This session will consider the University of Saskatchewan as a case study, where, in line with the sector nationally and internationally, there is an increasing number of students experiencing and reporting mental health challenges often closely related to academic program stresses. Much of the sector (and media) focus to date has been on enhancing clinical supports and health promotion, which arguably positions us at effect rather than cause.
We will explore the multidimensional USASK response from three perspectives – faculty, teaching and learning enhancement, and student affairs – with a particular focus on a stone that is typically left unturned by such initiatives, teaching and learning practices. We will explore teaching and learning practices for student mental wellbeing rather than those about mental wellbeing.
In this session, we will be sharing the importance of stepping through the (currently virtual) classroom door to ensure meaningful, lasting change at cause. We will share our learnings on the practical ‘what and how?’ case, content and process for embedding learning and teaching practices that support and promote positive student mental well-being.