We found 131 results that contain "mental health"

While the Center for Economic and Policy Research has gone so far as to call the U.S. the “No Vacation Nation" stating from a study of 22 of the richest countries that "The United States continues to be the only advanced economy that does not guarantee its workers paid vacation and holidays." Former President Samuel Stanley made efforts to ensure that at MSU this wasn't ture. On his last day of service, President Stanley declared that, "MSU’s biggest investment — and greatest strength — is you, the exceptionally talented support staff, faculty and academic staff who bring our educational mission to life. You do so much to teach, inspire and support our students’ success in all they do. An important part of my job, and that of my administration, is recognizing your efforts and supporting your success." And the way in which Stanley recognized those efforts, was to award a new, annual winter break, which for this academic year will run from Dec. 23 through Jan. 2.In my experience, this is a time that many employees would use vacation days or accrued time off, but the act of intentionally gifting MSU staff this time means that the days they would have otherwise allocated to ringing in the new year can be distributed to other times in their work cycle. But will they? According to a study done by Glassdoor, the reasons U.S. workers don’t use their vacation time includes:

Their workload is too great and no one else at their company can do the work in their absence without fear they will fall behind.
They worry they will miss out on participating in an important project, decision or meeting.
They feel guilty about leaving the office too long because they think their team might feel lost or overwhelmed.
Some worry their desire to take vacation time will make them appear less motivated or dedicated.

Additionally, the Glassdoor study found that of those who did use vacation time, only 54% were able to fully "check out" while 27% were expected to stay aware of work issues and jump in if need be. This data-- combined with that from a study from the World Health Organization and the International Labour Organization that found working 55 hours or more a week was associated with a 35% higher risk of stroke and a 17% higher risk of dying from heart disease, compared with a working week of 35 to 40 hours-- has a few important take aways for us...

Over working ourselves has negative health implications.
Taking the time off that we're provided by our organization is important for both employees and employer.
Workplace culture, division of labor, and human capital/capacity all impact workers' ability to let go while taking time away (or taking time at all).

"While taking a vacation may make employees temporarily feel behind, they should realize that stepping away from work and fully disconnecting carries a ripple effect of benefits. It allows employees to return to work feeling more productive, creative, recharged and reenergized. In turn, employers should consider what a vacation really means – to actually vacate work – and how they can support employees to find true rest and relaxation to avoid burnout and turnover within their organizations," said Carmel Galvin, Glassdoor chief human resources officer. Additionalluy, in a report on the impacts of a reduction to 32 hour/4-day work-week in 27 companies, scholars at Boston College, the University College Dublin and Cambridge University found improvement in many well-being metrics. "Stress, burnout, fatigue, work-family conflict all declined, while physical and mental health, positive affect, workfamily and work-life balance, and satisfaction across multiple domains of life increased." Download a copy of the report for all the details.I love the way this Forbes article by Caroline Castrill puts it, "Don’t be a vacation slacker. Time off is linked to a slew of benefits, including better sleep and improved mental health. So, what are you waiting for? Put the guilt aside and plan your next holiday. Your body and mind will thank you." The article also links to multiple studies that support the assertions that vacation time:



increases mindfulness
improves heart health
reduces stress
boosts brainpower
improves sleep



The bottom line is taking vacation time is essential to employee survival. We (the royal "we") still have a long way to go when it comes to employee health and workplace wellbeing, but taking full-advantage of employer provided breaks is one place to start. So as the year comes to an end... leave your computer at work, set your away message, turn off notifications, and respect your own PTO boundaries. Photo by Bethany Legg on Unsplash

A discussion from three mental-health researchers about the main mental health concerns of graduate students. This article notes that one important way graduate students can take care of their mental health is to maintain a good support system of friends, family, significant other/partner, etc.

Finishing up the academic year isn’t the same flavor as past years. We’ve had a taste of a much different year and there’s no better time than the moment to reflect on what was accomplished, set aside, or re-imagined. With the spring sun comes a deep breath out, then pause, and inhale hope for the opportunities ahead.
Start with a 3 Breath Reset
At the start of each session of the Living in a Daring Way course, Lisa Laughman helps participants pause for a three breath reset. This practice is common in mindfulness-based stress reduction courses. Try this short technique to help you refocus and recenter yourself.

First breath: focus on your breath coming in and leaving your body.
Second breath: notice your tension in your body on the inhale. On the exhale take a more relaxed position.
Third breath: on the inhale try to connect to your deepest wisest self. On the exhale stay with your deepest wisest self and acknowledge that part of yourself.

Learn from Lisa Laughman, LMSW & ACSW in Health4U and the Employee Assistance Program. 
Season with Gratitude
“Throughout my career, I have found myself committed to appreciating the contributions of my colleagues, and the communities we served. Whether it was uplifting the stories of others or building structures to support gratitude sharing, giving thanks and holding space to appreciate others has been a constant,” said learning designer Makena Neal in a recent piece, Gratitude and the Culture of Care.
There’s evidence to support the importance of gratitude in the workplace. Practicing gratitude has significant impacts on positive affective well-being, can also promote kindness and generosity, and highlights our connection to one another. Moreover, triggers that inspire state gratitude, such as letters of appreciation, as well as institutionalized gratitude have been found to be predictors of job satisfaction.  
At MSU, you can formally Thank an Educator. You can also nominate your supervisor/administrator for this year’s Outstanding Supervisor Award by July 31, 2022. Anywhere you are you can send an email, verbally share your gratitude or send a token of appreciation. A small amount of gratitude can make a huge impact. So… who will you thank today?
Reflect on Accomplishments
Take a look at your personal accomplishments - not just the big hurray moments, but the moments of holding peace, wrapping up a long-tail project, and even finishing a very hard academic year. Sometimes survival is a success. Life isn’t just about reaching higher and higher peaks, sometimes it's about moving through the valleys, and just reaching a resting place is an endeavor worth honoring.
You can choose to track your professional success 
Jaimie Hutchison of the WorkLife Office provided this insight:
Often, after speaking with people, I learn how much more they actually have to offer than what shows up on their resume or LinkedIn profile. Here in the WorkLife Office, I do career consultations for faculty and staff. I have worked with faculty, executives, and staff members of all levels. In the end, the same advice and encouragement comes out:

By thinking through your impact and accomplishments, you can have a better sense of your contribution to your workplace.
You can have a better sense of yourself.
You can reflect on things you have done where you used your skills to the best of your ability.
You can reflect on projects or positions where you felt “meh” and it wasn’t the best fit for you.
You can also reflect on what skills, experience, and abilities you have that are not getting utilized. 

The Three Levels of Praxis: A Model for Reflection on Teaching 
Written by E. Cuevas, educator in WRAC, the article draws on what Paulo Freire called praxis, or reflection and action. “A belief in praxis accepts that we are both instructors and learners; we have much to learn from our students. Engaging in reflection is an important part of figuring out how to align your goals, with your teaching, with your research, and your place in your institution. In this post, I will continue to reflect on my personal positioning to offer a model for reflection and I will do this by meditating on my positionality on three levels: the personal, the classroom, and the institutional,” wrote E. Cuevas
 
Give it Time
The Well-being at Work Guide sheds insights on taking time away from work, in the forms of breaks, vacation time, or strengthening boundaries around employees’ workdays, is important. Taking breaks throughout the workday has benefits for both the employee and the organization, but many employees often neglect to take them. Skipping breaks can lead to faster burnout and higher stress levels. Employees stepping away from work for a few minutes increases their productivity, job satisfaction, mental health and wellbeing, in addition to restoring their motivation (Kohll, 2018; Selig, 2017). 
Taking a break from work increases focus when employees return to work, thus improving their productivity. Additionally, taking breaks relieves some stress, which helps employees’ mental health and wellbeing. These factors contribute to increased job satisfaction (Kohll, 2018). 

Learn from Nature
Nature can positively affect employees. There is evidence that time spent outdoors boosts people's wellbeing, and even five minutes of time in nature can improve mental health. Spending time outside benefits people because breathing fresh air increases oxygen intake and allows the lungs to work at their full capacity (Sandborn, 2018).  Exposure to vitamin D from the sun boosts people's moods, too. Time outside also can reduce employees’ chronic stress, physical and social stressors. These benefits are at their strongest when experiencing 21 to 30 minutes of nature time (Hunter, Gillespie, & Chen, 2019).

Beronda Montgomery talks "Lessons from Plants"
Watch the Replay 
Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.

Grow in Your Own Way
However you reflect, disconnect, recharge and rejuvenate this summer; do it in the way that works best for you. Try new things or shut out the world for a few hours at a time. Explore new skills, areas, and ideas, or retreat to your own quiet place to let your mind wander. Plot your next year or reflect solidly on the past. Remember all the challenges you’ve overcome, the people you met, and the opportunities you’ve discovered.

Topic Area: Information Session
Presented By: Cheryl Williams-Hecksel
Abstract:
The Trauma Services and Training Network, formed in 2018, is comprised of representatives of academic and service units at MSU that are involved in providing trauma specific services and training. In the Fall of 2019, this focus expanded as a TSTN Faculty Learning Community was formed. The TSTN continues to convene members of the University community who are interested in and committed to creating a trauma informed institution. The work of TSTN has continued and takes on increasing significance as members of the University community negotiate the current pandemic as well as current issues related to racial disparities and discrimination.
The principals that a trauma informed institution embraces are Safety, Trustworthiness, Choice, Collaboration and Empowerment with ongoing attention to issues of Equity and Inclusion. A trauma informed organization promotes these principals as values that support assuring that all people are engaged in a manner that is sensitive to potential adverse and traumatic experiences. This roundtable discussion will engage participants in exploring strategies and challenges related to engagement of students through trauma informed teaching and service delivery.This roundtable provides an important opportunity for the TSTN to engage additional stakeholders in the current and future work of the faculty learning community.
Trauma Informed Teaching – Source List – May 2021
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of general psychiatry, 64(5), 577-584.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Retrieved October, 12, 2019.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542-567.
Griffin, M. J., & Read, J. P. (2012). Prospective effects of method of coercion in sexual victimization across the first college year. Journal of interpersonal violence, 27(12), 2503-2524.
Kilpatrick, D. G., Ruggiero, K. J., Acierno, R., Saunders, B. E., Resnick, H. S., & Best, C. L. (2003). Violence and risk of PTSD, major depression, substance abuse/dependence, and comorbidity: results from the National Survey of Adolescents. Journal of consulting and clinical psychology, 71(4), 692.
Knight, C. (2010). Indirect trauma in the field practicum: Secondary traumatic stress, vicarious trauma, and compassion fatigue among social work students and their field instructors. Journal of Baccalaureate Social Work, 15(1), 31-52.
Michigan State University, Sexual Assault & Relationship Violence Training, Prevention, Outreach and Education Department. https://poe.msu.edu/programs/index.html ,2021.
Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30-35.
O’Donnell, M. L., Creamer, M., & Pattison, P. (2004). Posttraumatic stress disorder and depression following trauma: understanding comorbidity. American Journal of Psychiatry, 161(8), 1390-1396.
Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and violent behavior, 17(1), 89-98.
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148.
Rodenbush, K. (2015). The effects of trauma on behavior in the classroom [Presentation materials]. Retrieved from Monterey County, Office of Education website: http://www. montereycoe. org/Assets/selpa/Files/Presentation-Materials/The% 20Effects, 20, 299-309
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co‐occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta‐analysis. Journal of traumatic stress, 26(3), 299-309.
Smyth, J. M., Hockemeyer, J. R., Heron, K. E., Wonderlich, S. A., & Pennebaker, J. W. (2008). Prevalence, type, disclosure, and severity of adverse life events in college students. Journal of American College Health, 57(1), 69-76.
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
University of Buffalo School of Social Work (January 2020) Trauma-Informed Organizational Change Manual. The Institute on Trauma and Trauma-Informed Care, https://socialwork.buffalo.edu/ittic

This article is a component of the Resources for Teaching After Crisis playlist.
College Students: Coping After the Recent Shootingfrom the National Child Traumatic Stress Network [factsheet]This resource describes what college students might experience after a shooting. It includes types of reactions, and what they can do for themselves. 
Slowing Down For Ourselves and Our Students by Alex Shevrin Venet and Arlène Elizabeth Casimir, Heinemann Blog [blog post]Article emphasizing the need to slow down and interrupt the stress and trauma cycles that impact our health and affect our teaching; the dangers of teaching in “survival mode,” and the importance of slowing down to name and claim our stress experiences to better meet our needs.
Helping Teachers Manage the Weight of Trauma: Understanding and mitigating the effects of secondary traumatic stress for educatorsby Jessica Lander on the education research outreach site Usable Knowledge, from the Harvard Graduate School of Education [article]Describes the conditions for and risks of secondary traumatic stress (STS) for educators who work with students experiencing trauma. STS affects educators’ health, emotions, and work. Includes tips for how institutions can recognize and address STS risks.
Coping in the Aftermath of a Shootingresources from the American Counseling Association [article]This article has tips and resources specifically for those counseling others in the aftermath of violence. Counselors need to support themselves first, in a variety of ways, in order to be available to support others effectively.
Coping after Mass Violencefrom the National Child Traumatic Stress Network [factsheet]This factsheet is designed for a general audience to explain the possible reactions (feelings, thoughts, and behaviors) after experiencing mass violence and ways to cope.
Tips for Survivors: Coping With Grief After Community ViolenceSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on trauma and grief reactions in the aftermath of community violence, with specific description of grief response in children as well as suggestions for coping. It includes resources for further support (including hotlines).
Tips for Survivors of a Disaster or Other Traumatic Event: Managing StressSAMHSA (Substance Abuse and Mental Health Services Administration) [fact sheet]This fact sheet focuses on how to manage stress after experiencing a traumatic event. It includes resources for further support (including hotlines).
Adapted from materials curated with love and solidarity by Kaitlin Popielarz, PhD  Dr. Popielarz is an MSU alum and you can contact her at: kaitlin.popielarz@utsa.edu

Guidance for educators for Spring 2024
As we look to the Spring 2024 semester, we are also approaching the one-year mark of the violence of Feb 13, 2023. The university’s commemoration events are being designed to provide opportunities for all members of our community to come together and take the time and space they need for ongoing healing. 
Following is guidance from the Office for Resource and Support Coordination (ORSC) to help educators throughout the Spring 2024 semester.
Educator guidance related to the one-year mark of Feb 13:

As most classes are canceled on Feb. 13, it will be important to commemorate that day prior to the date.
Educators are encouraged to acknowledge the upcoming date and its significance via a one-time statement but avoid constant, regular, or frequent reminders of the impending one-year mark.
Validate and respect that students, as well as everyone in our community, will have various reactions to the anniversary, as each person remains on their own individual journeys.
There is no “typical” reaction, even to the same event, so a wide range of reactions and emotions to the commemoration, from intense grief to indifference, are to be expected.
Bear in mind that not everyone in the class may have been part of the community last year (such as freshman, graduate or transfer students), and thus may not share the experience or memories in the same way.
Making space for learners who do not share the same cultural touchstones can be difficult but acknowledging that not everyone will have the same reaction to the one-year mark can be helpful in making it safe for those who were not present to feel like they are a part of the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.

General educator guidance post-mass violence:

Educators should refrain from references, language, humor, and “off-topic” examples related to mass violence, unless directly relevant to course work.
Educators should avoid open-ended, classroom-wide discussions on the topic and not invite students to share their experiences, thoughts or feelings related to Feb 13 or other mass violence events, unless directly relevant to coursework.
Providing narratives or listening to others’ stories can be quite activating for those who have experienced trauma.
Without the support and direction of mental health professionals, this type of exercise can create additional distress, often unexpectedly.
Educators are encouraged to review course material ahead of time for potentially disturbing images or references to gun violence, except in instances where that is directly warranted by the course subject matter.
If these topics are relevant to course material and assignments, educators are encouraged to provide statements and content descriptors that prepare students and consider options for student engagement where possible.
Remember and acknowledge that cultural differences in response to mass violence exist.
Share resources and information about the anniversary of a traumatic event.

Trauma Reminders: Anniversaries (National Center for PTSD)


Provide links to on-campus MSU supportive offices and safety information:

Counseling & Psychiatric Services
Office for Resource and Support Coordination
MSU DPPS Safety Tips


Provide educational links related to coping with trauma:

APA: Managing Distress in the Aftermath of a Shooting
SAMHSA: Coping with Grief After a Disaster or Traumatic Event
NCTSN: College Students: Coping After the Recent Shooting


Consult teaching and educator wellness resources for yourself as an educator to build comfort and confidence in supporting your students and your own journey following Feb. 13. 
Do not neglect your own emotional health and wellbeing. All these resources are intended to support you and others within our community, as well.
Lean into your existing processes and experience in classroom management to help resolve matters as they arise.
This situation is unique, but the resolutions do not have to be. Your department, school, college, and university have existing resources, policies, practices, and procedures for handling classroom needs, use them as needed.

As there is limited research on the effects of commemorations of traumatic events, the information provided here is intended to serve as a guide. The research that does exist points to the complicated nature of commemorating mass trauma and acknowledges how different responses to commemorations are influenced by individual and social factors. For those who do experience an increase in negative trauma symptoms, it is completely expected and they typically resolve within two weeks of the anniversary.
 

Last updated at 3:24pm on 02/20/23  MSU resumed classes on Feb. 20. The university has asked faculty to provide the greatest flexibility to adjust syllabus expectations and accommodate needs of students. FAQs and other important updates, as well as mental health and supportive resources, are available -- along with updates and the most current information-- at the Campus Safety Information page.Crisis Counseling Available at Hannah Community Center & East Lansing Public Library Free, confidential crisis counseling is available to MSU students, staff, faculty at the Hannah Community Center (ELHCC).Community members are also advised that counseling services will be offered at the ELHCC, 819 Abbot Road, from 2-6 p.m. on Monday, Feb. 20 Tuesday, Feb. 21; Wednesday, Feb. 22; and Thursday, Feb. 23. Counseling services will also be offered at East Lansing Public Library (ELPL), 950 Abbot Road,  from noon-5:30 p.m. on Tuesday, Feb. 21; Wednesday, Feb. 22; Thursday, Feb. 23; and Friday, Feb. 24.Therapy dogs will continue to be available at both locations on an intermittent basis as well.Need someone to talk to right now? Crisis services are available 24/7. Call (517) 355-8270 and press “1” at the prompt to speak with a crisis counselor. If you think you or someone around you is in danger, call 911 or head to the nearest emergency room.
Additional (non-MSU) support available:

Clinton/Eaton/Ingham County Community Mental Health: 517-346-8460
Disaster Distress Helpline available 24/7 at 800-985-5990
National Suicide Prevention Lifeline available 24/7 at 800-273-8255
Michigan Department of Health and Human Services (MDHHS) warmline – operates 7 days a week from 10 a.m. to 2 a.m. at 888-733-7753

Intended to serve individuals living with persistent mental health challenges including anxiety, depression, and trauma



Reflect and Connect: A Framework for Processing and Self-Care [MSU faculty, staff, and graduate students]In response to the February 13th shooting on campus the Spartan Resilience Training Program is offering several reflect and connect sessions for MSU faculty, staff, and graduate students.The intent of these sessions is for people to come together and be in community with fellow Spartans experiencing a wide range of emotions.  Session will include a framework for grounding and navigating these challenging events.  Resources and practical self-care strategies will be provided. Sessions facilitated by Lisa Laughman, Coordinator, Spartan Resilience Training Program.

February 20 | 4 - 5:15 p.m.

Register for this session

February 21 | 2 - 3:15 p.m.

Register for this session

February 22 | 12 - 1:15 p.m.

Register for this session

February 23 | 12:30 - 1:45 p.m.

Register for this session



Teaching on Days After: What to Do When You Don’t Know What to Do - Further Discussion with Alyssa Dunn Feb. 20 - Feb. 23, 2023 (in-person or virtual)Dr. Alyssa Hadley Dunn, is a renowned expert on teaching after a crisis; with insights on supporting our students and colleagues as we return to the classroom. She can provide practical tools and techniques for creating a safe, welcoming, and inclusive learning environment and addressing the unique challenges and opportunities that arise in the aftermath of a crisis. Alyssa is offering opportunities for one-on-one conversations, as well as group conversations (for colleges, departments, units, or groups).To see Alyssa's remaining available discussion times and register, visit the CTLI Events calendar. 




Vigil at Auditorium/Rock Feb. 15, 2023recording at https://msu.edu/vigil 
Rebuilding Hope: Further Discussion on MANAGING CHANGE 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on managing changes in content and expectations. Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Managing Change - and register- visit the CTLI Events calendar.
1:1 from 11:15-11:45am on 2/21
1:1 from 11:45am-12:15pm on 2/21

Rebuilding Hope: Further Discussion on LARGE CLASSES
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Brandy Ellison for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to large classes. Brandy is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Large Classes - and register- visit the CTLI Events calendar.
Group discussion from 12-1pm on 2/21
1:1 from 1:15-1:45pm on 2/21

Rebuilding Hope: Further Discussion on ASSIGNMENT MODIFICATIONS 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Dr. Sheila Marquardt for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically on Assignment Modifications . Sheila is offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Assignment Modifications  - and register- visit the CTLI Events calendar.
Group discussion from 12:30-1:30pm on 2/21

Rebuilding Hope: Further Discussion on USING TRAUMA INFORMED PRINCIPLES IN SMALL CLASSES 
Last week, over 1000 educators came together for the "Rebuilding Hope: Teaching in the Aftermath" webinar. Join Cheryl Williams-Hecksel and Kelley Blanck for a further discussion of what teaching and learning looks like now and in the coming weeks - specifically in regard to Using Trauma Informed Principles in Small Classes. Cheryl and Kelley are offering opportunities for one-on-one conversations, in addition to small group conversations.
To see remaining available discussion times on Using Trauma Informed Principles in Small Classes  - and register- visit the CTLI Events calendar.
Group discussion from 1-2pm on 2/21

Housing and food insecurity can have profound and detrimental effects on our students, affecting various aspects of their academic performance, physical health, and overall well-being. In the recording below, presenters discuss the critical issues of housing and food insecurity impacting our students. Our panel of speakers share insights, experiences, and innovative solutions aimed at creating a more inclusive and supportive environment for those affected by housing and food insecurity.
This event is for anyone that works directly with students and is seeking to learn more about resources that support students that may be experiencing food, housing, financial, and mental health concerns.
Presenters:

Nicole Edmonds, Director of MSU Student Food Bank
Spencer Good, Co-Founder and President of Spartan Food Security Council
Erin Kramer, Community Liaison Coordinator in the Office of Community and Student Relations

Upon completion of this learning experience participants will be able to:

Identify resources that provide support for students experiencing housing and food insecurity
Direct students to the appropriate offices and resources for further support
Know of proactive strategies to connect students with housing and food concerns.

Learn more about this important topic by viewing the video and access the PowerPoint slides below:

Food Insecurity at Michigan State University presentation
Spartan Food Bank presentation

MSU Food Bank Video (click here)

Housing Insecurity presentation