I was driving to campus the other day, and a news story about Generation Z caught my attention. I don’t usually put much stock into generational comparisons — we’ve all had issues that have shaped us — but this one felt significant.

Our college students today have grown up with:

• An attack on our nation on 9/11 that led to a 20-year war
• The Great Recession of the late 2000s
• School shootings and lockdown drills
• A rise in racial justice activism
• Social media as the norm
• A global pandemic

Harvard University researcher John Della Volpe shared in the interview: “I don’t think there’s any generation in 75 years, since the Greatest Generation, that’s been confronted with more chaos more quickly in their young lives than Gen Z.”

That is hard to deny.

When we examine the conditions in which this generation has come of age, we see the mental health crisis many college students are experiencing today (one that you may have navigated alongside them) as a product of deeper societal issues. Our students aren’t just responding to individual circumstances; they are spending their formative years, frankly, learning how to survive.

But it’s not all doom-and-gloom. The flip side is that Gen Z has been conditioned to be resilient, to find solidarity in community, and they are determined to make positive change in their world.

So where does this leave us as parents, families, and college administrators? How can we help our students navigate the weight of the world around them while supporting them in becoming the engaged, global citizens we know they can be — and are?

I love thinking about that response through the lens of this quote from David Hogg, a student survivor of the 2018 shooting at Marjory Stoneman Douglas High School in Parkland, Florida: “Lasting change requires more than the resolve of young people — it requires a coalition across generations.”

At UW–Madison, we are striving to create a community of care for all our students. And we need you as parents and families to support this effort. Here are a few ways to do that:

• Let your student know you care. We all can relate to feelings of burnout and exhaustion — intensified by these past few years. Check in with your student to remind them you are there, perhaps you’re feeling it too, and that you’re rooting for them.
• Presume goodwill. I admit that as a parent, when I have heard a concern from my children, sometimes my first reaction was to blame them or wonder how they got into the situation. I am constantly reminding myself at work (and at home) to presume goodwill. When approaching difficult conversations, lead with compassion and understanding while maintaining the boundaries and expectations that truly matter. That may take a patient ear and some reflection on our part.
• Model grace, compassion, and kindness. Beyond talking with our students and encouraging them to take action through adversity, we can (and should) model to them what it looks like to live our values, too.

The context our students have grown up with is still very present — there will unfortunately always be trauma or some element of turmoil, and I know how hard this has been on us as parents. But the need to continue supporting our students during these important, formative times of their lives and the moments of care, goodwill, and grace are those that will sustain.

Take good care, and please remember that we are here for you and for your students.

On, Wisconsin!

Parents and families play an important role in helping their students through various aspects of their college experience. One of these aspects is helping their students find a community of care on campus. A community of care is an interconnected web of support and resources that help contribute to student well-being and success. This can include friends, family, academic advisors, mental health providers, and any other resource that encourages student well-being.

The Parent and Family Program teamed up with Michelle Bond, Assistant Director of Outreach for Mental Health Services and Counselor at University Health Services (UHS), for our recent Badger Family Forum titled “A Community of Care on Campus.” This conversation is part of our Badger Family Forum series, which includes topic-based chats with campus experts who answer frequently asked questions from parents and family members. If you missed our forum, you can watch it here, or read these key takeaways:

• Prevention is key. The earlier issues are addressed, the easier it can be for students to receive the support they need. There is no one-size-fits-all approach to well-being, but learning what works best for an individual and utilizing resources early can help. Students don’t need to wait until they are in crisis to reach out; wellness services, workshops, and more are here any time.
• Normalize their experiences. It’s not uncommon for students to feel alone in their struggles or like they are the only person experiencing an issue. Reassure your student, validate their emotions, and ask questions. Point them to campus resources and check in on them along the way.
• Know the warning signs. Some indications that a student is in need of support can be a change in grades, daily activities, sleep schedules, and meal schedules. Not every student will be vocal about their experiences, so it helps when people who care for them and know them well are on the lookout for any behavior changes.
• Encourage students to seek support. UHS has many resources to support students. View all services at uhs.wisc.edu.
  • Let’s Talk: Let’s Talk is a program that provides easy access to informal and confidential support and consultation with counselors from UHS Mental Health Services. Counselor consultants hold drop-in hours virtually and at sites around campus Monday through Friday. Any student is welcome at any site and no fee is charged. Common concerns include: stress, sadness, worry, relationships, academics, family problems, and financial struggles.
  • Wellness Programs: UHS offers wellness programs in an individual or group setting to support a student’s pursuit of a healthy mind, body, and spirit. Personal wellness programs include: healthy living consultation, nutritional counseling, meditation training, mindfulness training, authentic happiness and positive psychology programs, exercise consultation, yoga, massage, stress management, sleep management, headache treatment, and smoking cessation. They also have guided relaxation podcasts on Spotify.
  • Silvercloud: Silvercloud is an online, self-guided, interactive mental health resource that students can access 24 hours a day. Silvercloud’s learning modules address anxiety, depression, body image, stress, sleep, and resilience.
  • Mental Health Services: UHS mental health providers offer an open, safe, and confidential environment to help students through issues that may interfere with their development, well-being, and academic productivity. UHS’s no-cost mental health services include individual, couple/partner, group counseling, outreach programming, and stress management.
  • 24-Hour Crisis Services: The crisis support line is available 24/7, 365 days a year. They receive calls from students, family members, partners, friends, roommates, faculty, staff, and other campus community members who are concerned about a student. Contact the crisis line at 608-265-5600 (option 9).
  • Care Managers: If a student needs long-term, urgent, or specialized treatment, University Health Services (UHS) may suggest an outside community provider to better meet their needs. Some students choose to pursue treatment in the community instead of at UHS. Students may be able to use their insurance for counseling and psychiatry in the community and Care Managers can assist them in getting connected to care outside of UHS.
• Assess the type of support your student needs. Not every issue requires a therapist and there are many offices and programs that are designed to support students. Refer your student to these additional networks of support:
  • Academic Advising
  • Tutoring and Learning Support
  • Dean of Students Office
  • University Housing
  • The Badger Support Network

Checking in on your students and helping them create their community of care on campus is vital to their success. For further questions and information, email the Parent and Family Program at parent@uwmad.wisc.edu or call us at 877-262-3977.

The dashboard is the result of a collaboration with community members and stakeholders to develop a unique and powerful tool that promotes transparency and provides a set of success metrics that speak directly to the UWPD’s commitment to equity in policing.

“We’ve worked very hard alongside our UWPD Police Advisory Council and other community members over the past 18 months to find ways to further build trust and create opportunities for more engagement,” UWPD Chief Kristen Roman said. “We acknowledge we have a long road ahead in our efforts in promoting change — but we believe the UWPD Equity Dashboard is a significant step forward in deepening collaboration, inspiring partnership, and continuing important conversations about policing.”

On the Equity Dashboard, users can view a wide variety of data points — all with a laser focus on equity. UWPD calls for service, arrests, citations, use of force, and more can all be viewed and filtered by year, demographics, etc. Users can also view complaint data, including the total number of complaints, how the complaints were resolved, how many complaints involved use of force, and the number of officers with multiple sustained complaints.

The processes through which UWPD collects equity-focused data are verified through three separate and independent accreditation audits. UWPD has long maintained triple accreditation through the Wisconsin Law Enforcement Accreditation Group, the Commission on Accreditation for Law Enforcement Agencies, and the International Association of Campus Law Enforcement Administrators.

“I commend UWPD’s efforts to continue promoting transparency and building community trust by demonstrating its practical commitment to equity,” UW–Madison Chancellor Rebecca Blank said. “The Equity Dashboard is another example of the power of collaboration and partnership, and I am confident it will bring great value to the entire UW–Madison community.”

In addition to the numbers, the dashboard also shares general information about programs and services offered by the UW–Madison Police Department — department policies, staff demographics, department programs, and how community members can get involved in UWPD’s work are all highlighted.

UWPD acknowledges there is much work to be done and few simple solutions. They hope the dashboard inspires the questions, discussions, partnership, and critical examination needed to fully align with the department’s mission.

The Equity Dashboard is a product of UWPD’s Racial Equity Initiative, a comprehensive action plan for identifying, adopting, and continually assessing areas in need of improvement within the department in the short and long term.

This year, students will be assigned enrollment times for the fall semester throughout the week of April 4, 2022 and will begin enrolling in courses according to their appointment times on April 11, 2022. Find more key dates and deadlines on the Office of the Registrar website.

During the enrollment period, course availability is closely monitored, and throughout the year a campus committee reviews feedback, evaluates enrollment trends, and works with departments to plan for the upcoming semester.

To help your student have a smooth and successful enrollment experience, here are a few tips from UW advisors:

Tip 1: Be flexible with availability.

Encourage your student to be open-minded with their availability. For example, don’t limit availability to courses that only occur Monday–Thursday or that begin after noon (unless they have a direct conflict, such as a campus job or extracurricular activity to schedule around).

Tip 2: Use waitlists and build alternate schedules.

If a class fills, students may add themselves to the waitlist if available, and then enroll in an alternate class option.

If a spot becomes available, waitlisted students will receive an email notifying them that they’ve been authorized to enroll (note that students still need to enroll by the deadline listed; being on the waitlist will not automatically enroll the student if a spot becomes available!). The email comes from the department offering the class and includes a deadline by which the student needs to enroll before the permission is passed on to another student.

While it is not a guarantee that every interested student will get into highly popular courses, our advisors will work with them to make sure they have the classes they need to stay on track for graduation.

Tip 3: Plan ahead and see your academic advisor.

Sometimes students can miss small details that can have a big impact, like not realizing they need to take a prerequisite (a class that’s required before taking a higher-level class). Encourage your student to check in with their academic advisor prior to their enrollment appointment. Scheduling an appointment to talk with their advisor sooner rather than later can give them more time to think and prepare. Additionally, advisors’ schedules can get very busy closer to enrollment time.

In addition to helping students enroll in classes, advisors help students think through their interests and goals – both what they want out of their college experience and what they want out of their careers – and apply that to their academic plan. They also help students get connected to activities that shape their entire college experience – like volunteering, service-learning courses, internships, study abroad, campus jobs, student organizations, first-year-interest groups, and more.

Tip 4: Ask for help if you get stuck.

While this is rare, if your student is having issues getting into a course they need to graduate, advisors will work with them to find a solution. If your student experiences this, direct them to reach out to their assigned academic advisor or the department that offers the class.

Learn more about advising and learning support resources at advising.wisc.edu.

College is a time of exploration, and that includes major and career options. If your student is undecided, advisors tell us this isn’t a disadvantage. In fact, college can be a great time for students to explore interests and learn more about themselves, which will help them make decisions on majors and career paths.

The Career Exploration Center (CEC) is here to help students during this process. CEC career advisors support students who are undecided about their career and/or academic goals. Any undergraduate student can explore their major and career options through in-person or virtual appointments, drop-in career advising, workshops, career assessments, online resources, and much more.

Students can find upcoming dates for virtual and in-person workshops at the CEC’s website, which includes workshops like “How to Choose a Major” and “Exploring Careers Regardless of Major”. Career advising drop-ins are held every Friday and are a great opportunity to learn about the variety of ways the CEC supports undecided students.

Majors don’t always determine a career and your student’s interests may shift over time, which is why meeting with a CEC career advisor can help provide clarity and direction. They can help answer questions like: How do I know if a major is a good fit for me? How do I choose classes if I am not sure of my major? I have some career ideas, but how do I pick a major to achieve them?

Additionally, each UW–Madison school and college also has its own career services office, which is tailored to prepare students in their respective fields for employment and graduate school.

Looking for more information about how to support your student while they learn about major and career options? Visit the CEC parent, family, and community page.

Save the date now to bring them some springtime cheer and enjoy the beauty of April in Madison together during our annual Badger Family Spring Visit.

What is Badger Family Spring Visit?
Badger Family Spring Visit (BFSV) is simply an opportunity for you to visit your student any weekend during the month of April and attend free or low-cost events in Madison that our team of local pros has compiled for you. There is no fee to register— just come and enjoy time with your Badger.

You can find featured events and more information on our Badger Family Spring Visit page, which will continue to be updated with additional events as April gets closer.

That’s it?
That’s it! All you have to do is:

1. Connect with your student to pick a weekend during April to visit (make sure it’s not before any big exams or presentations),
2. Browse through the featured events happening that weekend, such as sporting events, musical and theater entertainment, educational opportunities, shopping, dining, and more,
3. Let us know here that you’re planning to visit (so that we can send you parking suggestions and event updates),
4. Watch out for an email from us at parent@uwmad.wisc.edu with info on how to download our mobile event app, build your own schedule, and sample weekend itineraries curated by our local pros,
5. Visit Madison and enjoy springtime with your Badger! You can also share photos of your weekend with us on social using #BadgerFamily for a chance to win prizes from the University Book Store.

For more information, call 608-262-3977 or email parent@uwmad.wisc.edu.

We hope to see you in April!

Thank you to our proud sponsors:

El otro día estaba conduciendo hacia el campus y me llamó la atención una noticia sobre la Generation Z (Generación Z). Por lo general, no le doy mucha importancia a las comparaciones generacionales, todos hemos tenido problemas que nos han moldeado, pero esto se sintió importante.

Nuestros estudiantes universitarios de hoy han crecido con:

• un ataque a nuestra nación el 9/11 (11 de septiembre de 2001) que condujo a una guerra de 20 años
• la Gran Recesión de finales de la década de 2000
• tiroteos en escuelas y simulacros de encierro
• un aumento en el activismo por la justicia racial
• las redes sociales como norma
• una pandemia

El investigador de Harvard University, John Della Volpe, compartió lo siguiente en la entrevista: “No creo que haya ninguna generación en 75 años, desde la Greatest Generation (Generación Grandiosa), que haya enfrentado más caos más rápidamente en sus jóvenes vidas que la Gen Z”.

Eso es difícil de negar.

Cuando examinamos las condiciones en las que esta generación ha llegado a la mayoría de edad, vemos la crisis de salud mental que muchos estudiantes universitarios están experimentando hoy (una que quizás usted haya atravesado junto a ellos) como un producto de problemas sociales más profundos. Nuestros estudiantes no solo están respondiendo a circunstancias individuales; están pasando sus años formativos, francamente, aprendiendo a sobrevivir.

Pero no todo es pesimismo. La otra cara de la moneda es que la Gen Z ha sido condicionada para ser resiliente, para encontrar la solidaridad en la comunidad, y están decididos a hacer un cambio positivo en su mundo.

Entonces, ¿dónde nos deja esto como padres, familias y administradores universitarios? ¿Cómo podemos ayudar a nuestros estudiantes a sobrellevar el peso del mundo que los rodea mientras los apoyamos para que se conviertan en los ciudadanos globales comprometidos que sabemos que pueden ser y son?

Me encanta pensar en esa respuesta a través de la lente de esta cita de David Hogg, un estudiante sobreviviente del tiroteo de 2018 en la Marjory Stoneman Douglas High School en Parkland, Florida: “El cambio duradero requiere más que la determinación de los jóvenes: requiere una coalición entre generaciones”.

En UW–Madison, nos esforzamos por crear una comunidad de cuidado para todos nuestros estudiantes. Y los necesitamos a ustedes como padres y familias para apoyar este esfuerzo. Aquí sugerimos algunas maneras de hacerlo:

• Hágale saber a su estudiante que le importa. Todos podemos relacionarnos con los sentimientos de agotamiento y cansancio, los cuales se han intensificado estos últimos años. Hable con su estudiante para recordarle que usted está allí, tal vez usted también lo está sintiendo, y que lo está alentando.
• Suponga que hubo buena voluntad. Admito que como padre, cuando escucho una preocupación de mis hijos, a veces mi primera reacción es culparlos o preguntarme cómo llegaron a esa situación. En el trabajo (y en casa) me recuerdo constantemente que debo suponer que hubo buena voluntad. Al abordar conversaciones difíciles, diríjala con compasión y comprensión mientras mantiene los límites y las expectativas que realmente importan. Es posible que esto requiera un oído paciente y algo de reflexión de nuestra parte.
• Demuestre gracia, compasión y bondad para que sirva como modelo. Más allá de hablar con nuestros estudiantes y alentarlos a tomar medidas a través de la adversidad, también podemos (y debemos) demostrarles cómo es vivir nuestros valores para que sirva como modelo.

El contexto en el que han crecido nuestros estudiantes todavía está muy presente: desafortunadamente, siempre habrá un trauma o algún elemento de confusión, y sé lo difícil que ha sido esto para nosotros como padres. Pero la necesidad de continuar apoyando a nuestros estudiantes durante estos importantes momentos formativos de sus vidas y los momentos de cuidado, buena voluntad y gracia son los que los sostendrán.

Cuídese mucho y recuerde que estamos aquí para usted y para sus estudiantes.

On, Wisconsin!