Dr. Bvunzawabaya is the director of Integrated Care Initiatives at the University of Pennsylvania's Student Health and Counseling.

Students' summer experiences can vary widely. For many, a break from school means travel or a resume-building internship. For others, it may mean losing access to critical campus resources such as housing, community, and social connection. Summer represents an essential opportunity for some students to earn as much income as possible through work.

While institutions often view college as a temporary place where students learn, build relationships, and prepare for future careers, some students navigate campus differently. For them, coming to college is an opportunity to create a new home. Being away at school can provide a haven where they feel safe exploring different aspects of their identity. Ideally, students regard their campus as a secure and supportive environment where they can engage in activities that support their development and help them achieve academic success. 

Mental health is central to this process. When students prioritize their mental health and wellbeing, it enables them to build meaningful relationships, immerse themselves in their academic work, and recognize areas for growth. Some students arrive on campus having successfully managed existing mental health challenges. For others, mental health concerns may emerge or intensify during their time at school. When these concerns go unaddressed, they can affect every aspect of a student's wellbeing. As a result, the summer months can be an important time to regain stability. Being away from academic pressures may reduce symptoms of anxiety or depression, lessen concerns related to eating and body image, ease feelings of loneliness, reduce distressing trauma-related experiences, or make mood fluctuations more manageable. 

However, these challenges may be compounded by expectations from loved ones to contribute financially to the household, care for elderly or ill family members, or provide emotional support during difficult family circumstances. In short, many students are grappling with complex pressures that extend well beyond the classroom for which viable solutions may not be readily available. The hope is that rest and support over the summer will help alleviate students’ stress. 

Do they see campus solely as a place to learn before returning home, or has it become their primary community and source of support?

With students soon returning to campus, now is a good time to reflect on the importance summer breaks play in students’ lives and on their mental health. Do they see campus solely as a place to learn before returning home, or has it become their primary community and source of support? Keep in mind that even when students rely on their college or university, they may not necessarily trust it, which can make seeking help more challenging. Recognizing this distinction can help campuses better anticipate and respond to student needs. A student's ability to use the summer as a period of recovery is influenced by several factors, including the proximity and availability of family and social support, financial resources, their willingness to seek help, and access to appropriate treatment. 

Higher education institutions need to figure out how to support their students during the summer when their routines change. While the academic calendar changes, the need for connection, support, and trusted resources continues throughout the summer. 

  1. Communicate institutional expectations, values, and opportunities clearly. By recognizing the diverse experiences students may encounter during their time on campus, colleges and universities can provide meaningful guidance, foster supportive environments, and help students understand what they can expect from their institution. Higher education institutions play a critical role in helping students develop the confidence to handle academic and social challenges. This support should extend through the summer months, allowingstudents to remain connected to campus. Institutions can also direct students to year-round digital resources that reinforce coping strategies, self-reflection, and help-seeking behaviors throughout the summer. (My Digital Sanctuary)
  1. Ask students early in the spring semester about their summer plans. Academic advisors, coaches, housing staff, and other student-facing professionals should be encouraged and trained to have these conversations, helping students identify needs and connect with available support. These discussions also provide a chance to establish realistic expectations regarding the services and resources a campus can offer. Consistent messaging that encourages early help-seeking and promotes awareness of signs of distress can further support student wellbeing. 
  1. Provide students with a comprehensive list of campus and community resources. These resources may include career services, on- and off-campus employment opportunities, local food pantries, housing and shelter resources, and mental health services. Information about low-cost or sliding-scale counseling options may also benefit students and perhaps their family members. In addition, share resources designed specifically for families, such as The Steve Fund's Family Corner, which offers practical guidance, conversation starters, and tools to help families support students' mental health and wellbeing throughout their college journey. 

Regardless of differences in summer experiences among students, they can all be successful. To achieve this goal, colleges and universities need to be creative in problem-solving and demonstrate year-round institutional commitment to the mental health and wellbeing of all students.

Dr. Batsirai Bvunzawabaya is a counseling psychologist with a small private practice in the suburbs of Philadelphia. She has been working with The Steve Fund as a mental health consultant for over five years. She is also the director of Integrated Care Initiatives at the University of Pennsylvania's Student Health and Counseling. Dr. Bvunzawabaya is originally from Zimbabwe, and she is a proud graduate of Alabama A&M University, where she was a member of the women’s tennis team. She earned her Ph.D. in Counseling Psychology from Auburn University. She is the current president of Section I (Psychology of Black Women) of the Society for the Psychology of Women (APA Division 35) and past president of the Association for University College Counseling Center Outreach.