A Professor’s Perspective
An interview with Amy Srsic, a Pitt professor in the School of Education. Conducted on March 20th, 2024.
Think about your college experience:
Is there a professor who you like a lot? Is there a professor who you do not like as much? Is there a professor who you thought really cared about you and your performance?
Professors have a role beyond merely teaching; they are a source of encouragement and guidance for students navigating the challenges of academic life. When their enthusiasm for teaching combines with their commitment to raising mental health awareness, compassion and empathy hold as much significance as intellectual achievement. Academia, a field where ideas grow, one professor stands out in my experience, not only for her academic abilities, but also for her commitment to student well-being.
Dr. Srsic’s journey is more than simply academic; it is also about the connections she has made with students and the significant impact she has had on shaping young minds. Fast forward to the present, she finds herself in Pitt's academic community, where they are still making waves in both teaching and campaigning for student mental health.
In an exclusive interview, she will discuss her perspectives on student well-being on campus, as well as the challenges and successes they've faced along the road.
(The following interview has been edited and condensed.)
How did you come to the position as a professor at Pitt?
Becoming a professor at Pitt was not originally part of my plan. My path took an unexpected turn while teaching in a maximum-security juvenile detention facility.
George Washington University reached out to me regarding a program focused on training individuals to work with students with emotional and behavioral disabilities—a field where I had significant experience, particularly with adolescents. This opportunity seemed like a natural fit, providing me with the chance to pursue my doctorate while immersing myself further in the fields I had grown to love.
As I transitioned into teacher preparation, I discovered a passion for guiding pre-service teachers and professionals in related service fields. It felt like the perfect fit, allowing me to utilize my experiences to support others in their educational journeys. Overall, my journey to becoming a professor at Pitt felt like a natural progression, aligning with my interests and experiences in education and mentorship.
As a professor at Pitt, what observations have you made regarding the mental health challenges that students face on campus?
In recent years, the impact of COVID-19 cannot be understated, but it's not solely responsible for the shifts I've witnessed.
Our increasingly electronic connections have changed how we interact on personal and emotional levels, potentially contributing to heightened levels of anxiety among students. I've noticed a shift in students' ability to handle this anxiety, prompting me to adjust my approach in supporting them.
How do you think that the challenges that you've observed impacts student's overall well-being and academic performance?
These shifts [during COVID] extend beyond higher education and are reflective of broader societal changes. The negative effects on students' experiences and academic performance are evident.
Through providing understanding and positive experiences, students can contribute to creating a more supportive and resilient academic environment, turning potential negatives into opportunities for collaboration and positive outcomes.
How have you supported your students?
Recognizing the importance of flexibility.
It's not just about accommodating students' schedules but also helping them prioritize their well-being. This includes guiding them in understanding the steps necessary to achieve wellness, such as seeking counseling or developing plans to address procrastination.
Dedicate time and effort to addressing their needs.
Beyond simply talking, I actively assist students in practical ways, such as helping them organize their academic materials. Whether in person or through virtual platforms like Zoom, I engage with students to understand their organizational methods and offer guidance on optimizing their schedules and resources.
Is there a memorable example of a student you helped?
A student approached me feeling utterly overwhelmed by their academic workload. Upon inspection [of their bag], we discovered an unexpected thing—a dead mouse. While the situation was far from ideal, it indicated the need for organizational assistance.
As the culture around managing stress levels evolves, so must my methods of support for students. Ultimately, the goal is to empower students to manage their stress levels effectively in the long term.
What challenges do you face as a faculty member and addressing mental health concerns among students?
The primary challenge I face as a faculty member in addressing mental health concerns is the sheer number of students requiring support.
Over the years, I've observed a significant increase in the demand for mental health assistance, making it challenging to adequately address each student's needs. My classes, often large, can feel overwhelming when multiple students require support simultaneously. There's a limit to the level of support I can provide on an individual basis.
As you have been at Pitt for a long time, can you talk about the mental health resources at Pitt? Do you think that students are aware of those resources?
While the mental health resources at Pitt are available and accessible, their utilization by students may not be as frequent as desired.
The Counseling Center is an important resource, although it tends to be busy, reflecting the high demand for mental health support on campus.
While efforts have been made in the past to provide training for faculty and staff on handling student crises, such sessions have become less frequent over time. However, reinstating regular training sessions could prove beneficial in ensuring that faculty and staff are equipped to support students effectively during times of need.
Despite these challenges, faculty members like myself strive to guide students towards these resources and provide them with the necessary contact information. However, the extent to which students seek assistance beyond initial guidance is uncertain.
Thus, while mental health support services exist at Pitt, there may be room for improvement in promoting awareness and facilitating access for students in need.
How do you think the university can better support faculty and staff in students mental health issues?
It's crucial to ensure that students are aware of available services and know where to seek help when needed.
Additionally, advisors could play a more active role in connecting with students on a personal level, beyond merely discussing course enrollment. By expanding the social-emotional aspect of their roles, advisors can build stronger relationships with students and provide valuable support in times of need.
Encouraging collaboration between faculty, staff, and mental health professionals can create a more comprehensive support system for students, ensuring that they receive the assistance they require to thrive academically and emotionally.
Do you think that it is necessary for Pitt to integrate mental health education into the curriculum? What have you done?
Definitely.
There's a statement in my syllabus, titled “Your Well-Being Matters.” It came from a university-wide email, suggesting that [professors] include in syllabus to make sure that students know. It has the contact information for the University Counseling Center should students need it.
I was really happy when I saw that. It fueled my own want to prioritize students’ well-being in my classes, seeing that the university was making it a priority made me much more comfortable.
Do you think it's necessary for Pitt to collaborate with local organizations and student organizations to enhance and promote mental health support for students?
It's essential to ensure that students are aware of the various resources available to them beyond what the university offers.
I imagine that Pitt has already taken steps in this direction to some extent. However, actively connecting students to these resources and exploring opportunities for collaboration would be valuable.
Reflecting on Pitt's approach to mental and emotional well-being, it's evident that there's a strong emphasis on social justice and equity. This person-centered approach has been prioritized over the years and is driving positive changes on campus. Given this, collaborating with external organizations aligns with Pitt's values and goals, further enhancing support for student well-being.
What advice would you give to students, like college students to prioritize their emotional well being?
Start by making a list. Breaking down tasks into manageable components allows for a sense of progress and achievement, no matter how small. These tasks don't have to be solely academic; they can encompass everyday activities like doing laundry or practicing self-care, such as taking a shower.
(“Mental health image. Various emotion and mind. Waste paper and head silhouette” by tadamichi. License: Adobe Stock #231820750 )