In their own words: What causes and alleviates course-related stress for students with disabilities?

Author: Sue Wick

A few years ago I co-chaired a task force on student mental health, commissioned by the Provost and the Faculty Consultative Committee of the University Senate, and focusing on the role of faculty and instructors. Since that time I have been co-presenting workshops on campus on the role of faculty and other instructors in helping to prevent unnecessary course-related stress based on principles of Universal Instructional Design. Last spring two committees with which I am involved sent a pilot survey to students to determine what causes course-related stress for them and what instructors do to create learning spaces that have manageable levels of stress. Our survey allowed students with mental, physical, and learning disabilities to self-identify. We will be presenting data from the survey, particularly the data that pertain to students with disabilities.