Schools and Colleges

Thrive uses creative online programs to engage students in actively improving their mental health and well-being.

"I now feel I have a great set of tools to help reduce stress and increase happiness in my life."
-2016 Participant

If you’re concerned about the rising mental health needs of your students, and how to adequately address these needs with limited resources, you’re not alone. A recent report issued by The Chronicle of Higher Education identified mental health as the number one concern of top administrators, and for good reason. A large percentage of the most at-risk students do not receive services, either because they do not seek them out, or because schools are unable to keep up with demand and are forced to place students on waiting lists.

Mental health problems also undermine the academic mission of schools and colleges by impairing the cognitive functions necessary to achieve academic success, including the ability to focus, retain information, and problem-solve. According to the National College Health Assessment, students consistently name stress as the single largest impediment to their academic performance, closely followed by anxiety, sleep problems, and depression.

 

Our programs offer a cost-effective method to reach the entire student body, and help students develop resiliency skills before they start to struggle. You may also use our programs as a support resource for students on the waiting list for counseling, or as a supplement to services. Our programs help studentslearn skills that build resilience, protect against anxiety and depression, and improve academic performance.

 

Resiliency Skills Training (ReST)

ReST is an interactive online program that engages students in exercises that develop resiliency skills, reduce stress, anxiety and depression, and improve academic performance. 

ReST provides a menu of activities in 6 areas of wellness, allowing students to choose the activities that appeal to them, and complete each activity at their convenience. Students are appreciative of the opportunity to participate in ReST, as they learn concrete tools to improve well-being, and see immediate results. ReST uses motivational strategies and reminders to keep students engaged, provides the science behind each exercise, and offers tips to reinforce healthy behaviors.

The ReST program is self-paced, taking a total of 30-60 minutes spread over the course of a week. Engaging in these exercises, even for this short period of time, has led to significant improvement in symptoms of stress, anxiety and depression, strengthened social connections and raised academic performance.

ReST is a ready-to-implement, week-long online program. Ideas for how to use ReST include:

  • As a pre-matriculation program delivered to incoming freshman
  • As a supplement to counseling or other support services
  • As a support resource for students waiting for services
  • As a class assignment or team activity
  • As a campus-wide wellness program
  • As an employee wellness program

To find out how to pilot ReST, ask for a demo, or become a research partner and try ReST free of charge, contact Jessica Gifford, jessica@growingwellness.life. ReST will be available for purchase Jan 1, 2018.

"While the various activities were incredibly helpful in their own ways, the act of taking care of myself is a clear signal to myself that I'm worth something—which is incredibly powerful.”
- 2015 Participant


Mindset Interventions

Mindset interventions are delivered in a single 20-60-minute session that can have a surprising large impact over time. They work by shifting a harmful mindset to a more positive one.

Mindset interventions are designed to help students shift a core belief or attitude that undermines performance and well-being, to a more positive mindset. They are low-cost, single-session programs that have long-lasting impact on performance and well-being. For example, a mindset intervention focused on belonging can help change how students interpret academic or social difficulty, from seeing themselves as the problem (“I must not be smart enough,” or, "I'm the only one struggling"), to recognizing that challenges are normal, and can be overcome with time, effort and support. A typical mindset intervention is composed of a reading, video, or presentation, followed by a reflection exercise. Some ready-made mindset interventions have broad application, whereas others may be customized to address the concerns specific to your institution. These 20-60 minute interventions have been shown to improve GPA, resiliency and persistence in students affected by the mindset.

A Mindset Intervention is an online or in-person single-session program

If you would like to develop a customized mindset intervention, or find out how to become a research partner and try a mindset intervention free of charge, contact Jessica Gifford, jessica@growingwellness.life or 413-548-4688.


1. Anderson, M., & Cardoza, K. (2016, August 31). Mental Health In Schools: A Hidden Crisis Affecting Millions Of Students. Retrieved May 01, 2017, from http://www.npr.org/sections/ed/2016/08/31/464727159/mental-health-in-schools-a-hidden-crisis-affecting-millions-of-students

2.  The American Freshman: National Norms Fall 2014. (n.d.). Retrieved May 1, 2017, from http://www.bing.com/cr?IG=98695D13D5A043E48DEA270E193F5712&CID=1FB591AF6FA269E63BB29BDA6E326856&rd=1&h=aKrYrDM7JjkNIrHdDJFJUUvE-OEVf4C7EmB6rp8f1RQ&v=1&r=http%3a%2f%2fheri.ucla.edu%2fbriefs%2fTheAmericanFreshman2014-Brief.pdf&p=DevEx,5061.1

3. The Student-Centered University: Pressures And Challenges Faced By College Presidents And Student Affairs Leaders. The Chronicle of Higher Education. Retrieved May 01, 2017, from http://universitylife.columbia.edu/sites/default/files/HigherEd-Report-2017.pdf

4. Hysenbegasi A, Hass S, Rowland C. The impact of depression on the academic productivity of university students. The Journal of Mental Health Policy and Economics 2005; 8: 145-151.

5. Kizilbasha AH, Vanderploega RD, Curtiss G. The effects of depression and anxiety on memory performance. Archives of Clinical Neuropsychology 2002; 17(1): 57-67.

6. Eisenberg D, Golberstein E, Hunt J. Mental health and academic success in college. The B.E. Journal of Economic Analysis & Policy 2009; 9(1): article 40.

7. The American College Health Association, National College Health Assessment, spring 2016. http://www.acha-ncha.org/docs/NCHA-II%20SPRING%202016%20US%20REFERENCE%20GROUP%20EXECUTIVE%20SUMMARY.pdf