Excused absences for mental health days are becoming common in K-12 schools, but higher education has been slower to adapt. At San Diego State University, professor Jay Sheehan is changing that. By incorporating structured mental health days into his courses, he offers students a rare chance to pause, reflect, and take care of themselves without falling behind.
Why Mental Health Days Matter in Higher Education
Many students say they want built-in flexibility for their wellness. A 2023 Student Voice survey from Inside Higher Ed and College Pulse found that respondents would dedicate time in the academic calendar to study or reset their mental health if given the option.
Yet, in most universities, missing class for personal well-being feels impossible. As one student at Macalester College put it, “It just seems impossible to take a mental health day currently because of the amount of coverage I’d miss from missing a day of class.”
Across the U.S., 12 states have passed laws allowing K-12 students to take excused mental health days. In higher education, though, the choice is usually left to individual professors. Student leaders at Illinois State University have even petitioned for legislation to extend the same rights to university students.
Jay Sheehan’s Approach at SDSU
Sheehan, who teaches production and stage management, builds three mental health days into each of his courses. On those days, the class does not meet. Instead, students receive 90 minutes to focus entirely on their well-being.
- Shared accountability: Students write a short reflection after each day, noting how they spent the time.
- Clear boundaries: They cannot use the time to sleep or study for another class.
- Encouragement for joy: Activities might include baking, calling family, reading for fun, playing music, or even watching Netflix.
The practice began during the COVID-19 pandemic, when Sheehan formalized what had started informally as resource-sharing. He credits a TED Talk by Hailey Hardcastle — the high school student who successfully lobbied Oregon to pass mental health day legislation — as a turning point in his thinking.
Impact on Students and Faculty
The results, Sheehan says, have been “extraordinarily positive.”
- Every student who participates submits their reflection on time.
- The practice sparks open conversations about self-care, creativity, and rest.
- Faculty and students alike commit to the same rules — no email, no meetings, no distractions.
Sheehan participates fully, reporting back to his students how he spent his own 90-minute reset. “By all of us participating, we create better energy in the classroom when we return and share our experiences,” he explains.
What This Signals for Higher Education
Mental health days in college classrooms highlight a growing shift: professors are not only responsible for teaching content, but also for supporting student wellness as part of academic success. Sheehan’s approach demonstrates that small structural changes — even just three days per semester — can normalize well-being without lowering expectations.
For students balancing heavy course loads, jobs, and the transition into adulthood, these days offer space to breathe. For higher education leaders, they provide a model of how compassion and accountability can work together.
Key Takeaways
- Mental health days are becoming a legal norm in K-12, but higher education lags behind.
- At SDSU, professor Jay Sheehan integrates three mental health days into each course, complete with accountability and reflection.
- Students use the time for creativity, rest, and connection — not sleep or study.
- The initiative fosters stronger energy, trust, and well-being in the classroom.
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