Princeton University has introduced several new measures to help students manage academic stress and maintain well-being. Dean of the College Michael Gordin emphasized that supporting mental health is central to the university’s educational mission, stating, “The purpose of a liberal arts education is to cultivate the mind. Supporting mental well-being is not ancillary to that process — it is at the very core.”
Among recent changes, the time between classes was increased from 10 to 15 minutes. Associate Professor of Linguistics Laura Kalin explained, “The increase in passing time will relieve the stress of rushing from one course to another, enabling students to better take advantage of before-lecture and after-lecture moments.” Kalin added that these moments are important for building connections among students and faculty.
Other adjustments include staggering deadlines for final assignments rather than having all work due on a single day known as Dean’s Date. The final exam schedule is also released earlier in the semester and aligns with class times. According to Gordin, these changes address student concerns about an overload of assignments at semester’s end and aim to reduce pressure during finals.
The McGraw Center for Teaching and Learning offers resources such as peer tutoring, learning consultations, workshops, and study groups. Nic Voge, senior associate director at McGraw, said: “We recognize that a crucial part of your overall wellness is your academic engagement, not just your grades. If you do not feel fulfilled or satisfied, you risk burning out.” He noted that developing skills to navigate Princeton’s curriculum can serve as self-care: “If you feel better equipped as a student, then you are able to enjoy what you are learning; you are able to discover new passions and interests. All of that contributes to your well-being.”
Student consultants like Angel Toasakul (Class of 2027) assist peers with strategies for managing workloads and studying effectively. Toasakul described their role: “We really are academic coaches… We help with the process of learning itself, and the ultimate goal is for students to thrive at Princeton despite the academic rigor.” Rachael Bejo (Class of 2026) highlighted how sharing personal experiences helps others feel less isolated: “By referencing our own experiences with a particular class, professor or personal challenge, we can help students feel less alone and less troubled.”
Faculty members have also adopted creative approaches. Professor Sigrid Adriaenssens revised her course syllabus in response to recommendations from TigerWell’s faculty toolkit on well-being in learning spaces. She expanded her syllabus for CEE205 “Mechanics of Solids” so expectations would be clearer: “It is explicit about expectations and lays out all the scenarios… The idea is to take away students’ anxiety around lack of information.” Adriaenssens coordinates assignment deadlines with other faculty teaching required courses for majors so major assignments do not overlap.
In addition to classroom efforts, mentoring plays a significant role in graduate student support. Vice Dean Hendrik Lorenz has led initiatives over two years aimed at improving faculty mentoring practices: “There is a wealth of evidence from many academic disciplines that mentorship benefits graduate students in all kinds of ways,” he said.
Graduate School programs offer both peer mentorship through retreats and small groups as well as professional development opportunities connecting current students with alumni mentors.
Mental health training has also been expanded across campus. Counseling and Psychological Services offers Princeton Distress Awareness and Response (PDAR) trainings for recognizing signs of distress in others. The university now requires annual online suicide prevention training for faculty and staff under New Jersey state guidelines.
Tracy Meyer from the Graduate School contributed reporting.
