Syllabus Tone, More Than Mental Health Statements, Influence Intentions to Seek Help

• Published in: Teaching of psychology Vol. 49; no. 3; pp. 218 - 223
• Main Authors: Gurung, Regan A. R., Galardi, Noelle R.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2022; Taylor & Francis Ltd
• Subjects: College Students; Course Descriptions; Health services utilization; Help Seeking; Intention; Language Usage; Mental Health; Mental health care; Program Effectiveness; Research Design; Stress; Stress Variables; Student Attitudes; Student Behavior; Teaching Methods; University students; tone; syllabi; mental health
• ISSN: 0098-6283; 1532-8023
• DOI: 10.1177/0098628321994632

Background: Mental health issues are increasing in higher education and finding ways for students to get help when needed is important. Objective: We tested if the tone of a short syllabus and the presence of a special statement addressing mental health would increase intentions to approach instructors for help. Method: We used a 2 (Tone: warm vs. cold) × 2(Statement: present vs. absent) experimental design. Participants (N = 257) read one of four, two-page syllabi, and rated intentions to reach out for help and the instructor. Results: We found a main effect for tone on three Reach Out statements and ratings of the instructor. Presence of the statement influenced likelihood to reach out for help with personal problems. Conclusions: Both the tone of a short syllabus and the presence of statements normalizing reaching out for help can influence student intentions to contact instructors for help. Teaching Implications: Writing a warm toned syllabus and addressing stress and mental health with a university statement may increase student’s intentions to ask for help.