The University of Kentucky Pigman College of Engineering has launched a new initiative designed to embed mental health and well-being into the educational journey and redefine what success looks like for engineering students.
The Engineering Wellness Center (EWC), located in the Ralph G. Anderson Building, is a welcoming, evidence-based space where students can access mental health support, build resilience and learn to thrive both academically and personally.
“Students will find a space created with them in mind — calm, welcoming and free of pressure,” said April Porter, director of the EWC. “It’s not about fixing everything at once; it’s about meeting them where they are and walking alongside them, one step at a time.”
Supported by a $1.2 million National Science Foundation (NSF) grant, the EWC aims to build a college culture that prioritizes the development of technical, social and emotional skills — improving not only students’ mental well-being and sense of belonging, but also their effectiveness as engineers.
While mental health challenges are on the rise across all college students, engineering education presents unique pressures. Engineering students often face heavy course loads, perfectionism and a culture that can normalize high stress levels. So much so, that extreme stress can be viewed as a badge of honor and necessary component of becoming a successful engineer. The EWC aims to reconstruct that narrative by creating a community that recognizes well-being as a foundation for learning and innovation.
Offering individual appointments, small-group workshops and casual drop-in hours, students can connect with the EWC’s wellness advisors — clinical practicum students from UK’s counseling psychology graduate program — who will help manage stress, develop coping strategies and build connection. Students can visit to map out a wellness plan or simply to take a break between classes.
By working closely with the UK Office for Student Success, wellness advisors also help connect students in need to professional mental health resources in a timely manner through referrals to UK TRACS (Triage, Referral, Assistance, and Crisis Support) for therapy and related services. Support is flexible, approachable and judgment-free.
“I envision the EWC as a pathway for us to support students and to help them recognize that stress is normal for all of us and that asking for help and accessing resources for managing stress in a healthy way is a good thing,” said Michael T. Johnson, Ph.D., associate dean for undergraduate education and student success. “Student success means more than just academic success — it means success in developing the balance and life skills that each of us need to be able to have a positive and meaningful impact on the world.”
Studies led by Sarah Wilson, Ph.D., adjunct assistant professor in the Pigman College of Engineering and Joseph Hammer, Ph.D., associate professor in the College of Education, uncovered a critical need for mental health support tailored to the engineering student experience. Nationwide, 44% of engineering students report symptoms of anxiety and/or depression, yet only 40% of those students seek help for their mental health — significantly fewer than their peers in other disciplines.
This disparity in the data presents a significant obstacle for engineering educators that the EWC hopes to address. A key focus of the EWC will be equipping students with the coping strategies needed to manage their mental health and prevent symptoms from escalating into more severe distress impacting their functioning. By providing holistic and engineering-specific support, the center aims to foster a culture that empowers students to prioritize their mental well-being and be proactive in asking for help.
“You don’t have to wait until things fall apart to ask for support,” Porter said. “Support isn’t just for moments of crisis — it’s for building habits that help you feel grounded, motivated and clear-headed as you navigate the demands of engineering life.”
Through outreach, peer involvement and integration into classroom settings, the EWC will work to normalize conversations about mental health and make wellness a visible, valued part of engineering life. Faculty will also receive training and resources to help incorporate well-being practices into their courses, ensuring that care and connection are woven into the fabric of the college’s culture.
The NSF grant funding the EWC will support two years of program development, implementation and research. Led by Rudy Buchheit, Ph.D., the Dr. Rebecca Burchett Liebert Dean of the Pigman College of Engineering and principal investigator on the grant, the project was developed through a multidisciplinary collaboration of engineering and education faculty.
Over the past year, pilot programs and student feedback shaped the EWC’s design and services, leading to its opening in October 2025. Following the launch, the EWC will undergo continuous assessment to ensure its effectiveness and long-term sustainability.
“While many mental health interventions are developed without the insights of undergraduate engineering student stakeholders, the EWC implements direct feedback from core stakeholders (students, faculty and administrators),” said Buchheit. “With internal and external advisory boards, we will ensure that activities developed meet the needs of UK and outside institutions.”
The long-term vision for the EWC includes becoming a national model and expanding its impact to other institutions, particularly those with graduate mental health training programs or undergraduate psychology/pre-health students who can be trained as peer wellness advisors. By embedding wellness into the fabric of engineering education, UK aims to create a lasting cultural shift that prioritizes student mental health and academic success.
Students interested in learning more about the EWC or making an appointment can visit engr.uky.edu/ewc/make-appointment.
Research reported in this publication was supported by the U.S. National Science Foundation under Award No. 2316787 and Award No. 2407292. The opinions, findings, and conclusions or recommendations expressed are those of the author(s) and do not necessarily reflect the views of the U.S. National Science Foundation.
