As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.

Few successful strategies address lifestyle and behavior change towards food and exercise among underserved children. Children spend the majority of their day in a school setting, providing an optimal environment to target behavior change with limited resources.

The aims of this study were to investigate the feasibility of an experiential learning initiative led by minority exercise science undergraduates and to observe the adaptations after a 10-week high-intensity functional training (HIFT) program in 34 underrepresented, hypertensive, and overweight/obese professional firefighters (PFF; age: 36.8 ± 11.0 years, body weight: 97.3 ± 21.5 kg, height: 181.7 ± 6.6 cm; BMI: 29.2 ± 4.9 kg/m²). Data were analyzed for muscular strength and endurance, cardiorespiratory endurance, body composition, agility, flexibility, and readiness for change. The PFFs trained two to three times weekly during their work shifts at vigorous intensity for 40 min. Their resting diastolic blood pressure and resting heart rate significantly decreased. Improvements in agility, muscular strength, and readiness for change were observed. This HIFT experiential learning initiative was feasible and beneficial and improved the PFFs’ health and physical fitness with limited resources. Accredited programs in exercise science participating in low-cost initiatives may aid in mitigating public service workers’ compensation and injury rates to better respond to occupational demands.

There is growing attention toward mental health challenges faced by athletes, with prominent figures like Simone Biles and Naomi Osaka sharing their struggles. This article examines actions addressing the mental health conditions of U.S. collegiate student-athletes by analyzing data from various sources to understand challenges and available support systems within this community. The authors evolve in public health and examine contemporary actions addressing the mental health conditions of American student-athletes, focusing on governmental initiatives, resources, and support services offered by organizations like the NCAA and the advocacy of university professors and mental health consultants. While these efforts are beneficial, disparities persist, particularly for marginalized groups like women, LGBTQIA+, and BIPOC athletes. Recommendations include stress management programs, coach education, tailored interventions, collaborative efforts involving legislation, agencies, and funding organizations, improved mental health screening, enhanced awareness campaigns, and systemic changes to address discrimination and equity issues. The implementation of initiatives like the Social Work Interstate Compact Model Bill may improve access to mental health care for student-athletes, with a focus on addressing the unique challenges faced by marginalized groups.

Was not provided for this article.