Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education

Abstract

PurposeThe purpose of this paper is to explore Ontario education professors’ perceptions of well-being, document ways in which they support graduate students’ well-being and discuss perceived challenges in doing so.Design/methodology/approachA basic interpretative design was used, with participants consisting of seven (four females, three males) tenured professors from five faculties of education in Ontario, Canada. Participants completed one to two semi-structured interviews. Interviews were audio recorded, transcribed for member checking and read holistically to identify emergent themes across participants.FindingsParticipants provided multifaceted representations of well-being and reported that supporting graduate students’ psycho-socio-emotional well-being was a critical aspect of their role. They discussed the intentional use of specific strategies including creating inclusive learning environments, nurturing caring relationships, providing academic accommodations and promoting relevant on-campus supports and services. Finally, participants identified factors that challenged their abilities to support graduate students’ wellness including institutional norms and expectations, shifting student demographics and uncertainties with respect to professional capacities.Practical implicationsGraduate student mentorship should be included in the faculty reward system. The provision of private, specialized services offered by trained personnel is also recommended. Future research is needed to explore faculty experiences supporting and mentoring diverse groups of graduate students.Originality/valueWhile limited in participant numbers and educational jurisdiction, this research extends current mentoring models by adding a mental health and well-being component, thus bridging gaps between well-being and graduate mentorship in higher education.