Abstract
This explanatory sequential mixed-methods study examined emotional labor, stress, and coping among student conduct administrators (SCAs). SCAs work in emotionally intensive, high-stakes environments that require balancing student development, institutional risk management, and legal compliance. Despite clear parallels to other helping professions, the emotional toll of student conduct work remains underexamined. Grounded in self-compassion theory and resilience theory, this explanatory sequential mixed-methods study examined the emotional labor demands, stressors, and coping strategies experienced by SCAs in higher education. Quantitative (n = 101) findings revealed strong relationships among stress, burnout, and anxiety, while individual self-care practices offered limited protection without institutional support. Qualitative (n = 26) findings highlighted trauma exposure, emotional labor, and the critical role of relational supervision and organizational support, suggesting SCA well-being is shaped more by systemic conditions than individual resilience alone. Implications emphasize the need for institutional responsibility, relational supervision, and the development of profession-specific, evidence-informed supports to promote sustainability, ethical decision-making, and integrity in student conduct practice.