When the pandemic forced college instruction online, most faculty focused on converting their courses to a new format, but increasingly stressed students began to turn to faculty for both personal and academic support. Faculty who trained as subject matter experts found themselves experiencing the symptoms of burnout and compassion fatigue, without having had prior training in recognizing and responding to these conditions. In contrast to mental health providers who are taught to prioritize their own well-being as part of their training, faculty members may not realize how responding to student stress impacts their own personal and professional well-being. The expectation that faculty can become first responders for stressed students, in addition to their ongoing academic responsibilities, is unlikely to be a sustainable strategy. Educating people about the symptoms of burnout and compassion fatigue, talking honestly about our own stress, and questioning the assumption that academic excellence can only occur at the expense of good mental health is crucial. If those in higher education continue to expect faculty members to respond effectively to signs of mental distress in their students, there is a need to provide them with basic mental health response training, and strategies for maintaining their own well-being. Strategies recommended include: (1) hiring more support staff; (2) reevaluating compensation and benefits packages; (3) increasing technological support and training; and (4) implementing well-being initiatives such as low-cost exercise and relaxation sessions.