Toward an Understanding of Critical Success Factors for Student-Athlete Mental Health and Wellness, Academic Success, and Athletic Performance at the NCAA Division III Level

Abstract

Current athletic administrators are not only charged with overseeing programs that are critical to student-athletes’ athletics success, but must be increasingly aware of resources to also support success in student-athletes’ academic and personal lives. In turn, this empirical study explored the needs of student-athletes, coaches and administrators pertaining to mental health and wellness, academic success, and athletic performance at the NCAA Division III level. Implications and recommendations are presented for athletic administrators as they develop programmatic support for millennial student-athletes who experience heightened mental health and wellness challenges during the transition to college.

Collegiate athlete mental health: Comparing treatment-seeking student-athletes and nonathletes on service utilization, clinical presentation, and outcomes.

“…This may reflect (a) a lack of financial/supportive resources to identify and refer student-athletes to mental health treatment within Division III schools and (b) that these typically smaller-enrollment institutions often have much higher general student UCC utilization rates than larger schools (LeViness et al, 2019). Indeed, Navarro et al (2019) demonstrated that Division III athletes, coaches, and athletic administrators share the perception of a large gap between desired and available support services for mental health, academic, and career support.…”

Empowering collegiate athletic staff to prevent student athlete suicide

“…Current research suggests that mental health services available to college athletes is lacking (Navarro et al, 2020). In addition to the risk of social isolation due to COVID-19, college athletes are at an elevated risk for several suicide-associated comorbidities (Thompson & Sherman, 2007).…”

“…Despite the mental health concerns for intercollegiate athletes pre, post, and during the COVID-19 pandemic, campuses may not be equipped to handle the mental health needs of their athletes (Mawdsley, 2021). In 2020, the Journal of Higher Education Athletics and Innovation published a research article highlighting the discrepancies between services available to student athletes and services desired by student athletes and athletic staff (Navarro et al, 2020). Navarro et al (2020) provided several implications for supporting student athletes' mental health and wellbeing and urged athletic staff to "provide enhanced support services" (p. 100).…”

“…In 2020, the Journal of Higher Education Athletics and Innovation published a research article highlighting the discrepancies between services available to student athletes and services desired by student athletes and athletic staff (Navarro et al, 2020). Navarro et al (2020) provided several implications for supporting student athletes' mental health and wellbeing and urged athletic staff to "provide enhanced support services" (p. 100). The current article is meant to serve as a practical guide for college athletic staff to offer support and to encourage this population to be proactive in their student athletes' mental health.…”

Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes

“…High-profile Black athletes often attend college at top-tier institutions with aspiration for high academic achievement, only to see them decline due to the intense time constraints placed on them by their coaches and sport; they become engulfed in fulfilling the role of athlete instead of student (Collins, 2018b). Consequently, conflict arises between these salient roles (Navarro et al, 2020). Bronfenbrenner (1979) describes a role as a “.…”