Campuses face persistent and growing challenges regarding students’ mental health and wellbeing. Efforts to protect undergraduates from content or interactions that may feel uncomfortable are, in our view, too parentalist. Current discourses and interventions typically frame mental health as an individual problem: individual students are responsible for seeking treatment, while individual instructors are tasked with referring students to campus resources and intervening when students face crises. We call for a more equitable distribution of responsibility for wellbeing across all community members, at both the campus and classroom levels. Within Humane Composition Pedagogy, teachers and learners collaborate to ensure psychological safety in learning environments and develop resilience to bravely manage the discomfort of addressing sensitive issues. Because composition teachers should not need to be clinically trained as mental health professionals—and most of us are not—we advocate for a preventive strategy of fostering classroom conditions that reduce the likelihood that threats to wellbeing will arise instead of scrambling to respond after they do. In practice, this involves seeking students’ buy-in for enacting a communal, preventive approach to wellbeing; crafting a crisis plan; and adopting course policies that mitigate common anxieties such as apprehensions surrounding class participation, workload, and grades.