Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Dr. Karen Escalante

Abstract

Students’ mental health is critical for their personal and educational engagement, particularly among First Generation College Students (FGCSs). There is a growing need in higher education to openly discuss mental health challenges, emphasizing the importance of understanding available resources and campus culture in influencing student well-being. Adopting a salutogenic perspective, this study highlights the necessity of viewing student mental health as an ongoing process rather than a one-time task. In this context, the study examines the relationship between student mental health and overall engagement in higher education, specifically focusing on the roles of a sense of belonging, psychological flexibility, and coping strategies as mediating factors. Four hypotheses were tested: a positive association between student mental health, avoidant and substance use coping strategies, and psychological inflexibility; a positive relationship between a sense of belonging and student engagement; and the mediational roles of personal capacities between mental health and engagement. The study may assist administrators in developing trauma-informed and evidence-based policies and strategies to alleviate the stigma surrounding mental health challenges and foster a supportive environment within their institutions. The study also highlights the importance of promoting adaptive coping strategies, such as mindfulness, to mitigate the negative impact of mental health challenges arising from daily stressors.

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