This study focused on the experiences of academic representatives who serve on behavioral intervention teams within institutions of higher education. Semi-structured interviews were conducted with nine participants who all serve as an academic representative to the behavioral intervention teams at their higher education institution. Utilizing a descriptive phenomenological methodology, the transcripts were analyzed using Moustakas' Modification of the Van Kaam Method of Analysis of Phenomenological Data to identify themes. Three major themes emerged: the impact of rising mental health challenges and concerns among college students, the narrow and specialized role of the academic representative to the BIT, and the benefits and challenges related to communication and the academic representative's sense of belonging within the team. The findings were examined against the current literature and Karl Weick's enacted sensemaking theory to suggest that the inclusion of an academic representative on the behavioral intervention team is beneficial to the team when they possess specialized knowledge and have fostered effective professional relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]