Date
8-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Ellen Ziegler
Keywords
mental health, leaders, lived experiences, peer support, higher education
Disciplines
Education | Educational Leadership
Recommended Citation
Geary, Jo Ann B, "Educational Leaders’ Lived Experiences With Multi-Behavioral Interventions in Student Mental Health: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8759.
https://digitalcommons.liberty.edu/doctoral/8759
Abstract
The purpose of this phenomenological study was to explore the lived experiences of educational leaders in higher education regarding the implementation of multi-behavioral interventions to support student mental health in the United States. The study is guided by transformational leadership theory, which emphasizes inspiring innovation, fostering supportive environments, and promoting systemic organizational change. The central research question asks: What are the lived experiences of educational leaders regarding implementing multi-behavioral interventions to support student mental health in higher education? The sample consisted of 10 higher education leaders across the United States, including deans, department chairs, directors of student affairs, vice presidents, coordinators, and mental health services leaders. Participants were selected through purposive sampling to ensure diverse institutional representation. Data collection included semi-structured interviews, focus groups, and analysis of institutional documents. Thematic findings reveal six interconnected themes that characterize leadership experiences in implementing student mental health initiatives: leadership identity, responsibility, and vision; structural and resource elevation; collaboration and cross-campus unity; low-friction, preventive, and digital-first design; equity, inclusion, and support for underserved populations; and training, challenges, and professional development. Findings indicate that leaders increasingly view student mental health as a shared institutional responsibility requiring coordinated leadership, institutional commitment, and proactive strategies that extend beyond traditional counseling services. These findings contribute to understanding leadership roles in advancing comprehensive student mental health support in higher education.
