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The Renée Crown Wellness Institute at CU Boulder is leading the way toward a healthier future for the next generation of student leaders. Established in 2019, the institute is dedicated to research and practices that support mental, social and emotional wellness for children and young people, as well as the adults and systems that support them.
Earlier this year, the Crown Institute officially moved into its new collaborative space on University Hill. As the institute gears up for a grand opening this fall, Director Sona Dimidjian discusses the current climate for mental health and wellness among young people—and how the Crown Institute is taking action to support those communities.
Crown Institute Director Sona Dimidjian
Struggles with mental health and wellness among kids and young people are not new. In particular, the lack of access to resources that promote and protect their mental health and wellness have been a priority and a challenge for decades.
That has been amplified during the pandemic, particularly with an awareness of the ways that individual mental health and wellness intersect with contemporary and historical realities of injustice, inequality and racism. The stressors young people experience and the challenges to accessing support have become increasingly evident and visible over the past two and a half years.
For students who have been in college during this time, cultivating a sense of place, purpose and belonging has become really important. There have been clear increases in the need for mental health services and an interest in learning skills and knowledge that are relevant to coping with these very real, everyday challenges. The university has a clear role in this regard.
What’s important now is recognizing the incredible creativity and vision that young people hold—and their capacity to be critical and instrumental partners in addressing some of the challenges that are present in their lives and our world in general.
The Crown Institute is dedicated to building a world where every young person thrives. That means being supported by both caring relationships and inner resources. It also means doing work that’s focused not only on the mental health and wellness of kids and young people, but also on the adults and systems in their lives.
The institute has three primary strands of research, defined by our research partnerships: One strand involves partnering with kids and young people as members of our research teams, facilitators of programs and more. The second strand focuses on partnerships with parents and community members, and the third focuses on partnerships with educators and schools.
This year, the Crown Institute is also launching more outreach and education efforts—we are actively focusing on ways we can bring the learning, programs and practices from our research studies more broadly into the world. Those include the delivery of programs, interdisciplinary collaborations on campus or public-facing speakers and events.
Oct. 14 open house
Want to learn more about the Crown Institute? Celebrate the grand opening of its new space at an open house on Friday, Oct. 14, from 4 to 6:30 p.m. Meet faculty, staff and students from the institute and experience how groundbreaking research is impacting the lives of young people and the systems and adults who support them. Learn more and register online—walk-ups are also welcome.
Research-practice partnerships are built on a model where researchers, families, educators, young people and community members work together as equal partners. We do that for a few reasons.
Firstly, a lot of the challenges we address have intense urgency and immediacy in people’s lives—and they aren’t going to be addressed or solved quickly. They take time to understand, study and transform. Establishing partnerships with the intention of creating an enduring relationship is a recognition that these challenges deserve time to address comprehensively and effectively.
Secondly, for the work we’re doing to truly have meaningful benefit in people’s lives, it needs to be performed in collaboration from the very beginning to the very end. That’s what we mean by partnership: mutual benefit and reciprocity, shared decision-making and understanding.
Lastly, and perhaps most importantly, no one person or entity holds all of the knowledge or expertise that is required to provide lasting or transformative benefit. It requires multiple perspectives working together.
As I mentioned, one of the institute’s core commitments is that all the work we do is performed in partnership with the people for whom it’s intended. That’s true whether the project will benefit fifth graders, teachers, parents or college students.
In working alongside CU students, I’ve found they ask the hard questions, the big questions, the important questions. They’re open to hearing multiple perspectives and engaging with those in ways that are both critical and creative. And they have an incredible passion and energy for this work, and a willingness to not look away from the challenges—while also holding optimism for the future and what’s possible. Engaging with students is critical to ensuring our work is relevant, actionable and impactful.
I have always been committed to doing work that will benefit others. I think that there’s an ethical imperative as part of the scientific endeavor, and I believe part of being a public institution is being truly dedicated to the welfare of the public good and to the health and wellness of our communities—both here on campus and more broadly in our region and our state. I think learning can come from this work that has far-reaching implications for our country and world.
I do this work because I love it and because I have a deep sense of purpose about its importance. We each have a short time on this planet! I believe in using that time to make the world a better place.
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