{"id":{"repo_id":"fsu-retro","oai_identifier":"oai:diginole.lib.fsu.edu:fsu_927848"},"canonical_url":"https://search.dev.ndltd.org/etd/fsu-retro/oai:diginole.lib.fsu.edu:fsu_927848","repository":{"repo_id":"fsu-retro","name":"Florida State University","base_url":"https://repository.lib.fsu.edu/oai2"},"display":{"title":"The Relationship between Faculty Knowledge and Attitudes about Mental Health Concerns and Their Willingness to Support Students: An Exploratory Study","abstract":"The transition to college represents a pivotal period in the lives of young adults, marked by the promise of growth and new opportunities. However, it is also a time when students commonly experience mental health challenges. This dissertation explores the intricate dynamics of Florida State University faculty members' knowledge, attitudes, and willingness to support students confronting mental health issues. The study is anchored in the recognition that faculty members play a critical role in students' academic and personal development. This research explored the relationships between FSU faculty's knowledge, attitudes, and willingness to support students dealing with mental health concerns. Employing a quantitative approach, the study gathers data to illuminate faculty experiences and perceptions. Key findings indicate that most faculty members at FSU engage in frequent face-to-face interactions with students, highlighting their pivotal roles in academic instruction and overall student support. A notable 98% of participants reported having taught a student with mental health concerns, underscoring the prevalence of these issues within classrooms. While the study reveals high scores in faculty knowledge, positive attitudes, and willingness to support students, opportunities for continuous professional development persist. The recommendations from this research advocate for ongoing investments in faculty training and preparedness, emphasizing the importance of collaboration between faculty and student support services. The study concludes by acknowledging FSU's commendable efforts and offering concrete recommendations for further improvement. By implementing these recommendations, FSU can create a more supportive and informed faculty better equipped to meet the diverse needs of students experiencing mental health concerns.","abstract_html":"The transition to college represents a pivotal period in the lives of young adults, marked by the promise of growth and new opportunities. However, it is also a time when students commonly experience mental health challenges. This dissertation explores the intricate dynamics of Florida State University faculty members' knowledge, attitudes, and willingness to support students confronting mental health issues. The study is anchored in the recognition that faculty members play a critical role in students' academic and personal development. This research explored the relationships between FSU faculty's knowledge, attitudes, and willingness to support students dealing with mental health concerns. Employing a quantitative approach, the study gathers data to illuminate faculty experiences and perceptions. Key findings indicate that most faculty members at FSU engage in frequent face-to-face interactions with students, highlighting their pivotal roles in academic instruction and overall student support. A notable 98% of participants reported having taught a student with mental health concerns, underscoring the prevalence of these issues within classrooms. While the study reveals high scores in faculty knowledge, positive attitudes, and willingness to support students, opportunities for continuous professional development persist. The recommendations from this research advocate for ongoing investments in faculty training and preparedness, emphasizing the importance of collaboration between faculty and student support services. The study concludes by acknowledging FSU's commendable efforts and offering concrete recommendations for further improvement. By implementing these recommendations, FSU can create a more supportive and informed faculty better equipped to meet the diverse needs of students experiencing mental health concerns.","abstract_has_math":false,"creators":[],"institution":"Florida State University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bradley, Lyndi R. (author)","Herrington, Carolyn D. (professor directing dissertation)","Jones, Ithel (university representative)","Perez-Felkner, Lara (committee member)","Ecton, Walter (committee member)","Florida State University (degree granting institution)","College of Education, Health, and Human Sciences (degree granting college)","Department of Educational Leadership and Policy Studies (degree granting department)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T19:45:20Z","subjects":["Educational leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["fsu:927848","iid: Bradley_fsu_0071E_18635"],"render_values":[{"text":"fsu:927848","href":null,"code":true},{"text":"iid: Bradley_fsu_0071E_18635","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bradley, Lyndi R. 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However, it is also a time when students commonly experience mental health challenges. This dissertation explores the intricate dynamics of Florida State University faculty members' knowledge, attitudes, and willingness to support students confronting mental health issues. The study is anchored in the recognition that faculty members play a critical role in students' academic and personal development. This research explored the relationships between FSU faculty's knowledge, attitudes, and willingness to support students dealing with mental health concerns. Employing a quantitative approach, the study gathers data to illuminate faculty experiences and perceptions. Key findings indicate that most faculty members at FSU engage in frequent face-to-face interactions with students, highlighting their pivotal roles in academic instruction and overall student support. A notable 98% of participants reported having taught a student with mental health concerns, underscoring the prevalence of these issues within classrooms. While the study reveals high scores in faculty knowledge, positive attitudes, and willingness to support students, opportunities for continuous professional development persist. The recommendations from this research advocate for ongoing investments in faculty training and preparedness, emphasizing the importance of collaboration between faculty and student support services. The study concludes by acknowledging FSU's commendable efforts and offering concrete recommendations for further improvement. By implementing these recommendations, FSU can create a more supportive and informed faculty better equipped to meet the diverse needs of students experiencing mental health concerns.","A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.","March 21, 2024.","Includes bibliographical references.","Carolyn Herrington, Professor Directing Dissertation; Ithel Jones, University Representative; Lara Perez-Felkner, Committee Member; Walter Ecton, Committee Member."]},{"key":"dc:format","label":"Dc Format","values":["computer","online resource","1 online resource (84 pages)","application/pdf"]},{"key":"dc:title","label":"Title","values":["The Relationship between Faculty Knowledge and Attitudes about Mental Health Concerns and Their Willingness to Support Students: An Exploratory Study"]}]}],"canonical_facts":{"dc:contributor":["Bradley, Lyndi R. (author)","Herrington, Carolyn D. (professor directing dissertation)","Jones, Ithel (university representative)","Perez-Felkner, Lara (committee member)","Ecton, Walter (committee member)","Florida State University (degree granting institution)","College of Education, Health, and Human Sciences (degree granting college)","Department of Educational Leadership and Policy Studies (degree granting department)"],"dc:date":["2024"],"dc:description":["The transition to college represents a pivotal period in the lives of young adults, marked by the promise of growth and new opportunities. However, it is also a time when students commonly experience mental health challenges. This dissertation explores the intricate dynamics of Florida State University faculty members' knowledge, attitudes, and willingness to support students confronting mental health issues. The study is anchored in the recognition that faculty members play a critical role in students' academic and personal development. This research explored the relationships between FSU faculty's knowledge, attitudes, and willingness to support students dealing with mental health concerns. Employing a quantitative approach, the study gathers data to illuminate faculty experiences and perceptions. Key findings indicate that most faculty members at FSU engage in frequent face-to-face interactions with students, highlighting their pivotal roles in academic instruction and overall student support. A notable 98% of participants reported having taught a student with mental health concerns, underscoring the prevalence of these issues within classrooms. While the study reveals high scores in faculty knowledge, positive attitudes, and willingness to support students, opportunities for continuous professional development persist. The recommendations from this research advocate for ongoing investments in faculty training and preparedness, emphasizing the importance of collaboration between faculty and student support services. The study concludes by acknowledging FSU's commendable efforts and offering concrete recommendations for further improvement. By implementing these recommendations, FSU can create a more supportive and informed faculty better equipped to meet the diverse needs of students experiencing mental health concerns.","A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.","March 21, 2024.","Includes bibliographical references.","Carolyn Herrington, Professor Directing Dissertation; Ithel Jones, University Representative; Lara Perez-Felkner, Committee Member; Walter Ecton, Committee Member."],"dc:format":["computer","online resource","1 online resource (84 pages)","application/pdf"],"dc:identifier":["fsu:927848","iid: Bradley_fsu_0071E_18635"],"dc:language":["English"],"dc:publisher":["Florida State University"],"dc:subject":["Educational leadership"],"dc:title":["The Relationship between Faculty Knowledge and Attitudes about Mental Health Concerns and Their Willingness to Support Students: An Exploratory Study"],"dc:type":["Text","doctoral thesis"]},"updated_at":"2026-07-27T19:45:20Z"}