National Collegiate Honors Council
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Date of this Version
Spring 2025
Document Type
Article
Citation
Journal of the National Collegiate Honors Council (2025) 26(1): 99–120
Abstract
Evidence of psychological experiences unique to high-achieving students is examined, revealing prominent themes relating to student mental health including academic identity, perfectionism, imposter syndrome, burnout, and overcommitment. These themes are explored in the context of program feedback from honors students gathered through focus group meetings as part of the program review process. Strategies for reframing failure, normalizing self-care, fostering supportive community, and engaging in nonacademic self-exploration are included. The article closes with suggestions for programmatic interventions that directly address these concerns among high-achieving students. While most honors programs are not positioned to engage in clinical interventions, they can take small steps toward promoting a culture of mental health awareness and promotion.
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