Poster Presentations

Counsellors and researchers alike recognize a rising complexity in post-secondary student mental health (Hotaling, 2023; Linden et al., 2021; Ng & Padjen, 2019). The impacts of COVID-19 appear to have exacerbated these concerns (Babb et al., 2022; Cohen et al., 2020). Working with complex populations is associated with increased risk for burnout amongst counsellors (Brown & Quick, 2013; Rupert et al., 2015). Given the current landscape, how do counsellors move forward in ways that support student and counsellor wellness on campus? This poster will summarize findings from a mixed-methods survey representing nearly 100 Canadian post-secondary counsellors. We will showcase counsellor perspectives regarding the rising complexity of student mental health needs and the strategies that they are using to support their students and their own mental health.

Despite experiencing a greater prevalence of mental health and related concerns compared to non-Indigenous students (Chahar Mahali et al., 2020; Wo et al., 2019), Indigenous students in Canada often experience barriers in accessing culturally sensitive counselling services (Beshai et al., 2023; Robertson et al., 2015). This poster will highlight findings from a mixed-methods survey representing nearly 100 Canadian post-secondary counsellors from coast to coast. Over one-fifth (21.9%) of respondents indicated that they felt poorly prepared or not prepared by their training to support Indigenous learners, and almost half (47.9%) noted that they experienced unique challenges to working with Indigenous learners. We will focus on 46 qualitative responses related to challenges that counsellors experienced in supporting Indigenous students. Respondents reflected on themes such as colonialism, intergenerational trauma, and systemic racism. Exploring these challenges gives rise to opportunities for learning and growth to better support the needs of Indigenous learners.

This poster presents the results of a national scoping review assessing institutional factors impacting student wellbeing. This research sought to better understand upstream social and environmental determinants of mental health and wellbeing among post-secondary students to inform institutional interventions. Using the socioecological model as an organizing framework, 33 Canadian studies were synthesized to identify institutional and community factors impacting student mental health. The findings highlight opportunities for prevention in campus communities that move beyond individual behaviours to system-level approaches. Institutional attitudes, (in)action, perceived campus safety, and campus climates were associated with student wellbeing. However, most research assessed student outcomes through a deficit lens, signifying a need for a more comprehensive view. Opportunities for system-wide mental health promotion remain, including: adopting Health in All Policies approaches, developing meaningful institution-community partnerships, creating a centralized repository of mental health activities, and conducting regular formal evaluations of mental health programs, services, and systems.

Suicidality is a serious health concern that supports the need for early identification and intervention to lessen the chronic effects of mental health issues and reduce deaths caused by suicide (Calear et al., 2016; Story et al., 2016). Suicidal ideation can be addressed in the post-secondary setting by educators, mentors, colleagues, and guidance counsellors who may identify the red flags of suicide if suicide prevention strategies are understood (Cramer et al., 2019). There is a great demand for educational opportunities geared toward educators (Breux & Boccio, 2019), specifically suicide awareness (Schmidt el al., 2015). Again, this concept brings to light the time constraints and costs that are associated with formalized training. Having applicable resources that anyone can utilize without a cost to the user can increase the uptake versus formalized training.

The end of a sports career marks a significant transition for collegiate athletes. The existing literature has predominantly overlooked the transition experiences of female ice hockey players. This qualitative study explored the experiences of 14 recently graduated NCAA Division 1 women’s hockey players adapting to life beyond collegiate sport. Semi-structured interviews were grounded in Schlossberg’s (2011) 4 S Model (situation, self, support, strategies). Thematic analysis was conducted to identify recurring themes within participant narratives. Findings highlighted participants’ varying degrees of preparation for change, experiences of athletic identity loss leading to self-discovery, a mix of effective support and gaps in institutional support, and the implementation of coping strategies to manage uncertainty. This study contributed to a deeper understanding of the post-collegiate experiences of women in elite ice hockey, informing support systems and strategies tailored to their specific needs. Recommendations are provided for researchers, coaches, counsellors, and institutions committed to athletes’ well-being.

Recovery colleges, a strengths-based, peer-driven, mental health learning model, were first established in the United Kingdom in 2009 and have since expanded internationally (Perkins et al., 2018). Ontario Shores Centre for Mental Health Sciences (Ontario Shores), a specialized mental health teaching hospital, has leveraged its own experience and knowledge of launching and operating an internal recovery college to establish partnerships with postsecondary schools to facilitate the novel application of the recovery college model. This innovative approach puts students “in the driver’s seat” and allows them to shape the mental health-related programming at their school through the co-design structure of program design. This serves to reduce the power imbalances that often exist between service providers and consumers. Co-production ensures that programming is relevant, relatable, and meaningful, as well as influences students to have a sense of ownership of their recovery college.

Integrated support teams (ISTs) consist of sport practitioners working together to optimize athletes’ development and team performance. Despite the U Sports Mental Health Best Practices document advocating for the use of ISTs, anecdotal evidence suggests that they are underutilized throughout Canadian varsity sports departments. To address this, our case study explores student-athlete mental health at the University of Ottawa, specifically examining the uOttawa Gee-Gees’ High Performance IST framework. We outline the structure and operations of their current model, which includes six core pillars: mental health, mental performance, academics, strength and conditioning, nutrition, athletic therapy, and sports medicine. Additionally, we discuss this model’s facilitators, barriers, future directions, and practical implementation strategies. This case study serves as an example of a functional and adaptable model that can inspire other institutions to prioritize the well-being and job satisfaction of IST members, ultimately improving the quality of care provided to student-athletes.

Canadian postsecondary students from the 2SLGBTQIA+ community experience disproportionately higher rates of sexual violence compared to their heterosexual counterparts (American College Health Association, 2022). This poster describes a partnership between Humber Polytechnic and the Canadian Centre for Gender and Sexual Diversity to create student-centered, evidence-based and trauma-informed videos that educate 2SLGBTQIA+ learners about healthy relationships. Links to our videos are available for faculty and student affair practitioners to enhance student well-being.