The topic of mental health and diversity and inclusion are inextricably linked. Especially in higher education contexts, students come from all around the world, and in different cultures, there are varying definitions, perceptions, stigmas, and help-seeking behaviors regarding mental health. In addition, various groups experience different stressors due to discrimination and racism. By taking a top-down approach to student well-being by equipping student-facing faculty with mindful leadership skills, our faculty will be able to engage more mindfully with our student body as well as engage in critical reflection regarding their unconscious biases that may interfere with their ability to be open and compassionate to all students, no matter their background. In turn, these education efforts will aid in providing students with a sense of belonging and psychological safety, help students develop greater rapport with faculty and increase the likelihood students will engage in help-seeking behaviors.