Faculty Knowledge, Attitudes, and Willingness to Support Students with Mental Health Concerns at a Large Public University

Abstract

This study explores the relationship between faculty knowledge, attitudes, and their willingness to support students with mental health concerns at a large public university. Using a cross-sectional survey design, data were collected from 98 faculty members across multiple disciplines. Results indicated that faculty generally reported high levels of mental health literacy and positive attitudes
toward students with mental health issues. Willingness to support students was significantly associated with both knowledge and attitudes. However, faculty who had previously made accommodations or met one-on-one with students reported slightly lower willingness scores, suggesting potential barriers in translating intent into action. These findings underscore the importance of continued professional development and institutional support to enhance faculty capacity to support student mental health.