The rise of virtual schools has transformed education, allowing learning from anywhere at any time. While this flexibility benefits students academically, it also introduces unique psychological challenges. Students in fully online courses, especially asynchronous ones, often face isolation, mental health issues, competing life demands, and poor sleep habits, all of which can negatively impact academic performance and well-being (Abrams, 2022). During the 2020–2021 academic year, over 60% of college students met criteria for at least one mental health problem, and nearly 75% reported moderate to severe psychological distress (Sarah Ketchen Lipson, Sasha Zhou, Sara Abelson, Justin Heinze, Matthew Jirsa, Jasmine Morigney, Akilah Patterson, Meghna Singh, Daniel Eisenberg, 2022).

Faculty and institutions can enhance online student well-being by adopting deliberate strategies. Ashley C. Jordan, PhD, recommends several approaches (Jordan, 2024):

1. Intentional course design: Instructors should align content, activities, and assessments with learning objectives. Transparency, as promoted by TILT Higher Ed, helps students understand the purpose behind assignments, increasing engagement and retention.

2. Increased course structure: Structured online courses with weekly modules, clear schedules, and regular check-ins support students from underrepresented backgrounds, helping reduce achievement gaps and keep students on track.

3. Inclusive and accessible design: Ensuring course materials are accessible—through captions, alt text, and interactive content—promotes equity and engagement, particularly in fully online asynchronous environments.

4. Incentivizing self-care: Faculty can integrate opportunities for students to reflect on mental wellness through assignments or optional modules focused on stress management and balance, fostering holistic student development.

While these strategies are incremental, their cumulative effect is significant. They create an environment where students feel seen, supported, and equipped to succeed academically while prioritizing mental health, ultimately fostering persistence, academic success, and lifelong well-being (Figure 1).

Figure 1

Refrences

Abrams, Z. (2022). Student mental health is in crisis. Campuses are rethinking their approach. From American Psychological Association : https://www.apa.org/monitor/2022/10/mental-health-campus-care

Jordan, A. C. (2024). Supporting Student Well-being in Virtual Learning. From Faculty Focus: https://www.facultyfocus.com/articles/online-education/online-course-design-and-preparation/supporting-student-well-being-in-virtual-learning/

Sarah Ketchen Lipson, Sasha Zhou, Sara Abelson, Justin Heinze, Matthew Jirsa, Jasmine Morigney, Akilah Patterson, Meghna Singh, Daniel Eisenberg. (2022). Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021. Affective Disorders, 138-147.

Figures

Figure 1
Good stress–distress continuum. Adapted from "Course design as a gateway to student well-being," by D. Hommel & B. Cohen, 2024, Faculty Focus. https://www.facultyfocus.com/articles/effective-classroom-management/course-design-as-a-gateway-to-student-well-being/