There are many students who have serious mental health issues on this
campus, and these issues are often aggravated by both extreme academic stress, and the
stigma of mental illness propagated by students and, unfortunately, administrators. There are
patterns of issues within CAPS that many students with more serious mental illnesses-- or
extensive, yet momentary, personal strife-- have experienced on a repetitious (and almost
predictable) basis. These patterns have presented themselves to us by way of anonymous
submissions, handfuls of in-person testimonies, and overheard comments about CAPS in
general social interactions.
We believe that mandatory training of faculty is essential in order to facilitate and
improve students’ trust of Brown administration. If faculty and administrations take care
to speak in a way that does not trigger, alienate, or make students feel unsafe, the bond
between Brown’s administration and Brown’s student body will be greatly enhanced.
Widespread training on mental illnesses and common issues of student mental health
would decrease the amount of unnecessary shame students receive for their chemical,
neurobiological illness. Students have told us that certain administrators and faculty
members are hesitant to “trust” them because of their openness about their mental
illnesses, and are quick to encourage a leave of absence at the first mention of an issue of
mental health. It is against the law to shut a student out of a working position on campus
or to refuse them reentry into Brown, even if such a student had, for example, a manic
episode.
We think it imperative to communicate our belief that, for some struggling
students, taking a leave of absence is the most effective course of treatment their mental
health. If a student is indeed a harm to themselves or others, or cannot complete the
necessary coursework at Brown, then perhaps this student would benefit from taking a
step away from their college schoolwork in order to focus on bettering their mental
health. Such a request from administrators must not be seen as inherently misguided or
malicious. As well, as a student body, we must work to destigmatize the act of taking a
leave of absence. Such a leave is not “giving up” on school or giving into administration.
As a group, we are well aware that leaves can provide crucial time for students to assess
their current situation and come back to campus in a better state of mind.
However, in order for students to trust that the recommendations given by
administration are in fact useful and well-intentioned, administration, CAPS employees
and general faculty must understand that a mental illness-- such as depression, anxiety, or
bipolar disorder-- is a lifelong illness and constant battle. Such students cannot simply be
expected to leave Brown for a year of inactivity and come back “fixed.” Again, we
realize this rhetoric is not what is intended for the leave-taking process as a whole.
However, this fear has been expressed by students who have felt overly pressured to take
a leave, even when their medical practitioners encouraged the student to stay in school.
Students who are dealing with academic hardships due to their mental illness, and
are seeing an outside therapist or are working with CAPS, should be given adequate
accommodations and not be presented with the idea of taking a leave of absence as a
simple solution. In fact, in situations in which the student does not feel supported by their
home life and/or is financially unstable, a “forced” or “heavily encouraged” leave can
oftentimes result in decreased mental wellness.
We understand that the number of students who experience these situations may
be limited in number in comparison with the student body at large. However, the Brown
student community looks after its own, and with this ardent loyalty comes extreme
concern for even just one student’s well being. We are extremely worried about the
testimonies we have received from students. We want to alleviate the stress experienced
by students who question Brown mental health resources and refuse to speak with
administration about personal or mental health issues. Such students may become a risk
to themselves. We very much would like it if these students felt safe in their interactions
with Brown, and for this to happen, Brown administration and faculty must be educated
in the nature of mental illnesses and must acknowledge past mistakes made in interacting
with students with a diagnosed mental illness.
An example of how mental health stigma is propagated can be found in a quote
said by a guest presenter, Dr. Gregory Eells from Cornell’s CAPS, whose appearance on
Brown’s campus was LETS and CAPS co-sponsored; a debatable statement he made
went along the lines of, “no matter how hard your finals are remember your struggle is
nothing like being in a concentration camp.” This speaker, in our opinion, made a handful
of inappropriate comments in regard to mental illness. We understand that this individual
is not a member of Brown’s faculty. However, this type of rhetoric is widespread, and is
sometimes used by Brown faculty members and professors. The lack of understanding of
the permanent nature of a mental illness is something we wish to combat.
campus, and these issues are often aggravated by both extreme academic stress, and the
stigma of mental illness propagated by students and, unfortunately, administrators. There are
patterns of issues within CAPS that many students with more serious mental illnesses-- or
extensive, yet momentary, personal strife-- have experienced on a repetitious (and almost
predictable) basis. These patterns have presented themselves to us by way of anonymous
submissions, handfuls of in-person testimonies, and overheard comments about CAPS in
general social interactions.
We believe that mandatory training of faculty is essential in order to facilitate and
improve students’ trust of Brown administration. If faculty and administrations take care
to speak in a way that does not trigger, alienate, or make students feel unsafe, the bond
between Brown’s administration and Brown’s student body will be greatly enhanced.
Widespread training on mental illnesses and common issues of student mental health
would decrease the amount of unnecessary shame students receive for their chemical,
neurobiological illness. Students have told us that certain administrators and faculty
members are hesitant to “trust” them because of their openness about their mental
illnesses, and are quick to encourage a leave of absence at the first mention of an issue of
mental health. It is against the law to shut a student out of a working position on campus
or to refuse them reentry into Brown, even if such a student had, for example, a manic
episode.
We think it imperative to communicate our belief that, for some struggling
students, taking a leave of absence is the most effective course of treatment their mental
health. If a student is indeed a harm to themselves or others, or cannot complete the
necessary coursework at Brown, then perhaps this student would benefit from taking a
step away from their college schoolwork in order to focus on bettering their mental
health. Such a request from administrators must not be seen as inherently misguided or
malicious. As well, as a student body, we must work to destigmatize the act of taking a
leave of absence. Such a leave is not “giving up” on school or giving into administration.
As a group, we are well aware that leaves can provide crucial time for students to assess
their current situation and come back to campus in a better state of mind.
However, in order for students to trust that the recommendations given by
administration are in fact useful and well-intentioned, administration, CAPS employees
and general faculty must understand that a mental illness-- such as depression, anxiety, or
bipolar disorder-- is a lifelong illness and constant battle. Such students cannot simply be
expected to leave Brown for a year of inactivity and come back “fixed.” Again, we
realize this rhetoric is not what is intended for the leave-taking process as a whole.
However, this fear has been expressed by students who have felt overly pressured to take
a leave, even when their medical practitioners encouraged the student to stay in school.
Students who are dealing with academic hardships due to their mental illness, and
are seeing an outside therapist or are working with CAPS, should be given adequate
accommodations and not be presented with the idea of taking a leave of absence as a
simple solution. In fact, in situations in which the student does not feel supported by their
home life and/or is financially unstable, a “forced” or “heavily encouraged” leave can
oftentimes result in decreased mental wellness.
We understand that the number of students who experience these situations may
be limited in number in comparison with the student body at large. However, the Brown
student community looks after its own, and with this ardent loyalty comes extreme
concern for even just one student’s well being. We are extremely worried about the
testimonies we have received from students. We want to alleviate the stress experienced
by students who question Brown mental health resources and refuse to speak with
administration about personal or mental health issues. Such students may become a risk
to themselves. We very much would like it if these students felt safe in their interactions
with Brown, and for this to happen, Brown administration and faculty must be educated
in the nature of mental illnesses and must acknowledge past mistakes made in interacting
with students with a diagnosed mental illness.
An example of how mental health stigma is propagated can be found in a quote
said by a guest presenter, Dr. Gregory Eells from Cornell’s CAPS, whose appearance on
Brown’s campus was LETS and CAPS co-sponsored; a debatable statement he made
went along the lines of, “no matter how hard your finals are remember your struggle is
nothing like being in a concentration camp.” This speaker, in our opinion, made a handful
of inappropriate comments in regard to mental illness. We understand that this individual
is not a member of Brown’s faculty. However, this type of rhetoric is widespread, and is
sometimes used by Brown faculty members and professors. The lack of understanding of
the permanent nature of a mental illness is something we wish to combat.
