ of their lives. The gap between what they expect and the reality can be profound. We don’t talk enough about what is going to be hard or help them develop strategies for navigating these predictable obstacles. And we do them a disservice by not being candid about the challenges they will encounter. Today, I train future student affairs practitioners to help build meaningful support structures and foster the kinds of conversations that I wish my own students had found at college so many years ago.

One motivation for writing our book was to help normalize these challenges for students, for their parents, for faculty members, and for student affairs practitioners as well. We want to empower students and everyone who cares about them to understand what it’s really going to be like and to give them the language to talk about it openly. It’s great to see how this simple change can have such a profound impact.

The way you do that is amazing – revealing what college students of almost five decades ago were feeling from interviews done on the class of 1975. Did you and your co-principal investigator go looking for this kind of information?

Not at all! I discovered that these interviews existed when I was doing research on achievement culture in an old attic building here at Harvard. I came across some misplaced pieces of paper that suggested a study had been done about the college experience in the 1970s that no one ever wrote about. I wanted to know more. (My father was an archeologist, and he trained this sort of curiosity in me.) It took about nine months to figure out where these data had come from, and then to track down the recordings of the interviews. Nobody thought they still existed. But, after many months of calling up box after box from archival storage and going through the attic and the basement to find all the data, I put the entire study back together again and even found the original recordings. We had incredible sound technicians lift the student voices off these degrading old reel-to-reel tapes and we eventually listened to these student interviews from 1972-1975 on our iPhones.

Were you surprised at what you discovered?

Nancy and I went in thinking we would study what was different between college in the 1970s and college today. We thought it would be an incredible time capsule to document what had changed over nearly half a century. It was startling when we began to listen to the recordings because there was so little actual difference. Both of us were struck by how similar those students were to the students who we advise and teach today. It was an interesting puzzle for us. I even coded the data three different times using three different analytic techniques because we were looking for differences. But what we kept coming back to was similarity. And eventually, we realized, that was a powerful conclusion that really contradicted a lot of our popular narratives about “kids today.”

Remarkably, in all the archival work, I ultimately found the documents that told us why the original research team abandoned the study. We had assumed it was because Dr. William Perry, who led the original study, had retired. But then we found minutes from the meeting where they made the decision. It turns out that the motivation for the project was to replicate a study they conducted in the 1950s because they had also assumed they would find that “kids today” were so different 25 years later. What they determined through their analysis was that there was essentially no difference in the developmental experience between those two cohorts. For them, this was a failure. Of course, that was the exact conclusion we had already come to through our analysis decades later, but we had a different take. We were excited to understand why there were such meaningful similarities and to unpack that in our research.

Recognizing the parallels around loneliness and isolation across generations can help us better understand what is ‘typical’ and what is a genuine ‘crisis.’ 

Whenever we present this work, people inevitably ask, “but what about social media? What about covid?” And, of course, we asked those questions too. It would be silly to imagine those realities don’t impact our lived experiences. Of course they do! But what stays the same is the developmental experience, the process of figuring out who you are and asking the big questions: “Who am I? Who do I want to be? What do I want my life to look like?” That experience is not tied to a specific decade or a specific moment in time, despite how much has changed between the generations.

What implications do you think this has for addressing some of the emotional and behavioral health struggles college students report today?

For me, it’s most important to recognize that college has always been hard for a lot of people and that these challenges are predictable and follow some established patterns. One of the things we documented in our research was the profound sense of loneliness that was reported, especially in the first two years. And students talk about those challenges in similar ways between the 1975 and the 2025 cohorts. Recognizing the parallels around loneliness and isolation across generations can help us better understand what is ‘typical’ and what is a genuine ‘crisis.’ As soon as a student calls home to say they’re having trouble or questioning if they fit in at school, family members can immediately – and understandably – panic. But if we understand that this is an expected challenge and that this is indeed typical of the student experience, we can have very different conversations before that call happens and we can respond in ways that can be more helpful in the moment as well.

A strong theme in the book is our needing to give students time to pause the fast tracks of their lives and discover who they are. How did your research influence this conclusion?

One of the biggest similarities across the two cohorts is the intense pressure young people feel to have it all figured out on day one. Students in both generations also struggle to navigate differences between what they envision for the future and what their parents expect, what their friends are doing, and what society says. It can be hard to take action when their goals diverge from those external stories. Trusting their internal voice is growth edge for students in this age group and something we can scaffold.

We tend to push students to make decisions about their future before they are ready. And our students get very mixed messages from us, especially when they’re coming into a place with a liberal arts curriculum. They are told: “it’s time to explore, it’s time to test out different ways of knowing and learning.” But we simultaneously say, “Be careful! If you don’t take this course now, the door will close. You won’t stay on track and you will miss out.” If we believe that students need more time for exploration, our curriculum genuinely needs to allow for that.

This story now continues. Tell us about your current work?

We are still fascinated by the similarities across the generations, but we are seeking to identify meaningful differences and continue to test our hypotheses as well. With that in mind, we are replicating the study with the classes of 2025 and 2026. We are using the exact same protocol, interviewing students annually an asking just one single question, “what stood out to you from the academic year?” We are three years into that work now. As in the original study, we are only following Harvard students so we have a one-to-one comparison, but the hope is, of course, to be able to expand and study at very different institutions that are more representative of college students as a whole. This is really just the first step.

The other exciting follow up is that we were granted permission to reopen the original study, and so we’ve spent the last two years interviewing the original participants from the Class of 1975. It is such a gift to get to do this work. The last time we heard from these participants was in June of 1975 when they were 22 or 23 years old, graduating and making decisions about going to grad school or the workforce. Now we meet them in their early seventies and they are at another pivot point – retirement. And few of them thought about this study at all in the 45 years in between. So, we can capture their stories in two very distinctive and pivotal moments in their lives.

The students who found their way to mentors had the help they needed to ask meaningful questions — What do I really want to do?

We first ask these participants to tell us the story of their life as they would tell it today. Then we ask them if they want to listen to their recordings and meet their younger selves. It’s a fascinating time capsule of their lives from about 19-23 years old. They write reflections after each of the four recordings, and then they come back and participate in an interview to make meaning of both what they heard and how it’s different and similar from their recollections.

What are you learning?

It’s too early to share anything beyond top line takeaways, (we’re just now wrapping up the interviews), but one of the important things that we are hearing has to do with how they remember their time in college. None of them remember college being as hard as what they hear themselves talking about on the recordings. That’s simply not the story that they have told themselves for almost half a century. They forgot how lonely they felt. And that’s totally natural – knowing that things turned out ok softened the intensity of the emotions that they felt in the moment.

The other thing that has emerged from this work, and something Nancy and I care deeply about: a confirmation of the importance of mentorship. The students who found their way to mentors had the help they needed to ask meaningful questions — What do I really want to do? How do I translate my interests into a vocation? Having followed up with these students 50 years later, we were able to see how much even the smallest mentoring interaction mattered to their lives.

Unfortunately, too many students – in both generations – don’t have meaningful mentoring experiences. In the absence of genuine mentorship, it is too easy to land on a default path. Colleges and universities can be more intentional about creating opportunities for students to have a range of mentoring experience – not just the big, long-term relationships we tend to prioritize now. The small-scale mentorship interactions matter a lot – even 50 years later!

Maggie Messina graduated from the Cox School of Business at Southern Methodist University (SMU) in 2022. She works in Private Client Business Development at Cambridge Associates in Boston. Here is her response to the question: “What experience or person in college most influenced your development as a human being?”

College is a formative experience for all. It’s a time when you leave the safety of your hometown, the friends you’ve known forever, and all that is familiar to you. Amidst the unfamiliar faces and places, you begin to search for belonging. For me, during my first two years of college, an unexpected yet incredibly meaningful place of connection was the dining hall. 

At the heart of my dining hall experience was Derek, the welcoming presence at the swipe station. Derek wasn’t just the person who checked my student ID as I walked in—he became a constant source of positivity and encouragement during my transition to college life. As a freshman finding my footing, Derek always greeted me with an enthusiastic high five and hello. During the whirlwind of sorority rush week, he congratulated me when I got into my top-choice sorority, Tri Delta, even throwing his hands into a triangle to represent it everytime I walked through the doors wearing all my new merch. 

Derek wasn’t just the person who checked my student ID —he became a constant source of positivity and encouragement during my transition to college life. 

But it wasn’t just the celebratory moments that made Derek special—it was the way he showed up for me during the tough times. When I felt homesick or defeated by a bad grade, Derek was there with encouraging words and a hug that always made the day seem a little brighter. 

What I learned most from Derek is that kindness matters. Small gestures—like smiling and waving at someone as they pass, holding the door open for a stranger, or offering a pencil to your classmate when they forget—can have a ripple effect far beyond what we can see. Today, as a young professional, I strive to embody that same sense of kindness. It’s one of my current firm’s values, and I take pride in representing it every day. 

What if higher education made student wellbeing a goal on par with graduation rates and GPA’s? That is the organizing vision behind the Flourishing Academic Network (FAN), a group of centers, institutes, and universities across the United States and Canada dedicated to embedding flourishing throughout higher education for the benefit of students, communities and society.

The idea to gather like-minded institutions into a flourishing collaborative grew from the pioneering efforts of four big thinkers at three separate universities. David Germano, a religious historian at the University of Virginia and former Director of the school’s Contemplative Sciences Center, was determined to connect the work he was doing in mindfulness and flourishing to the emerging crisis in college student mental health.

Germano was joined in this purpose by colleagues Richard Davidson, William James and Vilas Professor of Psychology and Psychiatry and Director of the Center for Healthy Minds at the University of Wisconsin; Mark Greenberg, former Director of the Prevention Research Center at Pennsylvania State University; and Rob Roeser, the Bennett Pierce Professor of Caring and Compassion at Penn State. The scholars came from different disciplines but shared a common belief that embedding flourishing concepts into the college experience was both a pragmatic approach to addressing mental health issues among students and a moral imperative for higher education.

A major contribution of the alliance was the creation of “The Art and Science of Human Flourishing,” an interdisciplinary course they created that helps students develop skills and perspectives that support individual and collective flourishing, defined as “living a fulfilling life of meaning, purpose and a sense of belonging.” 

The course was launched in 2017 at all three universities. With consistent outcome data showing significant improvement in mental health symptoms among participants, the collaborators soon formed what they called “The Flourishing Academic Network” to welcome more colleges and universities into the learning community. But like so many initiatives thrown off course by the pandemic, the 2020 national conference of interested universities was delayed until 2022. The changes within FAN schools that occurred during that gap brought starts and stops to the new network but the desire to work collaboratively to apply the science of flourishing to the lives of college students remained strong among the group.

While still nascent, the Flourishing Academic Network is now finding its footing with plans for in-person convenings and ongoing collaboration among 20 or so members.  Some believe the current vulnerabilities within the sector may be an opening to include student flourishing as a primary goal of higher education, though not without disruption.

The FAN charter underlying the organization’s mission states, “We believe centering student wellbeing and flourishing, bridging the gap between student affairs and academics, and changing how higher education systems operate and are designed can establish new pathways for flourishing.”

The following is the first in a series of features on FAN member institutions.

The Renée Crown Wellness Institute:

The administrative backbone of the FAN is now at the Renée Crown Wellness Institute at the University of Colorado Boulder.  With a mission “to promote the wellness of young people and the systems and adults who support them through interdisciplinary research-practice partnerships,” the Institute is one of 12 research centers within the university.  It was founded in 2019 just months before the onset of the pandemic and while many organizations immediately shut down, the Crown Institute went to work providing resources that were in high demand. In the fall of 2020, undergraduate students within schools at CU Boulder were required to take a course, developed by the Crown Institute and its collaborators, called “Health, Society and Wellness in COVID-19 Times.” 

Designed by faculty members of diverse disciplines working collaboratively with undergraduate students, the course not only supported the CU Boulder community during stressful times, it put on display the methods and mission of a very different kind of university research institute. 

Some believe the current vulnerabilities within the higher ed sector may be an opening to include student flourishing as a primary goal, though not without disruption. 

Dr. Sona Dimidjian is the Director of the Crown Institute, and a professor in the Department of Psychology and Neuroscience at CU Boulder. She has both a PhD in clinical psychology and master’s in social work and worked as a therapist with adolescents for many years. “Our research is really focused on action,” she said. “We are interested in changing systems in classrooms, in healthcare settings, in living rooms and dorm rooms because we want a bigger and faster change in young people’s lives.”

The term the Crown Institute uses to define its work is “interdisciplinary research-practice partnerships.” In this sense, the Crown Institute is less of a lab than it is a workshop where those for whom the research is intended (young people, parents, educators) are involved in solving real world problems. Collaborative design is informed and influenced by the expertise and experiences of community partners who work alongside the university researchers. Its intent is to disseminate and apply that research back into the community and on behalf of the partners who have been engaged.

“We believe that our research products are much more sustainable, meaningful, and equitable when the intended audiences of research are included in the design,” said Dr. Leah Peña Teeters, Outreach and Education Director for the Crown Institute and point person for the FAN at CU Boulder.

The Crown Institute has three research strands: children and young people; families and communities, educators and schools, all of which apply the same approach. Consider “Alma,” a peer-to-peer program for new and expectant mothers who are struggling with anxiety and depression. Moms and their peer mentors meet six to eight times utilizing peer support strategies that are informed by the science of behavioral activation. The Alma team developed the program collaboratively, grounded in Dimidjian’s many years of conducting research on the mental health of parents. In assessing their interventions, Crown Institute researchers have found a significant reduction in anxiety and depression, leading to the program’s expansion in other communities.

The children and young people research strand is at the center of the Institute’s work and its primary connection to the FAN.  Here, active initiatives like The Mindful Campus Program have broad appeal among Gen Z students who, as a cohort, continue to report significant mental health issues. Co-designed with undergraduate students, The Mindful Campus Program aims to increase access to mindfulness and compassion-based practices that have proven to support the mental health and wellness of students.  Other programs include the mind.body. voice. program, which promotes body acceptance, belonging, and leadership while reducing vulnerability to disordered eating among girls and young women in middle, high school, and college. Another program, The CU Well Brainstudy, examines how CU Boulder undergraduates experience wellness and cope with stress.

Each of these initiatives includes the deep participation of young people.  According to the Crown Institute, young people serve as both participants and designers of its work, providing vision and feedback to inform the iterative design of its programs and practices. The Crown Institute directs an Undergraduate Research Fellows Program where Psychology and Neuroscience students begin a three-year research journey at the start of their sophomore year, leading to independent research projects in their senior year.  Students, who are given a stipend to compensate for their time apprenticing and working in research labs, are matched with faculty and work closely with them as mentors.

“We are focused on training the next generation of researchers, scholars, and practitioners with the skill sets that really center wellbeing and flourishing across disciplines,” said Teeters. 

The Crown Institute is less of a lab than it is a workshop where those for whom the research is intended are involved in solving real world problems

Alison Ofori is a third-year integrated physiology major at CU Boulder.  She joined the mind. body.voice. project as a peer facilitator after one of her favorite professors suggested she would be a great addition to the team. As a pre-health student, she had always been interested in doing research but felt like working in a lab or a hospital fell a little flat. 

“When I heard about this opportunity, I was like ‘Yes! this is really different.  I get to work with real people.’”

Orofi is particularly energized by the work she is now doing with high school and middle school girls on external vs internal beliefs. 

“We have the girls come in and engage with our curriculum and we ask specifically tailored questions that help them connect with their mind and then what society may be telling them.  For example, we might ask ‘what do you think the perfect woman is?’  A lot of times they’ll answer first with everything society tells them. And then we’ll reframe the question and ask it based on what they think is suitable for them, not society, and we’ll get different answers.”

Orofi, who is the eldest of three sisters, says the work she has done with the Crown Institute has helped her evolve personally.

“I am very mindful now of how I speak to myself, how I talk to other people,” she said. “What Crown is trying to remind us about is that we all go through these struggles and it’s important to bring some conversation to that.”

Like many institutions within the FAN, the Crown Institute also focuses on the teaching of flourishing through specifically designed curricula.  Dimidjian teaches a course through the Department of Psychology and Neuroscience called Flourishing, Belonging, and Liberation that is anchored in the work of other institutions in the FAN as well as the Mindful Campus Program in the Crown Institute. Specifically, the course is an adaptation of The Art and Science of Human Flourishing course, adapted at the Crown Institute at CU with doctoral student, Caitlin McKimmy, and Professors Donna Meija and Natalie Avalos. It examines psychological science to explore, define, and apply the construct of human flourishing, defined as “an existence filled with wellness, purpose, connection, and justice.” 

Dimidjian says the feedback she receives from the students who take the course is consistently inspiring.  “I have had so many students say to me ‘I’ve never had another class like this in my entire time at college’ or ‘I’ve been waiting for a class like this.’ I had one student say to me ‘I can’t wait to come to this class. No matter how exhausted I may be from work and classes, I always feel rejuvenated.’” 

Dimidjian believes the FAN connections have been important to the design and offering of the flourishing course: “We rely on the expertise and generosity of our friends and colleagues in the FAN. It is exciting to share our learning about how to bring a focus on flourishing into all the facets of our campuses.”

The Crown Institute’s mindfulness work closely aligns with the FAN, which has strong roots in contemplative science. Teeters underscores that mindfulness is only part of the pathway to what she calls “the crosswalk between the inner and outer resources needed for flourishing.”

“We recognize that in human flourishing, we can support individuals with contemplative practices, and we also need the systems change work that supports the creation of more just systems in which to practice and thrive. The two go hand in hand and can be mutually informing.”

Teeters sees her coordinating role for FAN within the Crown Institute as a natural extension of her work in outreach and education. She hopes with more opportunities for interaction and scholarship, each institution will learn from one another and enhance their own work as a result.

“I think there’s a lot to be learned from what works and doesn’t across institutions and across settings and one of our hopes in the next iteration of FAN is to bring more youth and undergraduate voices to the direction and leadership of student flourishing.”

Dimidjian concurred.

“There are amazing colleges and universities represented in the FAN currently and deep dedication among all the individual members to the flourishing of students, staff and faculty on our campuses. This work is just at its beginning in many ways, and I think everyone is enthusiastic about the potential for moving from intention to action.”

This year’s Hazing Prevention Week brought more than just an important public awareness message about the dangers of a pervasive yet under-examined ritual.  On September 27^th, the bipartisan “Stop Campus Hazing Act” passed the House of Representatives, edging the country closer to eliminating hazing on college campuses where its strong hold on Greek life and other membership organizations has led to trauma and tragedy. 

But while anti-hazing advocates applaud the new legislation, experts warn that enforcement efforts must be paired with evidence-based prevention strategies.  Doing so requires an understanding of the complex context within which hazing occurs and proliferates.  

The Timothy J. Piazza Center for Fraternity and Sorority Research has been working on this challenge for several years. Founded in honor of a young man who lost his life to hazing in 2017 at Penn State University, the center engages researchers from several universities to examine how to prevent hazing while promoting a healthy and safe environment within fraternities and sororities as well as student groups and athletics.  In September, researchers at the center published a new report in New Directions for Student Services:

Volume 2024, Issue 187
Special Issue: Understanding and Addressing Hazing: Contextual Perspectives, Prevention Strategies, and Case Studies

The monograph offers a literature review woven through eight articles, exploring the motivations for hazing and the complicated challenges involved in preventing it, including the lure of belonging and acceptance.  “There is a human nature element to this problem that we really haven’t yet attacked” said Dr. Patrick Biddix, one of the lead authors on the report. “It is about people’s desire to belong – especially young and vulnerable people who will do whatever they feel is important to fit in.  Hazing takes advantage of that vulnerability.” 

Biddix is a research fellow at the Piazza Center, a professor at the University of Tennessee, Knoxville and an advisor to a national sorority organization.  In college, he held leadership positions in his fraternity and, later, spent many years as an advisor to fraternities and sororities at Washington University in St. Louis.  The experience helped him both understand the nuances of hazing and conclude it needed to be prevented, not mitigated.

“In the past, we’ve approached hazing as helping students understand the difference between what is acceptable and what is high-risk behavior,” said Biddix.  “But we quickly realized that it was confusing for students to pick and choose what may be ok. That is why we are now so focused on prevention.” 

Another co-author on the report is Dr. Emily Perlow, Assistant Vice President and Dean of Students at Worcester Polytechnic Institute (WPI). She says a key part of her day job focuses on “ensuring that students are having a positive experience on campus that keeps them whole and helps them feel a deep sense of belonging.”  As a student, Perlow was also a leader in her sorority and says she was motivated to produce the report to help support student leaders and practitioners on campus who are working on these issues.  

“We wanted advisers, coaches, and all those working in student organizations to have evidence-based information that was more widely accessible than a series of academic journals,” she said. 

In doing their research, Perlow and Biddix soon found that the hazing literature, which was only a few decades old, provided information about the incidents of hazing and the demographics involved in it, but had very little in the way of prevention practices, unlike the prevention literature of other public health problems on campus such as sexual violence and excessive drinking.   Adding to the lack of evidence-based guidance on prevention, was the inconsistency in both the definition of the term “hazing” and the way in which people understood and perceived its risk.  

As the authors point out, hazing has “a storied past” reinforced by media images depicting romantic notions of young people bonding over shared adversity as a means of acceptance.  But what is presented as “good old-fashioned college fun” is a significant safety threat on college campuses.  Hundreds of families have experienced the unthinkable grief that the Piazza’s endured from “bonding gone bad” where life-threatening alcohol use and high-risk behaviors have injured, traumatized or killed young people in the spirit of belonging.  In sororities, “mean girl” behavior and practices of exclusion cause emotional abuse. And yet, the practice persists. 

The report states “At the college level, hazing, which includes high-risk drinking, social isolation, personal servitude, and humiliation, occurs across a range of student groups.”   

And while hazing is wide-spread – more than 55% of college students involved in clubs, teams and organizations experience hazing – few students acknowledge or even understand they have been hazed.   In other research cited in the report, “26% of students belonging to clubs, teams, and organizations indicated experiencing at least one hazing behavior, yet only 4.4% identified it as hazing when asked directly. This dissonance between student experiences with hazing and their ability to label it is problematic for prevention.” 

For the authors, this is where words matter.  Differing and sometimes contradictory definitions of hazing have been unhelpful at best with legal terms or policies pertaining only to one organization leaving students with mixed or unclear messages. With misunderstanding comes an opening to sidestep accountability.  The report quotes students as concluding, “if everything is hazing, then nothing is hazing.”  

Hazing is fundamentally about power. It’s about exerting power over less powerful individuals. 

With the input of experts like Perlow and Biddix, the Piazza Center has developed a definition for hazing that captures its complexities and motivations.

 “Hazing is a power dynamic behavior aimed at screening, fostering bonds, or establishing standing in an organization that risks the health and safety of individuals, causing deliberate or unforeseen physical and/or emotional harm counter to organization purposes.”  

Perlow reiterates the message saying, “Hazing is fundamentally about power. It’s about exerting power over less powerful individuals.  And it is not just about the joining process. It is also a way to establish status in the organization.”  She believes the Piazza Center definition has distinct components that strengthen its effectiveness when used in prevention strategies, largely because it resonates in some way with students.  

In including “unforeseen” harm, the authors allow for the many cases where carelessness or lack of maturity drive the behavior.  “A lot of times students are not thinking about the risks inherent in some of the activities they are engaging in,” said Perlow. “It doesn’t take them off the hook – there’s still responsibility, but in some cases, it is important to understand there is not an intentional effort to harm.” 

Another distinction written into the definition is aimed at getting students to understand that hazing practices are inconsistent with the organization’s mission and goals.  In defining “counter to organization purposes” the authors offer an example.  “You are not an athletic organization so why are you ordering forced calisthenics in a fraternity house basement?”   

Perlow says students understand when the negative consequences of hazing overtake the desired  intent. “I think there are some components of the hazing process that achieve really powerful outcomes,” she said.  “You go through a really difficult, adverse situation and you feel a sense of closeness with others who went through that with you, but we really don’t need to be enacting trauma to create bonds with one another.” 

In working with students, Perlow validates their desire to achieve positive outcomes from hazing – like having strong relationships with others — while getting them to question and change their hazing behavior. “Students can wrap their brains around the idea that if they are not taking away the outcome they care about, they’re pretty receptive to changing the tactic.” 

Perlow’s behavior change example is part of a public health approach to hazing prevention that is outlined in detail in the new report. Like other public health challenges, hazing is largely affected by environmental factors including messages that include the tacit approval of authority figures. The authors argue that with the clear definition of hazing, “stakeholders can develop preventative strategies that empower students to challenge, reject, and reshape environmental messages that mischaracterize hazing as positive, normalized or expected.” 

LearningWell magazine, together with the Coalition for Transformational Education and Gallup, recently hosted “Meaning Matters: a discussion on how higher education can help students find their purpose in life and career.”  The conversation included the definition of “purpose,” what the data show about its benefits to self and society, and the way it seems to have eluded young people today, either through misunderstanding or the dominance of more powerful forces. 

“Purpose work” has become common on college campuses these days, perhaps as an antidote to the vocationalism that seems to have overtaken what has traditionally been college’s role as a laboratory for self-discovery, or so the panel pondered.  With a growing body of literature on the mental health and wellbeing benefits of having purpose, campus leaders struggling to address college students’ mental health issues are taking note. So, too, are career development professionals on campus, given the data that show that having purpose in your work leads to a host of benefits, including retention.  

The LearningWell panel was well suited to explore these dynamics and advise on how to make “finding purpose” a meaningful pursuit for students. William Damon, a developmental psychologist who leads the Stanford Center on Adolescents, is arguably the country’s most often-quoted purpose scholar. His definition of purpose as a goal with an “outside of oneself” dimension has become the most widely accepted in the field. Knowing what purpose is (“an active commitment”) and what it is not (“a dream”) is important for educators and students who often mistake it for something that can be imposed or randomly identified.

“Purpose is a goal that you stick with. It’s not a one-time thing,” said Damon. “And it’s something that’s meaningful to you. If somebody orders you to do something, even if it’s a valuable thing to do, you’re not doing it purposefully.”

Joining Damon on the panel was Gallup Senior Partner Stephanie Marken, who brought the audience through the organization’s data showing the correlation between having purpose and overall wellbeing. She began by identifying a strong motivation for schools and companies to take this work seriously.  “What we know is the consequence of not having purpose is a lowering of wellbeing so, in that way, purpose can be an incredible lever and tool to improve wellbeing and mitigate some of what we see as a mental health crisis in the United States.”

Regarding finding purpose in one’s work, Marken said, “What we find in our research is for those who don’t have a sense of sense of purpose in their work, just 6% of them are thriving in their overall wellbeing,” she said. “When you look at those who do have a sense of purpose in their work, 60-plus percent are thriving in their wellbeing – essentially a 10-times-fold difference.”

Marken noted that the gap between young people’s desire to find purpose in their work and their ability to do so should be a red flag for both colleges and employers. A study Gallup conducted with Bates College found that a majority of adults reported that they felt like having purpose in their work was very or extremely important to them (about 80%) yet just less than half of them reported they had purpose in their work.

In considering the roots of the disparity between young people wanting purpose and not finding it, our third panelist, Wendy Fischman, offered some theories.  Fischman is project director at Project Zero at the Harvard Graduate School of Education. She, along with Howard Gardner, is the author of The Real World of College, What Higher Education is and What it can be,” which posits that higher education has lost its way by not focusing on or communicating its primary mission – which is to offer transformational learning. The wake left by this loss of footing has been filled with campus cultures dominated by transactional mindsets that minimize or dismiss purpose.

“What we found in our research with over a thousand college students was a very strong preoccupation with “self.” Students talked about grades and first-year jobs. There was very little talk of meaning or purpose as Bill describes it.”

Fischman said that if colleges and universities put authentic learning first, and communicated that clearly, students (and their families) would be less inclined to adopt a transactional mindset around their educational experience.  Marken also believes messaging matters, particularly for students who feel financial pressure amidst the rising cost of tuition. 

“There are so many students who are thinking ‘I have to have a job when I leave here and what is my shortest path to doing so.’ I think we also have to make sure that we’re making that connection for students, that when you’re doing something that you are purposeful in, you will be more productive. You will be more successful.”  

Purpose is a goal that you stick with. It’s not a one-time thing.

Marken drew on Gallup’s research showing that certain kinds of learning experiences in college can lead to wellbeing over time, including finding purpose.  She recommended that colleges and universities prioritize experiential learning, mentorships, and internships and make these experiences available and affordable for all students. 

All of the panelists agreed that more should be done to ensure that students understand that purpose and success are not opposing goals.  In fact, some of the most interesting parts of the discussion involved disrupting assumptions many of us have about purpose, starting with it being something reserved for “do-gooders.”

“It’s not as if purposeful people are somehow martyrs, or even extreme altruists, that they sacrifice everything about their own personal lives,” said Damon. “Data show that people who are highest on purpose are also very energetic, and very high on self-goals such as entertainment or travel.”

Damon believes one of the best ways to teach purpose is to provide flesh and blood examples. He encourages all those who engage with students to help provide examples and asks students to look around them and consider “Who do I admire?”

Asked what schools can do to help students understand the value of college as a way to find yourself, including your purpose, Fischman said, “I would ask every student, ‘What is it that college can provide that you can’t get anywhere else?’ and I think going through that exercise would help them see college as a once in a lifetime opportunity to develop yourself more fully.”

Here is the full webinar:

Dr. Sarah Lipson waited all year to get the report she hoped would confirm that last year’s data was not an outlier. 

“Each year over the past decade had been the worst we’ve seen in terms of prevalence rates until the 2022-2023 survey indicated things got a little better in terms of anxiety, depression and flourishing,” she said. “With the 2023-2024 data now in, it looks like we may be turning the corner.” 

Dr. Lipson is a principal investigator of the national Healthy Minds Study, one of the largest data sets used to determine the mental health and wellbeing of the college student population.  The data she awaited indeed showed that the prevalence of depression, anxiety, and suicidality among college students has decreased for two consecutive years for the first time in a decade. Meanwhile, flourishing (positive mental health) among students has increased during this same time frame, having been in decline for ten straight years. 

The latest data were collected between September 2023 and May 2024 from over 104,000 undergraduate and graduate students at 196 institutions, including community colleges, technical colleges, HBCUs and other minority-serving institutions. The variances were small – a 5% drop in anxiety, a 6% drop in depression and a 6% increase in flourishing — but the change itself is significant. 

“Because it’s a population-based survey, Healthy Minds is often a starting point where we can say ‘here’s what we see at a population level in terms of trends,’” said Lipson, who is also an associate professor at the Boston University School of Public Health.  “The levels are still very high, but we are hopeful we have the start of a positive trend.” 

Asked what might be driving the shift, Lipson said, “There’s a broader context for sure, but I’d like to think that a lot of it has to do with what’s happening on campus in terms of increased awareness and support and more schools taking a public health approach to addressing student mental health.  I hope so.”

The latest healthy Minds survey report is a glimmer of hope for colleges and universities yearning for some form of good news related to the mounting mental health problems their students have reported over the years. Yet despite the progress, this year’s data still produced last year’s headline: too many students are emotionally unwell.  According to the survey, a third of students screened positive for some form of anxiety and almost four in 10 met the criteria for moderate or severe depression. 

Furthermore, the 2023-2024 changes in anxiety, depression and flourishing were a return to what students were reporting before the spikes caused by the pandemic.  And while cautiously optimistic, Lipson points to data in the report that reveals one of the most tenacious problems in college student mental health – the unmet need for services among students who need them. According to the 2023-2024 report, almost 40% of students who screened positive for anxiety or depression are not receiving any kind of mental health services.

“The levels are still very high, but we are hopeful we have the start of a positive trend.” 

“Even though the rates of treatment seeking have gone up, there’s still a significant unmet need that exists, with a lot of inequities in it,” she said.  “From a public health perspective, this is a missed opportunity during a really epidemiologically vulnerable, psychosocially significant time between 18 and 25.”

The Long and Winding Road

According to the Healthy Minds study, rates of depression and anxiety among college students doubled from 2010 to 2021 (from 20% to 44% for depression; and 20% to 37% for anxiety).  An early sign of the looming crisis was the increase in demand for campus counseling services which often went unmet.

According to the Center for Collegiate Mental Health at Penn State University, between fall 2009 and spring 2015, counseling center utilization increased by an average of 30-40%, while enrollment increased by only 5%. More serious consequences ranged from significant stop-out rates due to mental health problems to tragic deaths by suicide on campuses throughout the country. The pandemic fueled what was already a burning fire, adding isolation and lack of connection to the myriad of potential drivers.  In a 2021 survey by the American Council on Education, college presidents rated student mental health their number one concern.

Since then, most colleges and universities have put in place a range of responses, from service improvements to preventative strategies aimed at improving overall wellbeing. By the time the US Surgeon General came out with his young adult mental health advisory in 2021, it was hard to find an institution in the country that wasn’t working hard on mental health, or at least talking about doing so. Most schools have increased capacity for services through a number of strategies including utilizing a triage approach that prioritizes services by acuity, digital mental health interventions like apps and teletherapy and increasing staff when feasible. 

Cultural changes on campus have included prioritizing mental health through chief wellness officer positions and ongoing student-driven initiatives like awareness campaigns that reduce stigma and peer counseling which many students, particularly those of marginalized identities, find accessible and effective. The focus on student mental health and wellbeing on campus has encouraged other student-centered initiatives involving equity and basic needs and has raised questions about faculty’s role in student mental health and what academic policies or pedagogical changes may be needed to improve wellbeing. 

The question, which the recent Healthy Minds data raises, but does not fully answer, is, has all this activity had an impact?

“I agree with the Healthy Minds team that increased attention to mental health since the pandemic and additional resources for mental health are likely contributing factors to the slightly declining trend in anxiety and depression and slight increase in flourishing,” said Nance Roy, Chief Clinical Officer at the Jed Foundation, the country’s leading non-profit dedicated to protecting emotional health and preventing suicide in young people.

Roy also theorized that students have gotten better at distinguishing between “normal” feelings of anxiety and depression and clinical anxiety and depression. She believes the change in the way we talk about mental health – away from “crisis” and toward positive mental health – has been helpful.

The Jed Foundation itself may have had a role to play in the potential turnaround by providing schools a response to mental health issues, including suicides on campus, with mental health strategic planning support.  Launched in 2013 and now in 500+ campuses, the JED Campus Program engages colleges and universities in collaborative work over the course of four years. After conducting an initial needs assessment, a JED advisor draws on the data to create a strategic plan that, when implemented seriously by leadership on down, has led to impressive outcomes. Its recent impact report suggests that the students on campuses who engaged with JED reported lower rates of anxiety, depression and suicidality and increased flourishing, GPA and retention rates.

Another major player that emerged during the consecutive years of escalating prevalence rates is telehealth or teletherapy, most often provided by a third party.  First introduced as a potential way to expand capacity within counseling centers, telehealth became a permanent fixture during the pandemic and is now widely used.  These services range significantly in scope but the most popular provide components such as a clinically-staffed, 24/7 crisis line; online therapy appointments with a remote clinician one can choose, and apps or access to wellbeing supports such as mindfulness.  There are a number of advantages to these services, staring with convenience in time and place, a prerequisite for flexibility-focused Gen Z.

Uwill is a leading mental health and wellness company serving 3 million students at 400+ institutions in all 50 states and 40 countries.  Students begin their Uwill experience by indicating  how quickly they want to see a licensed therapist, with the option to choose a same-day appointment as well as preferences such as race, ethnicity, gender and clinical need.  Amaura Kemmerer, LICSW ,is Uwill’s Director of Clinical Affairs and the former Associate Dean for Wellness at Northeastern University. She says that teletherapy options solve a number of problems that had always existed for mental health providers on campus. 

“Traditionally, students embraced in-person therapy over teletherapy.  However, in-person creates a barrier in trying to serve students after hours, off campus, or out of the state or country” she said. “During the pandemic, there was no choice but to move online and what has happened since is that students and counselors have realized the advantages – students can access therapy wherever they are and whenever they need it, or if they are uncomfortable going to a center, and they can choose the type of therapist they want to see, which is really important for students of certain identities.”

Kemmerer says over 60% of students engaged with Uwill report never having gone to therapy before, underscoring its benefit as a new onramp to care for students who might not otherwise seek help.  Ironically, while introduced as a salve for the capacity problem, digital therapy may be providing access to care for a new population of students who have not been seeking help on campus. But most college health professionals would agree that’s a good thing and are comfortable with its place among their care continuum.

According to the Healthy Minds study, rates of depression and anxiety among college students doubled from 2010 to 2021 (from 20% to 44% for depression; and 20% to 37% for anxiety).

“Even though the restrictions around the pandemic have eased, our students are still preferring digital therapy due to convenience,” said Dr. Zoe Ragouzeos, the Executive Director of Counseling and Wellness Services at New York University.  “And the data still reflect that the efficacy of remote treatment compares to that of in-person care.” 

It is clear that technology-based mental health support is here to stay but the lack of data on the full range of digital mental health tools – including apps that are self-directed or only include partial coaching — is a concern of Dr. Lipson’s.  She and her colleague, Dr. Daniel Eisenberg recently published a paper sponsored by the Ruderman Family Foundation concluding “although research has demonstrated that DMHI (Digital Mental Health Interventions) can be effective at improving mental health, the majority of widely used DMHIs in college settings have limited direct evidence of effectiveness in student populations.”

While they are supportive of the adoption of DMHI’s, Lipson and Eisenberg recommend colleges consider how these tools fit into campus mental health and wellbeing plans that take a preventative, population-based approach.  They call for rigorous evaluation of commonly used programs and more information about user engagement, particularly regarding whether or not these services are being accessed by students of color or groups that may be needing help but not seeking it.  In a separate effort, the researchers are working to create a comprehensive student mental health repository where easy access to evidence-based best practices will help campus professionals understand which interventions are best for which students. 

As campuses continue to work at improving student mental health in a variety of ways, Lipson believes we will need several more years of prioritizing mental health at a population level to truly understand how far the needle has moved.  In the meantime, the Healthy Minds team will continue to produce the indicators. 

It is a cold, rainy day in March, but Vassar’s campus still holds its appearance as the beautiful, contemplative place of learning for which it is famous. Its lush green quads and remarkable architecture reflect a traditional liberal arts experience. But like any community, Vassar is more than it appears to visitors. Over the past two decades, its landscape has significantly changed in many ways, both positive and challenging. 

Among its many distinctions, including its outsized number of famous alumni, Vassar’s President Elizabeth Bradley hopes the school will be known as a place of good health and wellbeing. To make this vision a reality, she recognizes that the college must establish a universal sense of belonging amid a new, more diverse student body where students of various identities express different expectations and needs. Like their Gen Z peers everywhere, many Vassar students struggle with their mental health.  

Since becoming President in 2017, Bradley has worked with faculty and the college’s senior leadership team to foster a campus of wellbeing as a key part of her administration’s agenda, with a focus on belonging in the classroom and in the community. “When I think of wellbeing, I think about our students’ ability to thrive, and to grow, and to learn to become confident young adults who will go out and do the things that are in their hearts to do,” she said. “You can’t thrive if you feel like you don’t belong — in or out of the classroom.”

A noted public health expert, Bradley believes success in this area requires all campus stakeholders to work on improving wellbeing within their respective realms and across departments when necessary. This means professors being attuned to the personal and emotional aspects of their students’ lives and practicing inclusive pedagogy along with their areas of expertise. Student affairs roles, such as the office of Student Growth and Engagement, steer students toward co-curricular activities that help them “thrive, not just survive.” 

Mental health services are highly utilized and, like many college counseling centers, the office is experimenting with new strategies like bringing community partners onto campus for students with acute needs. But even mental health is not confined to any one service, partly due to capacity and partly due to philosophy. Early in his tenure, Dean of the College Carlos Alamo-Pastrana asked, “Can we, as a community, shift our perspective on whose responsibility it is to think about wellness?” 

One inter-departmental effort that is central to wellbeing and belonging is the Office of Engaged Pluralism (EP). Like the term implies, EP seeks to engage all community members in acknowledging differences through an asset-lens where unique perspectives and norms are respected, if not universally agreed upon. It is both a program (offering workshops, trainings and events) and a pledge. The concept evolved from tensions on campus shortly after Vassar moved to need-blind admissions and the student body make-up changed significantly. 

All of these efforts, taken together, are demonstrations of the college’s commitment to building a campus of wellbeing, and one can’t help but wonder what role initiatives such as Engaged Pluralism may have played in more recent controversies, including the voluntary, and atypical, removal of the pro-Palestinian encampment at the school. But to better understand how Vassar’s intentionality on wellbeing and belonging has affected its students overall, LW discussed the topic with four students in various stages of their education. In this enlightening interview, the students talked honestly and graciously about their aspirations, their challenges, and what wellbeing means to them. Here is an edited transcript of some of what they had to say. 

Editor’s note: It is unclear whether any of the interviewees participated in the Vassar protest encampment which occurred after this conversation, but it is worth noting that each of them expressed support for the right to protest on this and other issues, though it is not reflected in this transcript. 

LW: Let’s start with mental health and wellbeing. What kinds of supports or strategies help you thrive here at Vassar?

Marissa is a junior majoring in Science, Technology and Society (STS) with a minor in prison studies.

Marissa: For me – I’m a student leader here on campus alongside a whole bunch of other amazing students. I’m the vice president of the Black Student Union. I’m the co-head of a small concert throwing organization that we have on campus. My friends are always saying, “Marissa, you’re so busy. How do you do it?” But I think the thing that allows me to do all these different things and be in all these different places but still be flourishing is the fact that I’m consistently working with people who all love it. We come together and we support each other and I think for me, thriving is being in these spaces where you are able to laugh but then cry about assignments and experience this whole breadth of emotions. The school has a counseling center, and there’s been times where I went there – some were good and some were not.But I feel like, overall, the thing that really allows me to continue going and not burn myself out is being in these spaces with these people. 

Prisha is a senior psychology major and international student from Bangalore, India.

Prisha: Can I add on to that? I think something that might go unnoticed, but that I feel has a big impact, is the fact that we acknowledge that mental health, your mental health, changes every day and that it does impact your work and your interpersonal relationships. Coming from an international standpoint, I think a lot of students come here as first-generation students arriving in a new country with all of these aspirations and goals for themselves and also expectations that I feel like they don’t give themselves enough grace around. They’re doing a lot here and their wellbeing is a part of something they need to take care of, not just their futures. 

For me, it’s in the really little things that I find solace; just having check-ins at the start of class or meetings like the “rose, thorn and bud question” — a rose is what went well this week. A thorn is something that didn’t go as well and a bud is something you’re looking forward to. Before I was asked those questions, I didn’t even think in that frame of mind of, “Oh, what went well this week?” I actually began to think about myself and what I’m putting out in the world, more than just going through the motions.

“My peers are a significant source of support for me. Another is my professors.”

Maya is a senior biochemistry and psychology double major.

Maya: I think I approach wellbeing from three avenues. My peers are a significant source of support for me. Another is my professors. I know that there are professors on campus who push you and want you to do your best, and sometimes it can feel very overwhelming. But there are other professors who are very, very understanding. I remember two years ago, I was going through a very difficult situation in my personal life and I was able to reach out to my professors and they immediately said, “I can be that avenue for you to make sure that you’re advocating for yourself and advocating for what you need during this time, extensions, whatever.” In general, professors will work with you, which is so nice on this campus. And that definitely helps a lot because things can get very overwhelming very quickly, especially during this time of year when you have burnout from papers and finals. 

But then the third avenue for me is all the work that I do as a leader on campus. I work at the women’s center. I’m a women’s center intern, and we do a lot of events that are centered around wellbeing, but I also lead a women of faith group. Religion is very important to me and has become even increasingly important to me as my years at Vassar have gone on. Which is interesting because a lot of people look at Vassar and they’re like, “Oh, it’s a liberal arts school. You could do so many other things. Why talk about religion?” I am a Christian and my beliefs have developed throughout my time here. And that’s because I’ve been able to ground myself in these groups and in these places where other people also believe. And the women of faith group, I mean we have people who are Jewish, we have people who are Muslim, we have people who are Christians and they’re coming from all different perspectives, but we’re able to unite about our experiences on this campus as well in life. And that has been so centering for me.

Mia is a first year, first-generation college student.

Mia: I would say a lot of the same things. Community is huge. I don’t think I would’ve made it through the year if I didn’t have people to rely on or people to have conversations with. And just to know that you’re not alone. People are having the same experiences, especially when you’re transitioning from high school to college. For me that included feeling like you don’t necessarily belong in the classroom just based on everyone else’s background. I am a first-generation, low- income student and I look at other people in the classroom and sometimes I think, “Do I really belong here?” Then I’ll talk to other people and it’s a very common experience to feel like that — it’s very normal. Knowing that you’re not alone makes it a lot better and helps you find ways to feel comfortable in this space.  The role of professors is huge. Before I came here, I’d never heard of a mental health day. I had a professor who said, “If you need a mental health day, you can just take it. You don’t have to email me or anything.” And I realized, wow, there’s a really big emphasis on who you are as a person outside of your academics. That is something that is sometimes really hard for me to separate because I’m a goal-oriented person. I will get through this task no matter what because I’m looking at a bigger picture. And sometimes that also can harm me because it can lead to burnout. Sometimes I have moments where I realize, “Wow, I’m definitely struggling.”

LW: What are some of the challenges to wellbeing and belonging here? How can things be improved? 

Prisha: I think I can give this a go. All of us need to better understand our different cultures and perspectives. I work at the Office of International Services and we do a bunch of these events throughout the year, some big, some small, all celebrating the different cultures that are present on our campus and give students, especially international students, a platform to celebrate their own cultures as well as to spread awareness. And something we always face is how can we get more students to come engage with us? I think a lot of international students feel the need to just disappear into the crowd of white Americans here on campus, and they feel a really strong need to conform.

“Considering how fast college goes by, you have to create your belonging quickly in four years.”

I think another way to cultivate a larger sense of belonging is how can we get white Americans or locals to also look at what we do? It’s like you see the email and right away, it’s not for me. And it’s just such a missed opportunity. If it was the other way around, if instead of putting the pressure on international students to fit in, we got all students to learn about all the different kinds of cultures we have here, it would benefit everyone. You would learn to be more tolerant, be more open. “Hey, this is what exists outside of this campus, outside of this state, this country, and this is what’s going on, and you should look at it.” That is something I’d like to change. 

Marissa: It can be tough here sometimes. Vassar is a PWI, predominantly white institution, and I think statistically the numbers of students of color are going up, but you could look out into the college center, into the dining hall, and it doesn’t feel that way. Oftentimes I hear people say, “This is a really small school. I feel like I know everybody.” And I think, “I don’t know everybody.” And I think that’s because even as extroverted as I am, there are different pools here, you have your cliques. Vassar is still just like any other school that way. And sometimes it can be hard to mesh those, even when we are all taught to be very multidisciplinary and interconnected. That’s why I rely on my peers to uphold one another. But sometimes it feels like if we don’t do it, nobody else is going to. And then we could fall through the cracks. Considering how fast college goes by, you have to create your belonging quickly in four years. And then you want to be able to not just make your own belonging, but to make spaces for other people like you to belong that are consistent, that are long lasting, that don’t disappear. 

Mia: I knew coming here it was going to be humbling. I knew the workload, the difference in material and curriculum was going to be huge for me. I came from a Title 1 school. It was not going to be the same. There’s always going to be something you don’t know. I think my biggest fear was also not having a community here. I was so scared I wasn’t going to make friends. I thought, “I’m going to be all alone. This is going to be so hard.” But I came in and I made friends the very first week, and they’re still my friends now. We’re eight months down the line and we have dinner every single night. You don’t realize how much people will impact you as you spend time here. So, I think you expect certain things and you just don’t know what it’s really going to be like until you get here. 

LW: You are all so inspiring and accomplished. I wonder, have you thought much about your purpose in life, which is different from just what you want to do. 

Maya: For me, personally, the desire to go into research, and specifically researching disorders like ALS, is because my dad was diagnosed with ALS and he passed away two years ago. (That’s the personal thing that I was struggling with.) So that was very embedded in me since his diagnosis. I understand the person suffering as well as how much suffering their family is going through and how much support they need during this time. And the fact that we have so many unanswered questions remaining despite all of the technological advancements that we have, seems like we need to really focus on certain aspects of these diseases to further our understanding and to further treatment and cures to these problems. I do think my experiences on campus, specifically talking with other people who are in my majors, who are also close friends, has further solidified my interest in research. I see the research that they’re doing with other professors on campus, or I see what they’re learning about and I’m like, oh, that’s really interesting. I want to learn about that, too. I would definitely say that finding my purpose in life has been facilitated throughout my time at Vassar. 

Marissa: I think, at least for me, my purpose — the thing that drives me — is to be happy. Because there was a period where I really wasn’t. And I look back at my younger self and I just want to give her a hug. But I look at her with grace and I look at the journey and I’m so grateful that I was able to go on it. And when I’m here, I think I also believe in the power of storytelling. And telling the stories, whether it be how it was back then or where I’m at now, it’s just being able to do that. And I think what college gave me was a toolbox for all that.