Flexibility Without Compromise

November 20, 2025

Flexibility without Compromise: Supporting Mental Health in the Classroom 

by Leah Ballinger 

I’ve watched classmates fight invisible battles—showing up to class with panic attacks, depression, or grief hidden behind blank stares. I’ve also talked with faculty who care deeply but aren’t always convinced that mental health strategies will work in their classroom context. I created this toolbox to bridge that silence—with evidence, empathy, and small but powerful shifts in how we design courses, structure assignments, and support students at JMU. 

Why This Matters: Faculty Are First Responders 

Many students report turning to faculty or staff before using campus mental health services, particularly when experiencing mild to moderate distress. Faculty perceptions of student mental health and their confidence in offering support can shape students’ likelihood of disclosing distress and seeking help. The JED Foundation’s Faculty Guide and JMU’s own Purple Folder offer practical suggestions such as acknowledging distress, encouraging help-seeking, and clearly outlining course policies so students can plan ahead. 

Local data highlight just how interconnected student well-being and academic life have become. Between August and November 2025, Madison Cares received over 600 reports of students in distress, with many involving suicidal ideation, attempts, or hospitalization. Adding to this, JMU’s Student Basic Needs Survey Report found that growing numbers of students face food, housing, or financial insecurity, factors closely tied to mental health challenges. The Student Support Hub offers a network of campus resources designed to address these needs, but faculty awareness and compassion remain critical in helping students connect to them early. 

Flexible Teaching Practices: What Works? 

Flexibility does not mean lowering standards—it means teaching with compassion and intention.  

Flexibility invites us to ask: What are we really assessing? Are we measuring content mastery, or time-bound performance? Frameworks like Universal Design for Learning (UDL) help reduce non-essential constraints, such as rigid attendance, so students can demonstrate what they know. JMU Libraries has a Canvas course available for faculty on this. When applied thoughtfully, flexibility does not dilute academic rigor; it deepens it. Consider: 

• Mental Health Days in Attendance Policies 
  Including language that allows for mental health days or other flexible attendance practices acknowledges students' psychological needs and reduces stigma. Several states have passed legislation supporting this approach. As faculty at JMU, you can also direct students to the Counseling Center or remind them that the center offers consultations to help determine the right kind of support, even when therapy isn’t the best fit. You can also point students toward campus resources like wellness workshops or Well Dukes coaching, which focus on stress management, goal setting, and overall well-being.  
• Grace Periods or Late Work Passes 
  Implementing grace periods or flexible late work policies can reduce anxiety and promote persistence. One study found students perceive these policies as supportive and motivating. Proactive policies can also reduce the emotional burden on faculty by minimizing the need for individualized crisis exceptions. Daisy Breneman provides great additional insight in her tool box on Pedagogy (and Practice) of Care. 
• Low-Stakes Assessments 
  Incorporating frequent, low-stakes assessments such as scheduled short quizzes, discussion boards, or reflections can reduce performance pressure while reinforcing learning. This article by the University of Arkansas Teaching Center suggests this strategy boosts engagement and retention of course content, especially when low-stakes assessments align with the same learning outcomes as high-stakes ones. 
• Syllabus Mental Health Statements 
  Including a brief, supportive note in your syllabus, such as “Your mental health matters. If you’re struggling, I welcome a conversation about accommodations or extensions,” can send a powerful message. Studies show a supportive tone and explicit resource links increase students’ willingness to seek help. 
  For ideas and templates, explore resources from Cal Poly’s WellBeing Syllabus Statements, Active Minds’ “Creating a Culture of Caring” Faculty Guide, or JMU’s own resource statement. 

Challenges and Multiple Perspectives 

Of course, flexibility raises valid concerns: Will students abuse it? What about fairness? How much is too much? 

These tensions are real. There’s no one-size-fits-all solution. Some professors drop the lowest grade; others allow optional extra credit or late passes. The key is to choose systems that are both sustainable for you and equitable for students. 

Importantly, these strategies don’t only benefit students, they can support faculty well-being, too. Clear, proactive policies reduce the burden of managing exceptions mid-semester and help create a culture of care. As Temple University's Hope Center and Active Minds emphasize, learning environments that prioritize mental wellness tend to be healthier for everyone in the room. 

And we can’t ignore the role of stigma. Many students, and faculty, still hesitate to seek support due to shame or fear. But small choices, like using a warm syllabus tone, mentioning campus resources, and speaking supportively about mental health throughout the semester can help normalize care and reduce stigma across campus. 

Let’s Build a Culture of Care 

Supporting student mental health doesn’t mean becoming a counselor. It means shaping a classroom culture where respect, clarity, and flexibility support learning for everyone. 

Small, intentional choices like using inclusive language in a syllabus or offering one-time extensions can make a lasting difference. For more guidance, explore: 

• JED Foundation Faculty Guide 
• Active Minds and ACUE, Creating a Culture of Caring 
• The Hope Center, Student Basic Needs Survey Report 
• Center for Faculty Innovation Toolboxes (JMU) – Pedagogy (and Practice) of Care, Soft Places to Land, and more 
• Mental Health First Aid Training at JMU. Contact Karla Kale or Joe LeBlanc for upcoming sessions. 

Let’s build a culture where academic success and mental wellness go hand in hand!