• Rushi B. Joshi

Mental health has emerged as a critical issue among university students in higher education, with increasing rates of stress, anxiety, depression, and burnout. Faculty members serve as the primary point of contact in academic institutions. Hence, they are positioned as key stakeholders in the early identification and support of students’ mental health. This qualitative research paper examines the role of faculty sensitisation and classroom practices in promoting student mental health. Building on existing literature, thematic insights, and established conceptual frameworks, the paper examines how faculty attitudes, awareness, pedagogical approaches and interpersonal interactions shape students’ overall well-being. The research findings indicate that when faculties are sensitised, they can contribute to reducing stigma, create supportive learning environments, and adopt inclusive practices. This will ultimately enhance students’ academic outcomes, resilience and emotional well-being. The paper concludes the discussion with recommendations related to institutional policy, faculty development, and organisational culture, underscoring the significance of a comprehensive, holistic approach to mental health within higher education settings.

Role of Faculty Sensitisation and Classroom Practices in Supporting Student Mental Health: A Qualitative Research Paper

"Role of Faculty Sensitisation and Classroom Practices in Supporting Student Mental Health: A Qualitative Research Paper", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.7, Issue 3, page no.889-894, March-2020, Available :http://www.jetir.org/papers/JETIR2003438.pdf

"Role of Faculty Sensitisation and Classroom Practices in Supporting Student Mental Health: A Qualitative Research Paper", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.7, Issue 3, page no. pp889-894, March-2020, Available at : http://www.jetir.org/papers/JETIR2003438.pdf