Peer counselors offer telephone and drop-in hours, as well as referrals for medical care, psychotherapy, and other services when appropriate. They listen and respond in a non-judgmental way to a variety of concerns common to other students. Coming from various backgrounds and ethnic groups themselves, the peer counselors realize that each person’s experience is unique and reflects differences in class, culture, ethnicity, gender, race, and sexual orientation. Confidentiality and anonymity are guaranteed.
Hotline and Drop-In Hours: Wednesday – Sunday 8pm-1am
Contact provides non-judgmental, non-directive, confidential peer counseling for Harvard undergraduates. Contact is the newest of the five UHS-supervised confidential peer counseling organizations. It was formed in the spring of 1985 by a group of students who felt there was a need at Harvard for a place where students could talk about issues of sexual orientation. Today, while the counselors on our staff specialize in the areas of sexual orientation, sexuality, sex, and relationships, we are trained to handle a wide variety of topics.
Lowell House M-013
Hotline Hours: Daily 8pm to 8am
Drop-In Hours: Sunday-Wednesday 8 to 11pm
Eating Concerns Hotline and Outreach (ECHO) is committed to addressing the serious issue of problems with food, from anorexia and bulimia to body image. ECHO staffers are trained undergraduates who provide non-judgmental support, both for those dealing with these issues and those who are concerned about a friend, roommate, significant other or family member. Along with offering drop-in hours and a hotline, ECHO plans and produces outreach events for the community.
Lowell Basement E-13
Hotline Hours: Daily 9pm to 8am
Drop-In Hours: Sunday-Thursday 9pm to 12am
Response is a group of undergraduate women trained to provide peer counseling on any and all relationship issues – from concerns about dating to concerns about sexual harassment or assault. We are here to provide non-judgmental support, honest answers, information, and resources to Harvard undergraduates.
Thayer Basement B-09
Drop-In Hours: Monday-Saturday 7pm to 7am
From 7pm to 7am, Room 13 is staffed by two students–usually a man and a woman. We take people and their concerns seriously; we will listen and respond non-judgmentally. When you call or drop by, no one will pressure you to talk about anything you don’t want to. You can feel free to ask to talk to just a female or male counselor, or both. You don’t need an appointment, and we don’t record your name. Room 13 will maintain strict confidentiality, meaning we don’t tell friends, senior tutors, proctors, or administrators about what we talk about.
SMHL are student leaders who work collaboratively with the Wellness Proctors/Tutors, and other student groups to promote a supportive student community at Harvard. Liaisons educate, raise awareness, and engage in House and Freshman Yard community programs in order to help our community (students, residential and administration staff, faculty) better understand the issues of emotional wellbeing, early recognition of students in distress, treatment effectiveness, treatment options, and to promote emotional support in the community.
Originally established as The Student Alliance in 1997, Consent, Assault Awareness and Relationship Educators (CAARE) aims to raise awareness about sexual assault. Our goal is to promote and facilitate healthy sexual relationships on Harvard’s campus and in the surrounding community.
At Harvard, many students tend to sort their lives into different buckets such as academics, extracurriculars, social life, and personal time. In service to the mission of Harvard’s Bureau of Study Counsel (BSC), a center for academic and personal development, BWISE undergraduate representatives aim to educate and inspire students to integrate their lives, find meaning and connections across these various domains, focus on what matters most to them, and develop the skills and capacities they need to thrive. We believe that when students experience seemingly separate aspects of their learning as parts of a meaningful whole, students feel more energized, are more creative and effective, and have a greater sense of well-being, authenticity, and accomplishment.