Mental Health Resource Accessibility Analysis Report - Active Minds Western

IndigenousLandAcknowledgement

WeacknowledgethatWesternUniversitysitsonsacredlanduponwhichweare privilegedtolive,learn,andworkon.Werecognizethedeepconnectionandthelong-standing relationshipbetweenIndigenouspeoplesandthelandofSouthwestOntarioandofLondon.This landhassupportedhumanbeingsforatleastthepast10,000years.

WesternUniversitysitsonlandthatisthetraditionalterritoryof:

● theAnishinaabeg(whichincludestheOjibweorChippewaNation)

● theHaudenosaunee(alsoknownastheIroquois,whichincludestheOneidaNation)

● theLenape(alsoknownastheDelaware)

● theAttawandaron(alsoknownastheNeutral)

● theWendat(alsoknownastheHuron)peoples

WewouldliketoextendtheacknowledgementacrossCanadawhereweareallsituated whenlivingandworkingthisfallandacknowledgethatCanadaiscomprisedofthetraditional territoryofmanyIndigenouspeoples.Bytheyear1600,approximately2,000FirstNations peoplelivedin30-40longhousesinthevillageofKotequongongneartheThamesRiver-long beforeEuropeansettlementandtherenamingtoLondon.Weacknowledgethat,aswellasthe useoftreaties-notalwaysfairly-somelandwasstolenoutrightandthatmanyIndigenous peoplewerekilled,intentionallyorunintentionally,duetothearrivalofEuropeansettlers.First Nationscultures,languagesandtraditionswerealsodecimatedbecauseofthesenewsettlers. Mostrecently,thislandintheareawecallLondonistheterritoryoftheChippewaofthe Thames,theOneidaoftheThames,andtheMunceyDelawareNation.Thereare11FirstNations communitiesintheregionofSouthwestOntario,andover120intheProvinceasawhole.

Today,thislandisstillhometomanyIndigenouspeoplefromacrossTurtleIsland.We aredeeplygratefultohavetheopportunitytooperateinthisplace.

Introduction

The intention of this report is to analyze the accessibility of mental health resources across campus spaces, specifically highlighting theexperiencesofstudentsthatidentifyasbeing a part of a marginalized group(s) and international students. The mental health support services offered on Western campus are intended to provide students with the proper resources and support to cope with the stresses and pressures that come with academic and personal lives; however, marginalized communities, such as those with disabilities, LGBTQ+ individuals, and international students, for example, face unique challenges that require culturally inclusive and personalized interventions. The Advocacy Portfolio of Active Minds Western authored this research report in response to our recent mental health survey that examined the mental health resources available on our local campus. Focal points of our 2023surveyincludeunderstanding how campus mental health supports impacts international students and marginalized groups on campus. By exploring these issues, we seek to identify disparities in the resources available at Western and provide recommendations in hopes of improving and tailoring support services to amelioratethewell-beingofallWesternstudents.

SurveyContext

Western’sfirstEquityCensusreport,publishedinMarch2022,identifiedthatin comparisontothe2016Canadiancensus,WesternUniversity’sstudentrespondentswere compellinglydiverse(WesternEquityCensusReport,2022).Statisticalanalysisand

quantificationofourstudentpopulationisnotessentialtounderstandthediversityofourstudent population,asitisevidentthatWesternishometostudentsfromaplethoraofracial backgrounds,ethnicities,andotherdemographicsandsocialidentities.However,ourdiverse studentcommunityisnotwell-representedincampusspaces,especiallywithinstudentservice offeringssuchasmentalhealthsupports.Overthepastfewyears,theActiveMindsWestern AdvocacyPortfoliohascontinuouslyreceivedfeedbackfromseveralstudentsthatself-identify asmembersofmarginalizedpopulationsaboutthelackofauthenticandinclusiverepresentation oftheirdiverseidentitiesoncampus,citingexperiencesofmicroaggressionswhenaccessing supportservices,alackofdiversehealthprofessionalsthatcanbeaccessedwithinStudent HealthServices,anoveralldeficitofculturalhumilitywithincampussettings,andmore.Our portfoliohasalsonoticedthereducedrepresentationofinternationalstudentsoncampus, especiallywithinconversationsaboutmentalhealthandstudentwell-being,whichpromptedour passiontocaterour2023ActiveMindsSurveytocatertomarginalizedandinternationalstudent experiences.Ourmainpurposeofdisseminatingthiscampus-widesurveywastoprovide well-intentionedspaceforstudentstosharetheirpersonalexperiencesnavigatingtheirmental healthjourneyatWesternUniversity,inhopesofanalyzingstudent-identifiedissuestocurate actionablerecommendationsforadministrativeuptake.

Discussion

MentalHealthLandscapeonCampus

Stress/Anxiety

Our survey findings demonstrated that at Western, almost all student respondents deal with stress and anxiety in different capacities. Three themes emerge across our survey that

contribute to the negative feelings survey participants experience: exacerbated burnout, social anxiety, and the pressure resulting from academic and personalobligations.Studentrespondents identified the negative impacts of burnout,astateofemotional,physical,andmentalexhaustion, on their well-being, as the overwhelming nature of participating in a rigorous course load and extracurricular activities, all while still maintaining a healthy social life is consuming (APA Dictionary of Psychology, n.d.). Many survey respondents reported that they go through many cycles of burnoutperacademicsemester,especiallyduringexaminationperiodswhichtendtobe busier months in regard to one’s academic load. To continue, 48% of participants reported that professors failed to prioritize their mental health, as seen in Figure 1, which does not aid in the preventionofpotentialsymptomsofburnout.

The second theme of anxiety experienced by many student respondents was social anxiety. Respondents relayed that they have felt increased isolation while navigating post-pandemic student life. Anxiety may cause students to retreat from interaction, such as reducing the time spent with their family and friends and feeling discouraged from attending classes and extracurriculars, to name a few. Student respondents have expressed that since the

Figure1:

resumption of in-person classes, the effects of post-pandemic social anxiety has been an oversight. Only 9% of survey respondents expressed that they feel Western’s mental health services have improved within the past year It has become evident that wait times to access mental health resources on campus are steadily increasing, which poses a grand problem, considering that the pandemic, amongst other existing factors, has had irrefutable impacts on many students that deserve prompt attention. Oftheparticipantswhoattemptedtoaccessmental health resources on campus, 33% reported that the wait times prevented them from receiving adequateservice,anddiscouragedthemfromseekingservicesinthefuture,asseeninFigure2.

Figure2:

Lastly, the pressure of fulfilling academic and personal obligations is a contributing factor to the stress and anxiety many student respondents are experiencing. Survey participants mention the pressure of juggling various responsibilities apart from academic responsibilities, such as supporting their personal needs, a hard task to navigate without adequate external support systems. Having support systems that are out of reach when attending Western University can be an incredibly large adjustment,asmanydonothavethesameproximalaccess

to their support systems since relocating for their postsecondary education. Accessing support, such as accommodations for struggles related to postsecondary acclimation are difficult to acquire, astheprocessofattainingaccommodationsislengthyandintimidating,oftendissuading students from getting the support or counseling they need. Although 61% of respondents reported having a strong understanding of what resources are available to them, 31% of participants expressed that they do not feel confident in their ability toposequestionsregarding mental health services on campus, shown in Figure 3. This demonstrates that there are ongoing issues in relation to the translation and dissemination of mental health knowledge on campus, whichposebarrierstostudents’abilitytoself-advocatefortheirmentalhealthneeds.

Personal Matters/Isolated Incidents

It is also important to recognize that our report revealed multiple personal incidents of students' lived experiences. These isolated matters reflect that every student's journey with Western’smentalhealthresourcesisdifferent,andnoteverycasecanbetreateduniformly Grief,

Figure3:

illness, bullying, substance use, and more are themes that have been expressed in the personal statements submitted by respondents, contributing to both previous and ongoing mental health outcomes. It should be acknowledged that although these incidents are isolated, they must be considered equitably, as they can have long-lasting effects onaperson'swell-beingandneedfor support. Approximately 50% of student respondents shared personal incidents in which they struggled with their mental health. Although many respondents emphasized that their personal experiences were exacerbated by inadequate academic accommodations, from the 50% of respondents, roughly20%correlatedtheirexperiencewithmattersunrelatedtoacademics.These respondents explained that personalmatters,suchasgrieforfamilialdistress,urgedthemtoseek mental health support. However, 11% reported that they were not accommodated by mental health resources on campus to get an appointment, as seen in Figure 4.Itiscrucialthatstudents receive ongoing care and consideration, as mental health is a lifelong journey that requires continuoussupportandguidance.

Figure4:

Academic Life

Exam Schedules

When asked about the multiplecausesthatworsenedstudents’mentalhealthwhileliving and studying at Western in the past year, academic obligations were a prominent topic. Student respondents discussed various factors that affected their mental health outcomes, including examinations, the lack of adequate and accessible accommodation provided, and the dire need for participation and motivation to attend classes and complete homework. Exams were mentioned as a critical factor that were burdensome and often placed huge stressors upon students, making them feel hopeless and anxious. As described by some participants, having an undesired exam schedule, with multiple exams scheduled back to back, may create additional stressandincreaseanxiety,causingsometofeelextremelyunmotivatedandhopeless.

Academic Obligations

Additionally, participants talked about how burnout and anxietymadeitmoredifficultto meet deadlines and continue maintaining academic performance and obligations throughout the semester. The constant pressure to maximize academic performance creates a harmful environment that has worsened these respondents’ mental health. Some examples that respondents mentioned include having mandatory classes that require participation marks, having tight exam schedules with little flexibility, and limited opportunities to voice concerns about personal matters with professors and teaching assistants to receive accommodation. This has resulted in respondents simultaneously feeling extremely stressed and pressured while also not having their needs adequately supported. When asked if participants felt that professors, senior leaders and administrative staff across Western actually careabouttheirmentalwellbeing

in an academic setting, 48% of respondents disagreed and 34% took a neutral stance, as seen withFigure5.

Figure5:

This alarming statistic indicates that the majority of respondents do not feelcomfortable sharing and expressing their struggles and experiences with Western staff and faculty, as the needs of respondents and many other students areoverlookedanddisregarded.Movingforward, to truly address the mental health of students on campus, it is of utmost importance that professors and other university staff members meaningfully and consensually support their students’wellbeing,bothinsideandoutsideoftimesofcrisesandstress.

Academic Considerations

Studentrespondentsdiscussedthelackofunderstandingtheyfeltthatprofessorshadfor theirstudents,oftencreatingamorestressfulenvironmentontopofthesituationsthatthese respondentsmayalreadybein.Whentalkingaboutaccommodations,manyrespondents elaboratedonthepreviousSelfReportedAbsences(SRA)portal,astheremovaloftheSRA portalhasresultedinnegativementalhealthoutcomesamongststudentrespondents.This

resourceonceallowedstudentstobeexcusedand/orextendthedeadlineofacademicobligations thataccountedforlessthan30%ofone’scoursegradewithoutproperdocumentationor questioning.Participantsdescribedsituationsinwhichprofessorsdidnotaccommodatethem despitestrugglingwithmentalhealthorotherpersonalreasonsasanadditionalburdentotheir well-being. When respondents were asked what Western could change to better support student mental health, 20% of respondents independently suggested SRAs to be reinstated Out of total respondents, 37% of them brought up concerns surrounding academic considerations.

Accommodations

Many respondents described experiencing serious mental health concerns that harmed their ability to complete coursework or attend class. When students are already struggling, it can be difficult for them to find a medical professional, book an appointment, attend that appointment, and pay for a doctor's note These barriers face the implication of harming marginalized populations at Western, such as international students who do not always have straightforward directions to accessing family doctors in Canada or low-income students who cannot afford doctor's notes Overall, student respondents referred to the process of requesting academic consideration as "scary", "stressful", and "slow." Several respondents mention having to rely on receiving empathy from individual professors or staff at Western. However, these participants also pointed out that if they had not received individual empathy, they would have been penalized for their mental health struggles. This points toward a need for broader structural solutions

62% ofrespondentsreportedthattheyunderstoodthementalhealthresourcesavailableat Western. 51% of respondents reported knowing where to direct questions regarding mental health resources on campus. However, there are still many studentswhohavelimitedawareness of mental health supports. For instance,56%ofallsurveyrespondentssaidtheyhavenevertried accessing mental health resources or services on campus. From analyzing short-answer responses, key knowledge gaps that were identified by our portfolio include not knowing that Western offers any mental health services at all, not knowing what types of services are available, and not knowing how to access those services. If students lack knowledge about Western's services, they will not be able to locate support through those services when they are struggling. This also indicates that Western's current attemptsatcommunicatingtostudentsmay beinsufficient.

When students are searching for information about mental health services at Western, they can encounter communication barriers. One student found that Western's websites were "difficult to navigate." This is concerning since Western's official websites are likely the most widely available sources of information about Western's services. If Western's websites are confusing, thatcouldpreventstudentsfromaccessingservices.Anotherstudentdescribedhaving to "run around" tosearchforappropriatesupportbecauseitwas"hardtofind"whattheyneeded. The process of contacting multiple people can be exhausting or burdensome for students and could lead to students not wanting to seek support through Western again. Furthermore, being referred to different services can delay students from receiving supportinatimelymanner.12% of respondents requested for Western's services to be "more accessible", indicatingthatstudents currently find these services insufficiently accessible. It is essential that Western communicates

clearly about the different services that are offered, as well as what specificareasthoseservices doanddonotaddress,tohelpstudentsaccesssupportmoreeasily.

Several respondents have expressed feelingsofdistrustanddisillusionmentwithWestern University's attempts to support student mental health. They have referred to Western's communications as "insincere", "empty promises", "virtue signalling", and "surfacelevel."Only

18% of participants believed senior leaders and administrative stakeholders at Western prioritizedmentalhealth,whereas48%ofparticipantsdisagreedand34%wereneutral.Thislack of trust speaks to the students' dissatisfaction with Western University, suggesting required changestoWestern'scurrentcommunicationapproachestoregainstudents'goodwill.

Wait Times & Availability

Many respondents expressed frustration at the process of trying to access mental health services through Western, using descriptions such as "tiring", "slow", and "like pulling teeth."

33% of survey respondents reported that long wait times have prevented them from seeking mental health support on campus. In addition to those who have personally experienced long waittimes,severalstudentsreportedthattheyarealsodeterredfromaccessingWestern'sservices whentheyhearaboutlongwaittimesfromtheirpeers.

When calling Student Health Services to book a mentalhealthappointment,studentwait timesonthephonevariedbetweenlessthan10minutes,toover120minutes,seeninFigure6.

Figure6:

It is likely thatwaittimesfluctuatedependingonstudentdemandatdifferenttimesofthe year, such as during midterms or final exam season. In addition, wait times between booking a mental health appointment through Western and receiving a first appointment have rangedfrom lessthan1weektomorethan3weeksasseeninFigure7.

Figure7:

Some students have described experiencing significant distress due to being unable to speak with a counselor at Western in a short time frame due to limited availability. Nearly 21%

of survey respondents have encountered instances where scheduling conflicts or the lack of available appointments have prevented them from booking appointments. 23% of respondents reported facing no available appointments that worked with their own availabilityandhavingto compromise their personal schedules instead. While Western does offer same-day crisis counseling, after-hours crisis counseling through CMHA, and helplines such as Good2Talk, not all students may consider themselves to be experiencing a crisis where there is threat of imminent harm.Asaresult,studentswhoaredealingwithmentalhealthstrugglesthatwouldnot be categorized as those requiringimmediateattentionbyhealthcareprofessionals,maynotknow howtoaccessappropriatesupportsthatareavailableintheshort-term.

Several students also shared experiences of waiting for counselingappointments,onlyto not receive a call from a counselor,whichstudentsreferredtoasbeing"ghosted".Itisimportant for students to be able to trust and rely on Western's services, so they can receive supportwhen theyneedit.

MarginalizedStudents’ExperiencesatWestern

Of all the respondents who self-identified as being part of a marginalized group, 26% reported experiencing microaggressions at Western. In short-answer responses, respondents described facing hurtful comments from peers, classmates, professors, healthcare providers,and otherstaff.Furthermore,26%ofmarginalizedstudentrespondentsreportedexperiencingimplicit biasormicroaggressionswithinWesternmentalhealthservices,asseeninFigure8.

Figure8:

These experiences can cause students to feel isolated, overlooked, misunderstood, and unsupported with regards to mental health issues. Only 45% of marginalized student residents reported being aware of resources fordiscriminationonWesterncampus.Thisimpliesthatwhen studentsexperiencediscrimination,theymaynotknowhowtoreportitorhowtoseeksupport.

With Western’s population becoming more racially diverse, it came as no surprise that about 85% of survey respondents identified as a visible minority. Some marginalized students expressed that being a visible minority at Western can feel isolating,suchaswhentherearefew other students who look likethem,whenpeoplestareatthemforbeingaminority,orwhenthere seem to be few staff at Western who arevisibleminorities.Onestudentsharedthattheiridentity as a visible minority has caused staff to take them less seriously, andthattheirexperienceswith mental health issues are less respected or less understood. On the other hand, there were also several marginalized students who said that they did not feel particularly impacted by their identity. Students' experiences of inclusion or exclusion will likely differ depending on which visibleminoritygroupstheyareapartof.

We would like to note our survey onlyreachedoneIndigenousrespondent,whosaidthat Western has "very limited" spaces for smudging. Smudging is an Indigenous practice that

involves burning substances such as cedar or white sage, and it can provide mental health benefits (St Joseph’s Healthcare, n.d.). For Western to bemoreinclusiveofIndigenousstudents, it is recommended that they ensure there areenoughspacesforIndigenousstudentstoengagein theseimportantculturalpractices.

Of the respondents who chose to share their disability status, 25% identified as havinga disability. Many students with disabilities shared that it is difficult and exhausting to request academic accommodationsatWestern,sinceitrequiresstudentstoengageinsignificantamounts of additional work. Respondents express having to repeatedly communicate with academic advisors and professors to advocate for sufficient accommodations. Furthermore, student respondents reported that there are some professors who haverefusedtograntaccommodations, even when those accommodations have been officially approved by the Accessible Education program. These barriers can harm the health and well-being of disabled students, and can negativelyimpacttheireducationalexperiencesoracademics.

Moreover, there are many barriers that prevent students from accessing official diagnoses. For disabilities related to mental health, the process of diagnosis often requires students to undergo psychiatric evaluations or meet with a psychiatrist. Several students expressed that psychiatric services can be expensive or unaffordable. Furthermore, survey respondents reported long wait lists whenattemptingtoaccesspsychiatricappointmentsthrough Western's services, with wait times ranging from less than 3 weeks to morethan9months.Asa result, there are many students with disabilities who are undiagnosed, and therefore cannot accesstheaccommodationsthattheyneed.

One respondent who self-identified as having a mobility impairment said that there are manyclassroomsandspacesatWesternthatarenotaccessible.Itisnotenoughforroomstoonly

have automatic doors, when the interior of the room is still physically inaccessible. A recent article published by Western Gazette revealed that despite studentsactivelyadvocatingformore accessible spaces, and even being hired in consultation roles, Western University is still not adequately listening and responding to the needs and wants of students with disabilities (Arender, 2023). This lack of consideration for varying disabilities can cause students to be excluded on campus, or prevent them from fully participating in campus life. Another student shared their experiences of having developmental disabilities, and how they face bigotry from professors and staff at mental health services. These experiences demonstrate how Western Universityaccessibilitybarriersareattitudinal,physical,systemic,andstructural.

19% of respondents identified as LGBTQ2S+. Several transgender students have noted that Western University fails to consistently use students' preferrednames,eventhoughstudents provide their preferred names when applying to Western or when requesting a preferred name change. Respondents described many repeated instances of Western University calling transgender students by their legal names or deadnames, such as when sending emails through OWL or when giving class lists to professors. Deadnaming transgender people is apracticethat can haveseverenegativeimpactsontheirmentalhealth(UniversityofChester,2016/17).Survey respondents referred to being deadnamed as "disheartening", "disrespectful", and having a "big impact"ontheirmentalhealth.

62% of respondents reported that Western wasnotabletoassistthemwiththeirfinancial circumstances. Financial hardships can also be a source of stress for students. One student described their experiences of repeatedly contacting many people at Western to explain their financial situation and ask for more funding, but their bursary application "wouldn't be

re-evaluated". A studentwhoself-identifiedashavingadiagnoseddisabilitymentionedthattheir disability"magnified"theirfinancialstressors.

Western's PurpleCare insurance plan covers up to$750inmentalhealthcounseling,with a typical appointment costing over $125 (Health Intelligence Inc., 2013). However, many students explained that insurance is not enough to cover their expenses, and that even with insurance, mental health services are still expensive or unaffordable. 5% of respondents exceeded capacity on PurpleCare in relation to mental health support, and 0% were assisted by Western in accommodating their needs for more coverage. Multiple student respondents requested more mental health coverage in their short-answer responses, which indicates that Western could better support students by increasing the amount of insurance coverage available tostudents.

Students who are looking for long-term mental health supports are currently unable to have their needs met through campus counseling services, since Western offers less than 6 free sessions per student. Several survey respondents also reported that Western's service offerings could not meet their specialized mental health needs, such as having specific psychiatric diagnoses or requiring culturally competent therapists.Whenstudentsaccesscampuscounseling after long wait times and are told toseekexternalresources,thiscanfurtherdelaytheamountof time that students must wait before accessing appropriate support. It can also be difficult for students who are already struggling to independently attempt to find resources outside of campus. When students attempt to access support through off-campus resources, they face additional barriers. Many student participants shared that accessing support from private resources can be expensive and unaffordable, even with insurance coverage. On the otherhand,

student respondents who attempttoaccesssupportfrompublicresourceshavereportedspending monthsonwaitlists.

26% of respondents reported that their financial circumstances haveaffectedtheiraccess tomentalhealthresources,asseeninFigure9.

Figure9:

Several students referred to themselves as having a "tight budget" or being low-income, and expressed that the high costs of mental healthcare prevented them from accessing counselingor psychiatry. Participants also report making difficult decisions with trade-offs, such as choosing between off-campus services that are "faster" but more expensive, comparedtocampusservices thatare"slower"butmoreaffordable.

InternationalStudents'ExperiencesatWestern

Based on the responses to the survey, it was found that 12% of participants self-identify asinternationalstudents,seeninFigure10.

Figure10:

More than one-third of foreign students reported feeling stressed, according to the International Student Barometer survey In addition, 42% of students said they were worried about not being able to finish their coursework. Despite these alarming figures, very few international students actually access and seek mental health services while they are studying (ICEF, 2022). The mixed response among international student respondents in regard to their access to culturally sensitive mental health resources on campus, as seen in Figure 11,indicates the need for further initiatives to increase awareness and enhanceaccessibilitytosuchresources oncampus.

Figure11:

Furthermore, one participant reported facing linguistic barriers when trying to access mental health resources on campus. Keeping this in mind, it is imperative that Western creates accessible resources beyond what currently exists to foster an inclusive campus and implement culturalhumilitywithinthecampusservices.

18% of participants disclosed that they experience financial constraints when trying to utilizeWestern'smentalhealthresources,asseeninFigure12.

Although it is reassuring that most international respondents were aware of Western's insuranceprogram,withsomereportedusingitformentalhealthservices,themerepresenceofa few individuals who do encounter financial obstacles highlights room for improvement to maximizeaccesstocost-effectivementalhealthresourcesforasmanystudentsaspossible.

The responsesalsosuggestthattheremaybefluctuationsintheavailabilityofon-campus mental health resources during different times of the academic year. During the COVID-19 pandemic, some participants (57% of respondents whofeltthisquestionwasapplicabletothem) reported difficulties in finding the resources they needed through Western. This suggests that Western can improve on providing both consistent and reliable mental health resources to

Figure12:

students throughouttheyear,especiallyduringacademicperiodsthattypicallyresultinincreased stress, such as exam periods. In order to guarantee that students can access mental health resources during times of crisis, Western should adapt and offer innovative solutions. Overall, the responsessuggestthattheremayberoomforimprovementintheaccessibilityandsensitivity of mental health resources for international students and the student body in general. All students, including those who encounter linguistic, financial, or other barriers to obtaining mental health services, should have access to comprehensive mentalhealthresourcesatWestern thataretailoredtotheirrequirements.

Limitations

TheActiveMindsWesternAdvocacyPortfolioacknowledgestherearelimitationstothe aboveanalysis,asourstudentsurveyhasminimalvalidityandcannotbeusedforbroad generalizations. Theselimitationsinclude,butarenotlimitedto:

● Limitingaccesstothepopulationofconcern(marginalizedstudentsandinternational students)

● Thelackoftimetocarryoutasurvey

● Thelackoffundingnecessarytocarryoutacomprehensivesurvey

● Thelackofaccessibilityforsurveyrespondentswithimpediments

● Thepresenceofresponsebiaswhencompletingasurvey,includingbutnotlimitedto:

○ Confirmationbias

○ Socialdesirabilitybias

○ Non-responsebias

● Unansweredquestionswithinthesurvey

● Differencesintheinterpretationandunderstandingofsurveyquestions

Thisisnotanexhaustiveorcomprehensivelistofthebarriersoursurveyposes.Our studentsurveydoesnotfullycapturetheemotionalresponsesorfeelingsofourstudent respondents.However,wewouldliketonotethatalthoughouranalysiscannotbegeneralizedto theentireWesternstudentpopulation,thestudentconcernsthatwerecapturedthroughour surveydeservetobeheardandworkedonthroughactionablechange,inhopesofimprovingthe mentalhealthservicesofferedonWesterncampusandoverallstudentwellbeing.

Recommendations

Based on the findings in the survey, there were issues that were identified to addressfor on-campus improvement in regard to mentalhealth.Thefollowingarerecommendationscreated by the Advocacy Portfolio on Active Minds Western to reduce the large concerns addressed withinthepaper:

● Greaterinvestmentintoavailableresourcesoncampus,suchasincreasingawarenessof TelusHealth

● ReconsidertheimplementationofStudentReportedAbsences(SRA)portal

● Formalmentalhealthcoverageandaccessibleknowledgedisseminationaboutcampus mentalhealthserviceofferingsprovidedtointernationalstudentsuponarrival

● Ensureprofessionals/counselorsarefollowingupwithstudentsseekingmentalhealth supportandareheldaccountablefordocumentingprocesses

● Expandaccessibilityservicesoncampus

AlthoughtheserecommendationsarenotcomprehensiveandtheAdvocacyPortfolioon ActiveMindsarenotmentalhealthprofessionals,studentexperiencesareimportantand contributivetotheconversation.Therecommendationsathandarevaluableinsharingstudent

opinions,andtheAdvocacyPortfolioencouragesreaderstousetheserecommendationsasa startingpointforimprovements.

Conclusion

Based on the results of our research study, it has been concluded that mental health accessibility for students can be ameliorated with the recommendations put forward. These findings have important implications for Western University administrators, counselors, policymakers, and their students. The research contributes to the existing landscape on campus by putting forth recommendations to see improvements in students' ability to access mental healthresources.

While ourstudyhasprovidedvaluableinsights,therearelimitationsthatshouldbenoted. For instance, the survey only reached a limited number of students, resulting in a small data sampling size. This has limited the reliability of the findings, making it increasingly difficult to draw accurate inferences from the data. However, theimplicationsofthishavenotdisvaluedthe effort of the Advocacy Portfolio to comprehensively examine the mental health landscape on campus.

Overall, our research has advanced the understanding of mental health as seen in the student population and has the potential to inform future stepstakenbyWesternUniversity.The Advocacy Portfolio hopes these findings will be useful for all Western community members, whether that be students, university administration, faculty, staff, and policymakers in their efforts to improve thementalhealthlandscapeofWesternUniversity.ActiveMindsWesternwill continue to evaluate Western-based andWestern-sanctionedresources,services,andprogramsto analyze the evolving mental health landscape on campus, and hope this report serves as a tool

and a stepping stone toward actionable change to significantly improve the mental health and well-beingofthestudentpopulation.

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