Inclusive Academic Advising for Students With Mental Health Issues: The Views and Experiences of Academic Advisers

Abstract

The aim of this paper is to explore and improve understanding of Academic Advisers' (AAds) views and experiences in supporting students with mental health issues in providing inclusive academic advising. The study adopted an interpretive design for a qualitative survey to gain a deeper, insightful understanding of AAds’ views and experiences. Fifty-five AAds across the four faculties of a university, which will be called the Study University (StU), responded to an anonymous online questionnaire that was thematically analysed. There was a difference of opinion among AAds across and within faculties regarding their views of their roles in supporting students with mental health issues. Overall, AAds felt unprepared for a pastoral role that is not clearly defined. Departmental engagement with AAds for students' mental health support was fragmented. The disparity in how AAds perceived their roles and fulfilled these responsibilities can lead to inconsistent and inequitable support for students. Those who are more amenable to providing such support to students may be overburdened by this supportive role.