Prior research has suggested that tertiary educators see their ability to connect students with appropriate mental health supports as part of their role. These educators tend to be willing to engage in training, coaching, and mentoring around understanding mental health issues and knowing what to do when they encounter students who need mental health support (Kamarunzaman et al., 2020; Gajaria & Zaheer, 2019; Morton & Berardi, 2018). Drawing on detailed insights from 25 educators in Australian tertiary settings, this study aims to provide further qualitative perspectives into tertiary educator readiness to support student mental health, as well as bring to the fore the systemic, cultural and institutional enablers and barriers that impact on tertiary educator readiness to support student mental health. Findings of this study show congruency with prior research, but also suggest that tertiary educator readiness to support student mental health can be greatly affected by their own mental and personal health, and overall work satisfaction.

Authors:
Michelle Hsien, University of Melbourne, Australia
Anna Dabrowski, University of Melbourne, Australia

About the Presenter(s)
Dr Michelle Hsien is a Research Fellow at the Australian Council for Educational Research and casual sessional academic. Her interests and current work focus on teaching practice, teacher attitudes and well-being, and equity, diversity and inclusion.

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