Even though suicide is the second-most common cause of death among college students — 1,000 students take their lives each year on college campuses — universities haven’t found the right solutions to their students’ mental health problems.

It was spring of my first year of graduate school. The days were getting longer, yet I found myself less able to get myself out of bed. I spent the hours in my assistantship on edge, taking bathroom breaks to keep myself from crying. In class, I could not focus as my throat tightened around what felt like a rock. At home, I barely had time to do anything beyond coursework.

I was tired in my body and soul. I hit my breaking point when the idea of driving back to campus one day made me sob uncontrollably.

Today’s emphasis on big data, test scores, and comparisons among groups fails to drill down on what we need to know to make the best decisions for an individual child.

In partnership with a consortium that includes six other universities across the nation, the Neag School’s special education doctoral program and Center for Behavioral Education and Research (CBER) will once again be part of a federal grant designated to support a total of nearly 30 future scholars in the field of special education.

I often worry that our focus on domestic students and their needs is causing an entire, important demographic to feel forgotten and unwanted.

There is a lot of research on teachers’ use of waiting in the classroom and the positive effects it can have for student engagement and learning. The best news of all? Improving student learning only takes 3 seconds.

It gets harder and harder to treat dyslexia in children with every year that passes after preschool. Problem is, most kids don’t get diagnosed until they’re around 8 years old. Dyslexia particularly hard to detect in English-speakers, and teachers usually only recognize it once a child fails. That’s why researchers from three universities got together to make an app that will help teachers detect dyslexia in kids at an earlier age.

On October 23, 2019, CSCH cosponsored and hosted the Symposium on Trauma-Informed School Mental Health 2.0.” Approximately 70 school, behavioral health, community, and research leaders from across the state gathered at the University of Connecticut campus in Storrs to discuss school and community responses to childhood trauma and how to align work around trauma-informed schools in Connecticut.

When you think of the word “creativity,” do you associate it primarily with women or with men? Do you shout out “Sistine Chapel” or “quilts”? Do you point toward the flash card showing a lone man with a light bulb over his head, or do you choose the one depicting a group of laughing women gathered at a table? Do you see a woman writing a book, a man designing a suit, a woman discovering a new galaxy or a man dancing?

USG and Student Health and Wellness held a panel about college mental health Thursday in honor of World Mental Health Day. The four panelists — mental health professionals Dr. Sarah Ketchen Lipson and Dr. Clewiston Challenger and UConn students Kanu Caplash and Jovanni Vicenty — came together to give different perspectives and levels of expertise to discuss the topic.