Abstract
Prior to the rapid onset of COVID-19, higher education faced a mental health crisis. The COVID-19 outbreak both created and exacerbated stressors for students, with early evidence suggesting that the pandemic has had a significant negative impact on student mental health. The response of the engineering education community to adapt instruction during the pandemic has demonstrated our ability to quickly adapt and reimagine engineering education to protect student physical health. What can we learn from the COVID-19 crisis to address mental health and prioritize student wellness? Engineering culture has been described as having ideals of toughness and hardship that may promote poor self-care. As we reimagine higher education after COVID-19, we have the opportunity to build a culture of wellness in engineering to support student mental health and wellness, shifting the narrative in engineering from one of suffering to one of thriving.