Key points:
- A family navigator model fosters trust, empathy, and continuous support
- Modeling mental health for students
- College students want mental health reform
- For more news on student well-being, visit eCN’s Student Success hub
Nearly everyone who has had any interaction with a college or university has had the experience of being sent to a different office or area for information, only to be further redirected at that point. In many higher education institutions, students face an array of challenges that can impact their academic performance, mental health, and overall well-being. These issues often require timely and effective intervention. However, too frequently, students who seek help find themselves being redirected from one office to another, leading to frustration and a sense of helplessness.
It seems higher education can find a successful model in the family navigator concept in social service agencies and some K-12 schools. Higher education institutions need to embrace the concept of student navigators, where the staff member who is initially approached by a student takes ownership of the student’s needs and ensures that they reach the correct office. This is the highest level of customer service orientation, and our students deserve this level of service from their institutions.
Family navigators are a pivotal tool for social service agencies and K-12 schools. Often, those in need are befuddled by their options and do not know where to turn for help. The family navigator acts as a liaison, ensuring that families receive the support and resources they need without being shuffled between various departments or organizations. Their primary role is to guide and assist families through complex systems, making sure they get to the right person who can address their concerns comprehensively. They do not simply point the person at the correct office or organization; they lead them to the services and make connections for the family. This model can and should be adapted to higher education settings.
When I was a K-12 superintendent, we worked with the local United Way Agency and our partner mental health organizations to ensure all of our mental health first responders and other key personnel were trained as family navigators. This allowed our staff to provide more efficient assistance to students and their families. Discipline issues were reduced, and we built stronger support relationships with those other organizations as well.
When students approach educators with problems, whether academic, personal, or financial, they seek assurance and support. The current system, which often involves passing students from one office to another, can cause frustration, exacerbate their stress, and deter them from seeking further help. By taking a level of ownership of these issues, educators can provide a more supportive and effective environment for students. One of the fundamental benefits of educators taking ownership of students getting to the necessary resources is the building of trust and a feeling that the individual student’s needs are in fact a key concern of the institution’s staff and the institution. When students feel heard and supported by their educators, they are more likely to engage in open communication about their issues. This trust is essential for creating a safe and nurturing educational environment where students can thrive. This proactive approach can prevent minor issues from escalating into significant problems that can affect the student’s academic journey and mental health.
Adopting a student navigator model requires practical steps that educators can take to ensure they are effectively supporting their students. One of the first steps is to practice active listening and empathy. When a student approaches with a concern, educators should take the time to listen without interrupting and show genuine empathy for their situation.
For this approach, all employees need to be well-versed in the resources and processes available within the institution. This knowledge enables them to provide accurate information and guidance to students. Instead of redirecting students to another office, educators can offer clear directions and even accompany students to ensure they reach the right person. This does require ensuring that office staff and others who are often the first contact points for students are fully aware of where students should go for various types of assistance. Institutions should provide regular training for all staff, as well as provide support materials to help guide students and staff. Resource manuals or “Where to go for …” guides can be helpful guideposts for both students and staff trying to find the necessary resources.
Providing continuous support and following up on the student’s progress is crucial. When practical, staff should check in with students after their initial meeting to see if they have received the help they needed or if further assistance is required. This demonstrates a commitment to the student’s well-being and reinforces the trust built during the initial interaction.
In higher education, the responsibility of supporting students should not fall solely on student services offices. All employees in a higher education institution can play an effective role in ensuring that students receive the help they need in a timely and effective manner. By adopting the family navigator model from social service agencies and K-12 schools, higher education institutions can create a more supportive and responsive environment. This is an approach already used informally by those with a strong customer service orientation. By formalizing this approach, the institution sends a positive message to students that they care. It can foster a culture of trust, empathy, and continuous support, ultimately contributing to their overall success and well-being of students and the institution.
Baule’s scholarly interests focus on online student engagement, educational technology-- particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve student emotional health and reduce discipline issues prior to moving into higher education. He also writes on aspects of early American history.
Baule has held memberships in the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary School Principals, the National Staff Development Council, and many of their state affiliates. He has served as a consultant in the areas of educational technology, facilities design, library program development, team building, and communications.
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