Poster Presentations

Walden et al. (2021) found that 92% of surveyed post-secondary counsellors reported experiencing burnout. There has been a considerable increase in post-secondary counsellors leaving the profession, with challenging working conditions identified as a primary reason for their departure (Gorman et al., 2023; Hotaling, 2023). Researchers have identified self-compassion as a promising protective factor to shield helping professionals against the impacts of burnout (Coaston, 2017; Hashem & Zeinoun, 2020).

Ninety-six Canadian post-secondary counsellors participated in an online mixed-methods survey. Respondents completed the PROQOL-5 and the Short-Form Self-Compassion Scale and reflected on their work experiences. We identified statistically significant inverse relationships between several dimensions of self-compassion and burnout.

This poster explores these relationships and offers insights from counsellors on how to cultivate self-compassion and mitigate burnout’s deleterious effects. By understanding and promoting self-compassion, we aim to enhance the well-being and retention of post-secondary counsellors, enabling them to continue providing vital support to students.

The COVID-19 pandemic has profoundly impacted Canadian post-secondary students, with nearly 75% reporting worsened mental health and 61% developing new mental health challenges (Canadian Alliance of Student Associations, 2022). Post-secondary counsellors face rising demand and complexity of student mental health, increasing their risk of burnout (Rupert et al., 2015). Burnout diminishes the quality of services counsellors provide and erodes their own well-being (Maslach & Leiter, 2017).

We devised targeted recommendations for institutions and senior administrators, counselling centre directors, and counsellors to enhance service provision and protect counsellor wellbeing amidst these challenges. These recommendations are based on an extensive literature review, reflections from 96 Canadian post-secondary counselors who completed a mixed-methods survey, and our own experiences as post-secondary counsellors.

This poster highlights key strategies to strengthen mental health services and support counsellors in meeting the evolving needs of Canadian post-secondary students.

Canada’s Student Mental Health Network is an online, one-stop-shop for mental health education and evidence-based resources tailored to postsecondary students using a participatory, “for-students, by-students” approach. The Network targets three outcomes: improving mental health education, bolstering social support networks, and improving awareness of available mental health supports. A comprehensive, two-phase program evaluation was conducted to assess the accessibility, feasibility, and utility of the Network between 2022 and 2024. Results of both the formative, process evaluation and summative, impact assessment of this major knowledge mobilization initiative emphasize the reach of the project, engagement with students and postsecondary institutions across Canada, and the Network’s impact on student mental health outcomes and overall wellbeing. A mixed methods approach was used to maximize the depth and breadth of data collected using a combination of website usage analytics, focus group interviews, and repeated cross-sectional online surveys.

In 2024, the Conference Board of Canada conducted a nationwide study on the experiences of neurodivergent students in postsecondary education. One of its key recommendations was the creation of shared spaces to foster belonging and facilitate dialogue around common challenges. Mental health was among the most frequently cited concerns by participants. This presentation will explore the development of a student-led collective called Voix Neurodiverses (Neurodiverse Voices) at the University of Montreal, focused on neurodiversity-affirming representation and community-based awareness initiatives. We will examine key considerations for ensuring inclusivity within the collective, strategies for effective collaboration with institutional stakeholders, and the anticipated impacts on students’ mental health and social inclusion.

This poster explores learnings from four Canadian institutions that are aligning their mental health initiatives with the National Standard for Mental Health and Well-Being for Post-Secondary Students: Dalhousie University, Humber Polytechnic, Collège de Bois-de-Boulogne, and the University of Calgary. The poster will highlight what it looks like to bring the Standard to life – how institutions have overcome barriers, gained buy-in, and made mental health a part of their everyday strategies. These real-world examples provide practical insights for institutions seeking to embed mental health and well-being into policy, programs, and campus culture.

Many South Asian students in Canadian postsecondary institutions face unique challenges when it comes to accessing and utilizing mental health support services. Cultural values, family expectations and fears of stigma often create pressure to stay silent, with some students worrying that seeking help could bring shame to their families or be seen as a sign of weakness. While South Asian communities are incredibly diverse, these shared concerns often lead to students not using support services, even when they need them most. Research points to the need for more culturally responsive and equity-driven approaches that go beyond generic inclusion efforts. Institutions must consider how cultural identity shapes access and re-frame services in ways that feel respectful and relevant to students’ lived experiences. This presentation will explore how centering student voices and cultural narratives can help create more inclusive and effective campus policies and programs.

This poster presents findings from a mixed-methods study examining chronic stress among undergraduate students at Wilfrid Laurier University. The research explores the prevalence of chronic stress, identifies barriers to accessing mental health support, and evaluates the accessibility of the university’s Health and Wellness website. Results show that nearly one-third of students experience high stress, with academic workload, mental health concerns, and financial issues as primary stressors. Key barriers include limited service availability, long wait times, and stigma. Analysis of the Health and Wellness website revealed challenges in online booking, under-promotion of non-urgent care, and complicated navigation. The poster offers actionable recommendations for improving digital mental health resources and reducing systemic barriers, supporting the transformation of campus mental health systems to better serve diverse student needs.

This poster highlights how Grad Minds, a student-led mental health organization at the University of Toronto, supports graduate student engagement through peer-driven events and creative community-building. We offer engagement opportunities through creative expression, active wellness, and peer connection. These events are designed by students, for students, and create welcoming communal spaces to promote social connection and conversations about mental health. We also lead Elemental, the official tri-campus mental health magazine at U of T. Spearheaded by Grad Minds, Elemental provides a collaborative platform for students, staff, and faculty to share diverse creative contributions — from personal stories and poetry to music and handwritten recipes — that promote awareness and foster a sense of belonging. Both our events and Elemental are rooted in a peer-to-peer model. We are also expanding co-design by collecting feedback through surveys and focus groups. Together, these initiatives demonstrate how student leadership can foster hope, resilience, and meaningful engagement.

This poster highlights how Toronto Metropolitan University (TMU) has embedded equity into suicide prevention by offering safeTALK training with a focus on access and inclusion. Recognizing that some student communities experience disproportionately high rates of suicide ideation, our campus prioritized no-cost sessions for various groups such as 2SLGBTQIA+ students and students registered with Accessibility Services. Rooted in an upstream, equity-driven model, this initiative reflects our commitment to reducing barriers, addressing diverse needs, and promoting a suicide-alert campus culture. Participant feedback indicated the sessions were relevant, effective, and highly valued. We aim to continue adapting our approach based on student voice and intersectional data to scale access to suicide prevention education.

The Health & Counselling Centre at the University of Toronto Mississauga (UTM) has successfully designed, upgraded and implemented comprehensive, daily health promotion programming, that is largely peer-led, within a wellness space dedicated to supporting student wellbeing. This upgraded space, known as the Wellness Den, compliments the existing and evidence-informed Stepped Care 2.0 approach by providing students with increased access to opportunities that support their mental health and well-being while studying at UTM. By engaging with Wellness Den activities regularly, students are able to set intentional goals, build social relationships, engage in skill development and self-care practice, and build their health literacy.

This poster highlights a student-led initiative called Students and Athletes Rising Together (START), developed to build enduring relationships that support mental health and wellness in our varsity sports program. Student-athletes are a vital part of campus life, yet their mental health needs are often overlooked amid limited resources, shifting priorities, and stigma. While the athletics community expresses a strong desire for psychological support, access remains limited. In response, we developed START to open new pathways for connection and care. Through peer-to-peer models and programming beyond the classroom, we created accessible ways for athletes to engage with psychological and wellness topics. By working with existing campus resources, START extended the capacity to support well-being within our varsity athletics community. This poster shares the story of START—beginning with barriers faced, and moving through strategies, partnerships, and lessons that shaped our model—to offer practical insights for mental health support in postsecondary sport communities.

Suicide is the second leading cause of death among youth in Canada, yet little is known about teachers’ preparedness to address it. This exploratory qualitative study, guided by the health belief model, examined the suicide prevention learning needs of high school teachers in northwestern Ontario. Fourteen teachers were interviewed virtually. Two key themes emerged: teachers prefer relevant, flexible learning styles but face time constraints, and they want to know how to respond to at-risk students but are unsure about legal boundaries. Despite limited training, most felt comfortable discussing suicide and recognized basic warning signs. These findings can guide school mental health nurses in providing tailored support and inform future development of suicide prevention programs for educators.