by Nicole States, Instructional Developer, Reinert Center
Mental Health and well-being among students have been put in the spotlight since the COVID-19 lockdown. However, mental health concerns in higher education did not begin during the pandemic. Katie Rose Guest Pryal emphasizes this point in her book, A Light in the Tower: A New Reckoning with Mental Health in Higher Education, making it clear that it is not a “what we learned from the pandemic” book. She explains that mental health concerns stem from long-standing systemic issues in higher education, rooted in exploitative policies that have caused harm for decades.
I read this book earlier this year and found it deeply impactful due to Pryal’s honest and upfront discussion of academia’s progress (or lack thereof) in becoming more inclusive for mentally disabled students. As a bipolar, autistic writer and speaker, Pryal weaves her own experiences into the book, making it both personal and compelling.
Pryal begins the book with an introductory discussion of key terms related to mental health, including mental illness, neurodivergence, and developmental disabilities. This foundation prepares readers for the book’s two sections: “The Mental Health Crisis in Higher Education” and “Teaching with Mental Health in Mind.” While the information provided in Part I is important, I want to discuss some of the highlights from Part II in this post.
Mental health is a crucial topic in teaching and learning, as it directly influences students’ ability to engage, process information, and succeed academically. It also connects closely with supporting neurodivergence in the classroom, as neurodivergent individuals often experience the world and learning environments in unique ways due to differences in cognitive perceptions. In her book, Pryal delves into the systemic structures and practices within higher education that have historically hindered student wellness. She highlights how these systems often fail to accommodate the diverse needs of students, creating barriers that exacerbate mental health challenges. Building on this critique, she provides actionable guidance on how educators and institutions can address these issues to create more inclusive and supportive environments for all learners.
One highlight from Part II is the distinction Pryal discusses between accommodations and accessibility. She argues that giving accommodations is not the same as creating accessibility in the classroom. Accessibility means creating environments that are inclusive from the outset—spaces that disabled people can navigate without having to ask for adjustments, prove their disability, or interact with gatekeepers.
Pryal also examines the concept of rigor, particularly how it is sometimes misused in academia in ways that can exclude or disadvantage certain students. Rigor, she explains, has often been wielded as code for determining which students “deserve” to succeed, rather than fostering intellectual growth for all. Drawing from Kevin Gannon (2023), Pryal distinguishes between logistical rigor, which creates unnecessary barriers, and intellectual rigor, which challenges students to think deeply and meaningfully.
The book ends with Pryal providing guiding principles for teaching with mental health in mind: agency, empathy, and accessibility for everyone. She offers practical strategies, such as sharing materials with all students regardless of accommodations, scaffolding assignments to aid executive function, and normalizing extensions as a tool for success rather than a sign of failure.
No matter your role in higher education, Pryal’s book offers valuable insights for breaking down stereotypes, normalizing conversations about mental health, and creating accessible classrooms for mentally disabled students. I encourage you to explore this book and consider how its ideas can inform your teaching. As always, if you would like to schedule a consultation with the Reinert Center to discuss how you could apply ideas from this book, you can fill out the Consultation Request Form on our website.
Guest Pryal, K. (2024). A Light in the Tower: A New Reckoning with Mental Health in Higher Education. University Press of Kansas.
Gannon, K. (2023, May 22). Why Calls for a ‘Return to Rigor’ Are Wrong. The Chronicle of Higher Education. https://www.chronicle.com/article/why-calls-for-a-return-to-rigor-are-wrong
The Notebook 