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Research demonstrates a growing mental health crisis in graduate education, which can contribute to productivity, departure, and well-being issues. To address this crisis and advocate for systemic change, this project explored faculty perceptions about graduate student mental health and how these perceptions intersect with direct action when student mental health challenges arise. We were guided by phenomenological inquiry to explore how faculty attitudes (n = 3) about mental health shape programmatic and individual decisions around supporting mental health. We thematically analyzed interviews discussing stress and mental health focused on faculty experiences. Faculty interviews demonstrated varying attitudes toward graduate student stress and mental health. Faculty desires to engage in discussions about stress or mental health were on a wide spectrum, often with work productivity guiding these discussions. Further, faculty highlighted levels of discomfort with engaging in discussions about mental health, especially with the students they work closest with. Findings indicate a need to foster faculty skill and comfort with engaging with students about their mental health while also providing clear institutional policies that support these actions to address the mental health crisis.
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Channeled Scablands, Northwest U.S., and Runnable Mental Models
Geology logline: How a catastrophic series of floods were recognized by J Harlen Bretz and Joseph Pardee to have formed the Channeled Scablands of eastern Washington State, USA. Cognitive science logline: Runnable mental models, mental simulations of geological processes applied to spe- cific events,
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- Award ID(s):
- 2311820
- PAR ID:
- 10601283
- Publisher / Repository:
- Geological Society of America
- Date Published:
- Journal Name:
- GSA today
- Issue:
- 35
- ISSN:
- 1052-5173
- Page Range / eLocation ID:
- 25-30
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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