College students facing mental health challenges often experience difficulties in their academic pursuits and overall well-being. This research paper explores a novel approach to support and empower these students by integrating cognitive remediation therapy (CRT) and social-emotional learning (SEL). Cognitive remediation therapy targets cognitive deficits that may impede learning and academic performance, while social-emotional learning fosters emotional intelligence, self-awareness, and interpersonal skills. By combining these interventions, colleges can create a comprehensive support framework that addresses both cognitive and emotional aspects of students' lives. This study examines the benefits, challenges, and outcomes of implementing CRT and SEL within a college setting. Through interviews, surveys, and case studies, we capture insights from students, faculty, and mental health professionals, shedding light on how this integrated approach positively influences academic success, mental health, and overall well-being. The findings provide valuable guidance for educational institutions seeking to create inclusive environments that facilitate the success of college students facing mental health issues.

College students, Mental health challenges, Cognitive remediation therapy

Bateman, A.W., Ryle, A., Fonagy, P. and Kerr, I.B. (2007), “Psychotherapy for borderline personality disorder: mentalization based therapy and cognitive analytic therapy compared”, International Review of Psychiatry, Vol. 19 No. 1, pp. 51-62.

Baumeister, R.F., Campbell, J.D., Krueger, J.I. and Vohs, K.D. (2003), “Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?”, Psychological Science in the Public Interest, Vol. 4 No. 1, pp. 1-44.

Bear, G.G. and Watkins, J.M. (2006), “Developing self-discipline”, in Bear, G.G. and Minke, K.M. (Eds), Children’s Needs III: Development, Prevention, and Intervention, National Association of School Psychologists, Bethesda, MD, pp. 29-44.

Bowie, C.R., McGurk, S.R., Mausbach, B., Patterson, T.L. and Harvey, P.D. (2012), “Combined cognitive remediation and functional skills training for schizophrenia: effects on cognition, functional competence, and real-world behavior”, The American Journal of Psychiatry, Vol. 169 No. 7, pp. 710-718, doi: 10.1176/appi.ajp.2012.11091337.

Bryce, S., Sloan, E., Lee, S., Ponsford, J. and Rossell, S. (2016), “Cognitive remediation in schizophrenia: a methodological appraisal of systematic reviews and meta-analyses”, Journal of Psychiatric Research, Vol. 75, April, pp. 91-106.

Buhlmann, U., Deckersbach, T., Engelhard, I., Cook, L.M., Rauch, S.L., Kathmann, N. and Savage, C.R. (2006), “Cognitive retraining for organizational impairment in obsessive–compulsive disorder”, Psychiatry Research, Vol. 144 Nos 2-3, pp. 109-116.

Buonocore, M., Spangaro, M., Bechi, M., Baraldi, M.A., Cocchi, F., Guglielmino, C., Bianchi, L., Mastromatteo, A., Bosia, M. and Cavallaro, R. (2018), “Integrated cognitive remediation and standard rehabilitation therapy in patients of schizophrenia: persistence after 5 years”, Schizophrenia Research, Vol. 192 No. 3, pp. 335-339.

Bush, G. (2010), “Attention-deficit/hyperactivity disorder and attention networks”, Neuropsychopharmacology, Vol. 2010 No. 35, pp. 278-300.

CASEL (2013), Effective Social and Emotional Learning Programs: Preschool and Elementary, school ed., Collaborative for Academic, Social and Emotional Learning, Chicago, IL.