Introduction: Because of their regular contact with students, faculty can find themselves in the position of needing to support student's emotional needs, a task for which not everyone feels well trained. Statement of the Problem: COVID-19 has exacerbated existing mental health concerns and created additional problems related to low levels of motivation, increased loneliness, and heightened levels of stress. Literature Review: Fortunately, psychological science can explain the causes of these symptoms as well as offer evidence-based interventions. The literature related to motivation, loneliness, and stress is reviewed with an emphasis placed on common studies or theories that are covered in typical psychology curriculums. Teaching Implications: Evidence-based classroom interventions and assignments designed to promote student well-being are discussed. Conclusion: Grounding discussions of student's emotional reactions within the psychological literature may help instructors without a mental health background better support student's emotional needs, illustrate course concepts, and model the practice of clinical science while helping to promote student well-being.