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Embedding mental wellbeing in Australian regional universities: Equity interventions

This paper outlines findings from a study of regional university students and mental health interventions that combined a desktop survey of web-based university resources and an integrative review of relevant literature. Our findings show that most Australian universities do not integrate their mental wellbeing support into the curriculum and that mental health professionals and educators typically work in silos. Consequently, universities only have limited success in addressing student wellbeing needs. We argue that there is a need to draw on best practice for embedding academic support as part of inclusive pedagogies and curricula, in order to extend these to include mental wellbeing support. (Helen Scobie and Michelle Picard, The University of Newcastle, 2018)