IntroductionCollege graduation is accompanied by a challenging transition into the real world, which like many other major life transitions, may be distressing and can affect individuals' wellness (Hart & Swenty 2015). For student-athletes (SAs) who already display reduced levels of wellness (Watson & Kissinger 2007), transitioning from college may be an especially treacherous time. Research is needed to better understand the aspects of wellness that are impacted during SA's transition out of sport.One method for exploring SA's wellness is through the Indivisible Self Model (IS-WEL; Myers & Sweeney 2004). The IS-WEL model defines wellness as "…a way of life oriented toward optimal health and well-being, in which body, mind, and spirit are integrated by the individual to live life more fully" (Witmer & Sweeney 1998, p. 43). The primary construct of this model is referred to as Total Wellness, which is comprised of five second-order factors: creative self, coping self, social self, essential self, and physical self. Each secondorder factor contains a number of third-order factors. The creative self is comprised of thinking, emotions, control, work, and positive humor; the coping self is comprised of leisure, stress-management, self-worth, and realistic beliefs; the essential self is comprised of spirituality, gender identity, cultural identity, and self-care; the social self is comprised of friendship and love; and the physical self is comprised of exercise and nutrition. The IS-WEL Model is an ideal framework to view the wellness of SAs, as many of the issues described in the literature align with the second-and third-order factors.

Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.

Activism on college campuses in the United States is a long-standing phenomenon rooted in the counterculture movements of the 1960s. Today, local, regional, and national issues and sociopolitical influences remain closely aligned with activism in higher education, with contemporary issues shaping student activism efforts on campus. College student activism ranges from organized marches and protests to more widespread social media campaigns, targeting issues ranging from inclusion and diversity to sexual assault and intimate partner violence. Involvement in activism can influence the mental health and overall wellness of college students who engage in these activities. This chapter focuses on contemporary activism in higher education, specifically as related to the potential impact of activism on the mental health and wellness of college student activists. Also discussed are implications for student affairs professionals, university-based mental health professionals, and higher education administrators.