"Leslie R. Anglesey and Adam Hubrig also apply a disability studies framework to study how university websites describe student mental health, finding that “institutions frequently framed themselves as benevolent arbiters of ‘mental health’ while distancing themselves from being [recognized as] sites of trauma” (186). Recognizing that “mental health resources are not exceptions to the pervasive ableism of higher education,” Anglesey and Hubrig highlight the need to “articulate mental health needs differently, radically refigured through a disability justice orientation” (196–97). Detailing one university’s mental health tools, Barbara George and Rachael Blasiman argue that “narrative framing and specific definitions of mental health are crucial parts of access and design” (208). Drawing from their interviews with faculty, students, and counseling staff, the authors offer concrete recommendations, such as frequently advertising mental health resources, introducing those resources through instructors and counselors, and including “relatable” mental health narratives rather than personal statements from well-known public figures (224).

Taken together, these two final chapters represent the collection’s productive juxtaposition of research approaches that both address cultural analysis and offer schematics for deliberate action. With essays that concretely identify the affordances and constraints of action-oriented scholarship, Strategic Interventions in Mental Health Rhetoric provides a deep well of concepts and strategies for new and veteran scholars to apply in their work for social change." —Drew Holladay, review of Strategic Interventions in Mental Health Rhetoric in Rhetoric Review, vol. 42, no. 3, pp. 235–239. https://doi.org/10.1080/07350198.2023.2218779