JED Campus is a nationwide initiative of The Jed Foundation designed to empower schools with a framework and customized support to enhance student well-being and substance abuse and suicide prevention efforts. By becoming a member of JED Campus, a school demonstrates its commitment to the emotional well-being of its students. JED Campus schools embark on a multi-year strategic collaboration that not only assesses and enhances the work that is already being done, but helps create positive, lasting, systemic change in the campus community.
JED Campus schools:
• Establish an interdisciplinary, campus-wide team to engage in the JED Campus program.
• Collaborate with experts from JED over a period of three to four years to identify opportunities for enhancement of emotional health and substance abuse and suicide prevention efforts.
• Take an in-depth, confidential assessment, at the beginning of the program and then again after three years, assessing current mental health promotion, substance abuse and suicide prevention efforts.
• Survey students using the Healthy Minds Survey to examine student attitudes, awareness and behavior related to mental health issues both at the beginning of the program and then again after three years.
• Receive a campus visit from a JED Campus Subject Matter Expert (SME) to discuss the feedback report, generate improvement goals and develop action steps that serve as a roadmap to implement change on campus. Following the second assessment, the SME will again meet with the interdisciplinary team to discuss sustainability of implemented campus change.
• Receive ongoing support from a dedicated JED Campus Advisor who provides guidance and resources to help each school achieve its goals.
• Are able to access the JED Campus Learning Community that includes webinars, newsletters, a discussion board, and an in-depth, on-line resource library.
• Receive the JED Campus membership seal signifying their commitment to student well-being.
The JED Campus feedback contains suggestions—not mandates—for colleges and universities to consider in order to enhance their policy and programming efforts. The feedback report assesses campus resources in relation to the JED Campus Framework, a consolidation of factors known to help in promoting emotional well-being, preventing suicide, and limiting substance use as well as an analysis of the results of the Healthy Minds Survey. Each school’s self-assessment responses are reviewed relative to the framework domains.
The JED Campus seal will be given to member schools upon completion of their first Healthy Minds Study, assessment and campus visit. The seal recognizes a school’s dedication to supporting the emotional well-being of its students and remains valid through the duration of the program. The JED Campus seal shows students, their families, and others that the school has committed to assessing and enhancing its mental health, substance abuse, and suicide prevention efforts.
The seal is not a certification and does not guarantee that students on the participating campus will avoid mental health problems, rather, it demonstrates the school's commitment to promoting the emotional well-being of its students.
Over the course of the program, schools will collaborate with advisors from the JED Campus team to identify resources, programs, policies, etc. to fill in identified gaps in order to ensure that schools have the strongest possible mental health safety nets in place.
The four-year program costs $22,000. Financial aid is available to qualifying schools.
The time it takes to complete the self-assessment may vary. We recommend that members of the interdisciplinary team work together to complete the assessment. Most campuses are able to complete the assessment in less than two weeks. In addition, we have heard that the act of completing the assessment was a terrific learning experience for new and experienced staff alike.
Each College/University will assemble an interdisciplinary, campus-wide team to steer JED Campus at their institution. Given the breadth and depth of the assessment, no single individual will be able to answer all the questions. As such, the school’s JED Campus team group should all take responsibility for completion of the assessment.
The JED Campus Framework is based upon The Comprehensive Approach to Mental Health Promotion and Suicide Prevention on College and University Campuses, which was developed and reviewed by multiple experts in mental health and higher education and is considered a consensus best practice by the AFSP/SPRC best practice registry (for more information: https://www.jedfoundation.org/professionals/comprehensive-approach). This model is based on the Air Force suicide prevention program, which has been shown to decrease rates of suicide, homicide and accidental deaths. The JED Campus Framework combines the content of the Comprehensive Model with expert recommendations regarding factors related to preventing substance abuse in young adults.
While many schools have adopted elements of the JED Campus approach and a number have based their mental health support systems upon it, it is only partially implemented at a significant number of colleges. Most schools provide direct counseling services, yet, often there is not a holistic, campus-wide approach to mental health. Schools that already demonstrate a comprehensive approach to mental health on campus report that participation in JED Campus alerted them to areas for improvement that they did not realize they had and further strengthened their policies, systems, programs and practices. All schools benefit from the process of completing the self-assessment, the feedback provided in their reports and the ability to learn and network with other JED Campus schools through the learning community. Participation in the program can support all schools in exploring new ideas for enhancing the great work in progress, and finding innovating ways to support the emotional well-being of their students. Finally, the analysis of the pre- and post- JED Campus and Healthy Minds Study assessments provide schools with evidence of the impact of systems change on student outcomes.