ABSTRACT
The landscape of higher education continues to change, and pressures such as those related to achieving enrollment goals, demonstrating the value added of a college degree, and meeting regulatory and accreditor standards, can easily pull the focus of higher education leaders away from the core of colleges and universities: its students. This book has aimed to refocus the attention of administrators, faculty, professional staff that provide student support, and other interested parties on the promotion of student well-being, which is especially important given the relationship between student functioning and key outcomes such as academic performance and persistence/retention (e.g., Arria et al., 2013; Hartley, 2013). Specifically, Chapter 1 described the need to attend to student mental health and well-being, and the compilation of chapters in Part 3 included descriptions and supporting evidence for the application of mindfulness- and acceptance-based interventions for a variety of student populations.
