An American university’s plan to use a pass-fail system has started a debate about the merits of the approach to support students’ mental health. The University of Michigan recently announced that grades will still be given but won’t be a factor in Grade Point Averages for some first-year students during the first semester in the fall of 2027, to help address the rising mental health problem. Instead, they will receive a “passing or no-credit designation.” The College of Literature, Science and the Arts (LSA) is designing a pilot program, which was initially reported by The Chronicle of Higher Education, to “help students start strong and curb the mental health crisis unfolding among college-aged individuals,” according to the university’s announcement. “LSA is investing in students’ well-being and growth by fostering a culture of connection and collaboration—rather than competition,” the announcement read. Some experts see the benefit of a gradeless approach in easing the pressure to get high marks, but there are concerns about unintended consequences. Susan He, a PhD candidate at University of Toronto’s Ontario Institute for Studies in Education, said she has mixed feelings about the policy. She said that some post-secondary schools in Canada have done something similar with a credit or no credit system that allows students to explore diverse courses. “I do think initially, for students that are just entering first year university, their first semester, it does help them ease into it,” He, who has done research on academic policies’ impact on students’ experience, said in an interview with CTVNews.ca on Friday. “It signals to them you shouldn’t just worry about grades, but there are other things, other challenges that you might want to address during your first-year transition.” Another advantage of the gradeless policy, He said, is it allows students to identify challenges and find out sooner if the course is the right one for them and the subject is something they want to pursue rather than waiting until they get the final grade. “I think this is a good opportunity for them to really take each assessment in the course as constructive criticism, and learn to figure out what are their strengths, what they need to do in order to keep up that momentum, or to find supports that will help them in later semesters,” He said. One of her concerns is whether mechanisms are in place that will provide support for students to help them with studying, making friends and building a supportive network. Students will also need counsellors and financial aid which can affect how they perform in their courses, tests and assessments, she added. “Just having this policy where it hides their grades, won’t really change anything if some of the mechanisms of how students actually get their grades, how they actually can achieve better grades, aren’t already in place,” He said. Dr. Tyler Black, a psychiatrist based in Vancouver affiliated with the University of British Columbia, said he expects only “modest effects” from this pilot program. He said research shows that typically students put less effort into their pass-fail courses while focusing more on the regular courses with grades. “We tend to see a shifting of stress rather than elimination of stress whenever these things occur,” Black said in an interview with CTVNews.ca on Friday. “I don’t think it’s going to be (a) huge effect… it’s not going to be a lifesaver for the mental health crisis of students.” Though college students’ mental health has been improving since the COVID-19 pandemic, Black said, they are at a “transitional age” where they tend to experience more mental health struggles, such as with anxiety and depression. “They’re missing a lot of mental health resources, and we know that their mental health needs and the stresses of becoming an adult are very high,” he said. Though taking mental health seriously is important, Michael Zwaagstra, a public high school teacher and education policy researcher, said he doesn’t believe a pass-fail system would help students. “I think a better approach would be to ensuring that high school students are ready for university. I would rather raise standards at the high school level rather than lower them at the university level,” Zwaagstra said in an interview with CTVNews.ca on Friday. “One of the best ways to help students feel more confident in their university classes is to make sure that they have the skills necessary to succeed in those classes,” he added.
