Listen to this podcast on Spotify or Apple podcasts.
When students start university or return for a new semester, stressors such as the cost of living and worries over academic performance or future job insecurity can exacerbate anxiety or other mental health issues. So, how can educators best support students in the classroom while also ensuring learning objectives are met and that they don’t burn out themselves? This is where skills such as emotional intelligence, observation, active listening and the ability to notice when students are becoming disengaged, falling behind or at risk of dropping out altogether come to the fore.
This episode of Campus talks explores how to foster safe, inclusive learning spaces, how to spot students who are struggling, advice for starting conversations around sensitive topics such as mental health, and how educators can be open and authentic while protecting their own boundaries and work-life balance.
We speak to Marissa Edwards, who is a senior lecturer and researcher at the University of Queensland Business School. A mental health advocate with a background in psychology and organisational behaviour, she is also co-editor of the Research Handbook of Academic Mental Health (Edward Elgar Publishing, 2024) and co-founder and co-curator of Voices of Academia, a blog dedicated to academic mental health and well-being.
For more advice and insight on student support in the university classroom from academics and experts from around the world, take a look at our latest spotlight guide.
If you are affected by any of the issues discussed in this podcast episode, a free helpline is available around the clock in the UK on 116123, or you can email jo@samaritans.org. In the US, the National Suicide Prevention Lifeline is 1-800-273-8255. In Australia, the crisis support service Lifeline is 13 11 14. Other international suicide helplines can be found at www.befrienders.org.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment