Inclusive Academic Advising for students with mental health issues. The views and experiences of Academic Advisers

The aim of this paper is to explore and improve understanding of Academic Advisers (AAds) views and experiences on 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 which was thematically analysed. There was a difference of opinions among AAds across and within faculty on their views of their roles in supporting students with mental health issues. Overall, AAds felt unprepared for a pastoral role which 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 of students. Those who are more amenable to providing such support to students may be overburdened by this supportive role.