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throughout the first year of the pandemic. Maximilian Schuster looks at well-being
beyond the context of the pandemic, as he explores the experiences of residents possessing
minoritized identities and how they develop skills to navigate their well-being
within the sociopolitical contexts in which they do their work. Both studies call for
more extensive and curated resources to support the mental health of student staff, as
well as reconsideration of the responsibilities associated with student staff work.
Takeaways for the Profession
In reviewing the research presented within this issue, it is my hope that housing leaders
take heed of how the current work culture and structures of college and university
housing are not compatible with staff well-being and career sustainability. For too
long, housing departments have burned through staff in pursuit of the ideal residential
experience. Staff are humans deserving of dignity, care, and a humane work environment.
To begin this cultural change, I encourage readers to critically reflect on common
recommendations across this special issue in order to improve staff well-being. These
evidence-based suggestions include the following:
* Provide greater role clarity, particularly for live-in staff. Many of them feel as if they
are often the dumping ground for " other duties as assigned, " leaving little room
to accomplish their primary duties. Supervisors at all levels must actively advocate
for their staff and shield them from unreasonable scope creep.
* Increase job resources, which may include adopting evidence-based professional
development curricula dedicated to staff well-being, policies that allow for flexibility
in work responsibilities, advocacy for increased salaries or bonuses, and health benefits
to compensate for disproportionate emotional labor demands. These resources are
especially needed for small college environments, where housing staff often fill multiple
functional roles.
* Shift educational requirements for live-in roles. Traditional higher education preparation
programs are lagging behind in actually preparing new professionals with the
knowledge, skills, and competencies to be successful in their roles. Actively recruiting
candidates from social work and public health backgrounds may add perspective to
housing departments, given their disciplinary focus on community care, community
resource management, and systems thinking.
* Develop policies and practices that honor, support, and compensate staff possessing
marginalized identities for the disproportionate labor they perform in creating safe and
inclusive learning environments for students also possessing marginalized identities.
Additionally, care should be taken to support these staff in developing strong social
connections within and outside of the institution in order to maintain a sense of identity,
cultural support, and positive mental health.
Traditional higher education preparation programs are lagging behind
in actually preparing new professionals with the knowledge, skills,
and competencies to be successful in their roles.
Volume 49, No. 3 * 2023 11

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