Engineering education is at a turning point. Preparing future engineers requires more than just teaching technical skills — it also means supporting their overall well-being. Mental health plays a crucial role in this effort. When engineering students are mentally healthy, they are better able to learn, solve problems, and bring creative ideas to the world. A healthy engineering workforce is also more likely to stay engaged, adapt to rapid changes in technology, and contribute innovative solutions that benefit society.
Yet, mental health challenges are common among engineering students. Research shows that many engineering students experience high levels of stress, anxiety, and burnout, but are less likely than students in other fields to seek help when they need it. To prepare engineers who are not only technically capable but also resilient, compassionate, and ready to lead in a rapidly changing world, we must ensure that they recognize the importance of prioritizing their mental health and seeking help when they are struggling. To do this, we must drive cultural change to create a supportive engineering environment that prioritizes and supports student mental health.
With support from the National Science Foundation and UK donors, the Engineering Wellness Center (EWC) aims to drive cultural change in the Pigman College of Engineering at the University of Kentucky such that students feel empowered and supported to not only prioritize their intellectual development, but also their development of social and emotional skills. This has resulted in the development of our EWC Mission Statement: to enhance students’ mental health as they navigate their experience within the Pigman College of Engineering. In this way, we define mental health as not just the absence of mental illness but a state of well-being in which engineering students can realize their abilities, cope with the normal stresses of life, work productively, and make a contribution to their community.
The EWC seeks to accomplish this by increasing student access to information, resources and support designed to enhance their social development, emotional well-being, and sense of belonging. The EWC aims to foster an environment where all students feel supported and empowered to proactively identify their needs and access resources to meet them. Ultimately, the EWC hopes to redefine what it means to be a successful engineering student by prioritizing the development of diverse technical, social and emotional skills that not only improve student mental health but also their effectiveness as engineers.
While many mental health interventions are developed without the insight of engineering student stakeholders, the EWC will continue to develop interventions through focus groups with core stakeholders (students, faculty, administrators, mental health professionals, parents). Interventions will also span across student, faculty, departmental and College levels to ensure that the responsibility for change is not placed solely in the hands of students. By assessing the impact of EWC activities on student outcomes, we will provide guidance to engineering programs across the nation on how to create supportive environments for all students.
Role: I coordinate the Wellness Advisors and Integrated Success Coaches' contributions to the EWC and conduct research on the effect of EWC activities.
Message from Dr. Johnson: Stress and anxiety are normal parts of life, and we all need to build up skills to deal with that, just like any other skills that we learn as engineers. Learning to keep ourselves balanced creates a foundation which enables us to learn and grow and have an impact on our world.
Message from Dr. Hammer: I believe mental health should be talked about in engineering because we know from the research evidence that good mental health promotes academic and career excellence.
When we don't take care of our hearts and minds, we limit our professional potential.
Role: Evaluation Team Lead
Message from Dr. Mirakhur: To me, mental health is an important component of helping our (Commonwealth's) engineers be successful in all aspects of their lives. I am excited to be a part of a team helping engineers build their "mental health muscles," laying the foundation for a lifetime of well-being.
Role: My primary role with the EWC is to make engineering student stories visual. I have also been supporting the grant team in various planning meetings throughout the process.
Message from Dr. Hagins: A friend once told me, “You can't pour out from an empty cup." I think that's key; making sure you are taking time to take care of yourself, so you are in a better position to engage with others.
Role: My primary role with the EWC is to lead communication training as well as create resources and documents to help foster a positive learning environment in which mental wellness can be discussed. Additionally, I designed and created content for the initial launch of EWC website.
Message from Dr. Kaufmann: I am excited to be a part of this team. How we talk about mental wellness, especially in and out of learning spaces, is important to the success of our students!
Role: Associate Professor; Associate Dean for Access, Community and Engagement
Message from Dr. Parker: Engineering classes are demanding, and I’m excited to work with this team to support our students as they care for their well-being—an essential part of becoming strong engineers. The habits they build now to sustain balance, resilience, and academic health will serve them throughout college and in life beyond.
Role: Dr. Sarah Wilson helped in the development of the NSF-funded Engineering Wellness Center (EWC) as part of an effort to address the growing mental health needs of engineering students. The EWC builds on her collaborative research with Dr. Joseph Hammer examining factors that influence help-seeking and well-being in engineering education. Dr. Wilson leads the research efforts of the EWC and oversees the development, implementation, and evaluation of its programs. Under her guidance, the Center integrates evidence-based strategies with student input to create sustainable approaches that promote mental health, belonging, and academic success. Through participatory focus groups, Dr. Wilson and her team continuously assess the evolving needs of students and identify opportunities to expand EWC initiatives across the College of Engineering. You can find more information about Dr. Wilson and her research here: engineeringmentalhealth.com.
Message from Dr. Wilson: College is a time of learning — not just about engineering, but about yourself. Your purpose here is to build the knowledge and skills that will help you grow into a capable engineer. I hope you embrace the learning process, even when it feels challenging or uncertain. The persistence you use to solve technical problems is the same mindset that will help you build the life skills needed to sustain your well-being and thrive as an engineer. You have access to more resources and support than you might realize — take advantage of them. This is your time to learn, grow, and care for every part of who you are becoming.
If you are experiencing an emergency situation dial: 911
UK Police Department
Call: 859-257-8573.
TRACS Contact a Mental Health Clinician
During office hours call (859) 218-7227
After office hours 859-257-8701 and select Option #1
National Domestic Violence Hotline
Call: 800-799-7233 or Text: START to 88788
National Sexual Assault Hotline
Call: 800-656-4673
National Suicide Prevention Hotline
Call or Text: 988
Get help now.
The EWC is funded through the National Science Foundation. NSF # 2407292: BPE-Track 4: Phase I: The Engineering Wellness Center: Redefining Success for Engineering Students
