Understanding The Current University Context For Graduate Students With Mental Health Challenges

Abstract

This study explores the phenomenon of accessibility for graduate students with mental health challenges. Despite recent legislative advancements, there is still a limited understanding of these students’ needs and challenges and how to enhance accessibility for them. The study adopts a social constructivist perspective and interpretative phenomenological approach to explore the lived experiences of these students and their graduate coordinators at one large university in Atlantic Canada. The research includes eight qualitative interviews with students and a focus group with four coordinators; the latter of which uses questions co-created with students. Through the use of reflexive thematic analysis, the study sheds light on how several factors, such as mental health stigma, access to support and healthcare services, and the nature of departmental assistance, can influence students’ experiences of accessibility. The findings contribute to a more holistic understanding of accessibility within graduate studies, which may open up new avenues for improvement.