Supporting Student and Faculty Wellbeing in Graduate Education

This text recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. The work provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships.

Introduction: Defining "Wellbeing" for Students and Faculty in Graduate Education. PART I: Conceptualizing Student and Faculty Wellbeing in Graduate Education Globally. 1. Graduate Student Mental Health and Wellness: What We Know from Global Perspectives. 2. Indigenous and Immigrant Voices for Healing and Wellness in Graduate Education. 3. Promoting Communal Care for Wellbeing in Graduate Education: Community Building, Belonging, and Navigating the COVID-19 Pandemic. PART II: Teaching, Learning, and Policy for Supporting Student and Faculty Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic Practice in Graduate Education: Scholarly Reflections on Playbuilding, Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic Listening to Empower Academic and Emotional Wellbeing in Graduate Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental Health: An Environmental Scan of Mental Health Policies and Strategies in Ontario Universities. Part III: Individual and Relational Strategies for Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to Support the Mental Health and Wellbeing of International Female Graduate Students. 8. Self-care as an Essential Part of Trauma-informed Educational Practice and Policy in Graduate Education. 9. Learning with and from One Another: Valuing Self-care as a Part of the Higher-Degree Research Student and Supervisor Relationship. 10. A Closer Look at the Experiences of International Graduate Students during the COVID-19 Pandemic: Connections to Wellbeing. 11. Conclusion: Leading the Way.