When we think about what data we need to understand the effectiveness of these interventions, it’s really important to consider both process and outcome measures. So looking at process measures, you might want to understand things like how often are students engaging with the intervention, how long are they engaging with it, what features are they using, what are they finding helpful, and what are they finding less helpful.
And then when we think about outcome measures, we really want to understand, are these interventions helping students reduce symptoms of depression or anxiety? Are they increasing students’ sense of social support or sense of belonging? Are they improving students’ academic outcomes or other types of outcomes that are important for students’ well-being?
And when we think about the data that we need, we really need to be collecting data on both of those types of measures to understand what these interventions are doing and who they’re reaching and how we can improve them to better support students’ needs.
Inside Higher Ed: What are the next steps for institutions in understanding and implementing these digital mental health interventions on their campuses?
Abelson: I think one of the key next steps is really investing in research and evaluation. I think that’s a theme that we heard from our interviews and that we emphasized in our report. We really need more data to understand what these interventions are doing and who they’re reaching.
So I think that’s one of the key next steps, is really investing in research and evaluation. And that includes thinking about how we can collect data on both process and outcome measures, thinking about how we can understand what’s working for students, what’s not working for students, and how we can design and implement these interventions in a way that’s going to best support students’ well-being.
So I think research and evaluation is really key. I think also thinking about how we can support students to access these interventions and to use these interventions.
So thinking about things like how we can promote these interventions to students, how we can make them accessible and how we can make them engaging and supportive for students. I think those are really key next steps for colleges and universities as they think about implementing and integrating these digital mental health interventions into their services.
And I think also thinking about how we can work collaboratively with students and with other stakeholders to design and implement these interventions in a way that’s going to best support students’ needs.
Inside Higher Ed: Thank you so much for joining us today, Sara.
Abelson: Thank you so much for having me.
This interview has been edited for length and clarity.
This article was originally published on Inside Higher Ed.
One key aspect that administrators should consider is the effectiveness of the interventions being implemented. They should look at the data and evidence of how these interventions have performed in real-world settings, particularly with diverse student populations. It’s important to ask tough questions and demand transparency from the providers of these interventions to ensure that the investments are worthwhile and are actually making a positive impact on student mental health.
Additionally, administrators should also consider the long-term sustainability of these interventions. It’s not just about implementing a solution for the short-term, but rather ensuring that it can be scaled and maintained over time to continue providing support to students in need. This requires careful planning, evaluation, and potentially re-evaluation of the interventions to adapt to changing circumstances and student needs.
Overall, the key takeaway is that administrators need to be strategic and intentional in their decision-making when it comes to funding and implementing digital mental health interventions. By prioritizing effectiveness, sustainability, and inclusivity, they can ensure that they are making a meaningful and lasting impact on the mental health and well-being of their student population.
But I also think we have to recognize that technology is a part of their lives, right? And so, figuring out how to harness it for good, how to make sure it’s not isolating, how to make sure it’s not creating bubbles, I think that’s really important work. And I think that’s work that we’re all going to have to do together.
Inside Higher Ed: Absolutely. It’s all about finding that balance and making sure that we’re using technology as a tool to enhance the work that we’re already doing.
Abelson: Exactly.
Inside Higher Ed: Well, thank you so much for taking the time to speak with us today. Your insights have been incredibly valuable, and we really appreciate it.
Abelson: Thank you so much for having me. It’s been a pleasure to talk with you.
Inside Higher Ed: Thank you. Have a great day.
Abelson: You too. Bye.
Inside Higher Ed: Bye.
Y están en tecnología y estarán usando tecnología y no podemos ignorar la tecnología si vamos a servir a nuestros estudiantes de hoy. Creo que siempre es un “tanto-y”, y deberíamos escuchar más las voces de los estudiantes y su dirección en el camino a seguir.
Escuche episodios anteriores de Voces del Éxito Estudiantil aquí.