SWEL Annual Report 2022-2023

STUDENT WELLNESS & EQUITABLE LEARNING

ANNUAL REPORT 2022–2023

Student Wellness & Equitable Learning is comprised of accessible learning services, counselling, health centre, wellness education and programs, residence life and education, student connection and community care, and testing services.

TABLE OF CONTENTS

A MESSAGE FROM DR. STERLING CROWE ASSOCIATE

DEAN, STUDENT WELLNESS & EQUITABLE LEARNING

I am pleased to present this annual report, which highlights the remarkable work undertaken by the Student Wellness & Equitable Learning (SWEL) portfolio in the pursuit of a healthy campus and a thriving community.

The Student Wellness & Equitable Learning annual report showcases the portfolio’s unwavering commitment to learner well-being, academic excellence, and innovation. The report highlights significant accomplishments, strategic programs, and collaborative efforts aimed at enhancing the overall learner experience and fostering a supportive and healthy campus culture.

One of the key achievements highlighted in the report is the successful implementation of the SWEL Curricular Framework. Developed through extensive collaboration with learners and educators, this framework provides a structured approach to designing and delivering programs that support student learning and well-being. Rooted in principles of equity, diversity, and inclusion, as well as critical approaches to care and healing, the framework encompasses intentional outcomes and pathways that nurture a sense of belonging and empower students.

Aligned with the principles of the Okanagan Charter, SWEL has also established a comprehensive Well-being Strategy. This strategic document, centered on four pillars physical, mental, financial, and social health serves as a guide to embedding health in all aspects of campus culture. By prioritizing these pillars, our portfolio takes on institutional leadership in ensuring that programs, services, and policies are designed to promote holistic well-being and create an environment where students can thrive.

To provide accessible resources and support, SWEL in partnership with Human Resources and Communications, has launched the Healthy YOU hub an online community hub that serves as a centralized source for well-being resources. The hub serves as a one-stop destination for learners and employees to access information, initiatives, and events related to health and well-being across campuses. Additionally, the hub houses the Well-being Strategy, fostering transparency and enabling community members to provide valuable feedback through the feedback form, ensuring continuous improvement.

Recognizing the importance of addressing learners’ mental health needs, the team has implemented the "Recognize, Respond, Support" training program. This comprehensive 2.5-hour session equips the college community with the knowledge and skills to recognize signs of distress, respond with empathy

and interpersonal skills, and effectively connect learners with appropriate on- and off-campus resources. By empowering the entire community, Humber aims to create a supportive environment that prioritizes learner well-being and mental health.

The report also highlights the significant contribution of the Exploring the Well-being and Mental Health of College Learners Photovoice Project a collaborative research study between SWEL, the Child and Youth Care programs, and the Centre for Innovation in Health & Wellness. This qualitative study explores the impact of mental health and well-being on learners’ academics and co-curricular activities. The findings from this research provide valuable insights into the structural and systemic influences on learner well-being, enabling the college to enhance student support services, teaching approaches, and access to mental health resources.

In line with our commitment to improving service delivery, the portfolio has implemented several technological enhancements. The transition from a drop-in to an appointment-based Test Centre service model, enabled by RegisterBlast, has streamlined the exam scheduling process. Integrated within the Blackboard LMS (Humber) and CourseLink (Guelph-Humber), this enhancement ensures seamless scheduling aligned with accommodation requirements and reduces administrative burdens for learners and staff. Furthermore, Humber College has embraced technology to improve healthcare communication and efficiency. By leveraging the OCEAN MD platform within the electronic medical record system, the college has integrated automated appointment reminders and secure information sharing via emails to learners. This technology facilitates the completion of necessary forms before appointments and enables follow-up communication with results, ultimately enhancing the overall healthcare experience for learners.

This report also acknowledges the addition of an Indigenous Counsellor as part of Humber’s commitment to supporting Indigenous learners’ unique needs, following the successful onboarding of a Black Counsellor focused on supporting Black learners. This dedicated professional provides culturally sensitive and trauma-informed counselling services, contributing to the well-being and success of Indigenous learners within the college community.

Overall, the SWEL annual report demonstrates our relentless pursuit of excellence in student well-being and academic success. Through strategic initiatives, collaborative partnerships, and a learner-centered approach, the SWEL team at Humber continues to create an inclusive and supportive environment that empowers students to thrive. By prioritizing holistic well-being, leveraging innovative technologies, and fostering a culture of care, Humber sets the standard for promoting student success in post-secondary education.

I hope that you find this collection of milestones, accomplishments, and future directions as inspiring and impactful as I do.

STUDENT SUCCESS & ENGAGEMENT MISSION, VISION, VALUES

The institutional division of Student Success & Engagement (SSE) focuses on empowering a diverse community of learners to discover their potential. Our mission is to cultivate curiosity, resilience, confidence, and reflection within Humber learners, enabling them to thrive academically and beyond. SSE values empathy, humility, courage, well-being, inclusion, and connection. We believe in a learnercentric perspective, reflection, and responsiveness, embracing equity as a student experience while promoting agency and empowerment. SSE has two wildly important goals:

1. to empower Humber learners to understand that success can relate to any aspect of a whole person; and

2. to support learners in persisting towards their personal goals at Humber and beyond.

The overarching targets for the SSE portfolio include well-being, belonging, retention, and employability.

Throughout this report of the Student Wellness & Equitable Learning (SWEL) unit within SSE, you will see how SSE’s core values of empathy, humility, courage, well-being, inclusion, and connection have guided the development and implementation of various programs and initiatives within SWEL. These values serve as the foundation for creating a learner-centric perspective that embraces the diverse needs and experiences of our students.

Our wildly important goals, focusing on empowering learners to understand that success encompasses all aspects of their lives and supporting them in persisting toward their personal goals, are reflected in the initiatives outlined in this report. From the implementation of case management software to enhance tracking and analysis, to the reframing of the Code of Student Community Standards to create a more transformative and equitable process, each initiative aims to contribute to the overall well-being, belonging, retention, and employability of our learners.

By connecting the dots between theory, practice, and impact, we have sought to create a cohesive and comprehensive approach to supporting our learners. We recognize that true success goes beyond academic achievement and encompasses the holistic development of each individual. This report showcases our commitment to providing the necessary resources, support, and opportunities for learners to thrive academically, emotionally, and personally.

As you delve into the details of this report, we invite you to explore the diverse initiatives and programs that embody SSE’s mission and values. Together, let us continue to empower Humber learners, foster a sense of belonging, and create a supportive and inclusive community where every student can reach their full potential.

STRUCTURE OF STUDENT WELLNESS & EQUITABLE LEARNING

Student Wellness & Equitable Learning (SWEL) operates as a specialized unit within the comprehensive portfolio of the Student Success & Engagement division. This division is a key component of the institution, overseen by the Vice-President, Students and Institutional Planning. The unit's focus lies in promoting learner well-being and ensuring equitable learning opportunities, contributing to a holistic approach to learner support within the broader academic institution

Within SWEL, several vital units collaborate synergistically to enhance student well-being and equitable learning. These units’ functions include accessible learning support, personal counselling, health/medical support, peer wellness programming, sexual violence support and education, health promotion, testing services, holistic student intervention and support, residence life, and student community standards management. Together, these components form a comprehensive network of support to foster a thriving and inclusive campus environment.

ABOUT STUDENT WELLNESS & EQUITABLE LEARNING

As a portfolio, we are dedicated to fostering a supportive and inclusive environment where every individual can thrive. We recognize that learner success and well-being go hand in hand, and our initiatives reflect our commitment to holistic development and the promotion of positive mental health. Our dedicated team of professionals, partners, and stakeholders work tirelessly to create impactful programs, services, and resources that empower our community and promote a culture of well being.

SWEL CURRICULAR FRAMEWORK

To further embed well-being into the student experience and guide the work of the functional areas of SWEL, we have developed the SWEL Curricular Framework. This framework enables intentional and value-driven planning, development, and iteration of programs, intiatives, and services. This framework serves as a guide for our team and colleagues as educators, articulating the ways in which we infuse well-being into our work and how we aim to enhance learner engagement, outcomes, and overall student well-being.

91% of learners were strongly agreed or agreed that their holistic success (personal, academic, career, and mental wellbeing) improved as a result of accessing SWEL programs or services.

CONNECTING THE DOTS

From Theory to Practice

Our journey towards a healthy campus and healthy individuals has been guided by key frameworks that have shaped our approach. The Okanagan Charter has served as a foundational document, inspiring us to integrate well-being into all aspects of campus life. Through our Healthy Campus initiatives, we have embraced the vision of fostering a culture of health, well-being, and social sustainability.

National and Community Impact

Building upon the Okanagan Charter, we have embraced the National Standard for Mental Health and Well-Being for Post-Secondary Students, which outlines best practices and guidelines for promoting mental health on our campus. The National Standard for Mental Health and Well-Being for Post-Secondary Students has proven to be a transformative tool, empowering staff and learners across various functional units to unlock their full potential. By aligning our practices with the Standard, we have not only improved the well-being of our students but also enhanced health and wellness education. It is a testament to our commitment to creating a supportive, healthy, and inclusive campus community

Intentional Community Impact

Through our efforts, we have witnessed a profound impact on our organizational culture, employee engagement, and overall performance. We firmly believe that a mentally healthy campus is not just a theoretical concept but a practical reality that we are actively cultivating. Our guiding frameworks have paved the way for our curricular framework, which in turn has generated tangible and measurable outcomes for learners

Enhancing Student Well-being and Accessibility at Humber

As we continue our journey, we remain committed to leveraging the foundation we have built to propel our portfolio forward. We recognize that this is an ongoing process, and there is still much work to be done. However, with the support and dedication of each member of our portfolio, we are confident in our ability to achieve our goals and create a lasting impact.

We have also placed a strong emphasis on accessibility, striving to make our campus and services inclusive for everyone. This report outlines the measures we have taken to remove barriers and promote equal access to education, services, and facilities. By fostering an accessible and inclusive environment, we are committed to empowering individuals with diverse abilities to thrive and succeed.

A REVIEW OF 2022–2023

Throughout the year, we have implemented many transformative initiatives that align with the Humber Well-being Strategy and aim to create a thriving community. This report will highlight 20 of the most impactful initiatives of the year. From the establishment of the Healthy YOU Hub, a centralized resource for well-being information, to the launch of the Recognize, Respond, Support training, which equips our community with the skills to assist learners in distress, each initiative reflects our commitment to holistic learner well-being and broader systemic change. We are proud to share the accomplishments achieved through the collaborative efforts of our dedicated team, learners, and colleagues, and we look forward to continuing our journey of supporting well-being at Humber and beyond.

SWEL HIGHLIGHTS

LEARNER ENGAGEMENT AT A GLANCE

34,151 learners engagement across all programs and services.

LEARNER EXPERIENCES

16,402

Total number of unique learners who accessed SWEL programs or services from April 2022 to March 2023.

93%

Of learners were very satisfied or satisfied after accessing a SWEL program or service.

93%

Of learners would recommend SWEL programs and services to their peers.

ENGAGED LEARNERS’ DEMOGRAPHICS

A comprehensive demographic analysis was conducted on a cohort of approximately 10,000 learners, revealing insights into each SWEL unit’s service and program delivery and access. The data presented a clear breakdown of international and domestic learners’ engagement within each department. This analysis offers valuable information to tailor and refine our support services and engagement strategies based on the unique needs and backgrounds of learners across various service and program areas.

Service Area Domestic International

LAUNCHING OUR GUIDING FRAMEWORKS

SWEL Curricul ar Framework

The SWEL Curricular Framework, launched in September 2022, fosters student learning and well-being through intentional outcomes, collaboration, equity, and systemic change.

Humber Well - being Strategy

The Humber Well-being Strategy, based on the Okanagan Charter, integrates health into campus culture through four pillars and diverse initiatives for learner and employee success.

Healthy YOU Hub

The Healthy YOU Hub is a centralized online resource for well-being information, initiatives, and events for Humber and Guelph-Humber learners and employees. It includes the Humber Well-being Strategy and welcomes feedback for continuous improvement.

Recognize, Respond, Support

The Recognize, Respond, Support resource and training equips Humber and UGH community members with skills to effectively assist distressed learners. Interactive sessions foster active learning and resource connection.

SWEL’s approach to fostering student well-being and success includes the SWEL Curricular Framework, Well-being Strategy, Healthy YOU Hub, and Recognize, Respond, Support training, promoting equity, integration, engagement, and active learning for a thriving community.

We take pride in these comprehensive initiatives, recognizing the collective effort and dedication that goes into fostering well-being and success for our students and community.

HUMBER WELL-BEING STRATEGY

The Humber Well-being Strategy serves as a strategic document founded on the principles of the Okanagan Charter, which calls for the integration of health across all aspects of campus culture. The strategy focuses on four pillars: physical, mental, financial, and social health and well-being. It outlines clear goals and action items that Humber aims to accomplish in order to maintain a healthy environment for both learners and employees, supporting their growth and success. From comprehensive programs and services to inclusive policies, the Well-being Strategy encompasses a wide range of initiatives that contribute to creating a thriving community at Humber.

SWEL CURRICULAR FRAMEWORK

The SWEL Curricular Framework is a comprehensive approach designed to shape and implement programs and initiatives that foster student learning and well-being, with a particular emphasis on intentional outcomes. Developed through a collaborative effort between the SWEL team, learners, and educators, this framework identifies 5 key learning domains (Navigation, Resiliency, Independent, Interpersonal, and Community), establishes pathways, and promotes a sense of belonging through Equity, Diversity, and Inclusion principles and critical approaches to care and healing. Launched officially in September 2022, the SWEL Curricular Framework reflects the collective expertise, passion, and experiences of our team, learners, and colleagues throughout the institution. It embodies our values-driven approach to nurturing holistic learner well-being and success while advocating for broader systemic change at Humber and beyond.

SWEL CURRICULAR IMPACT

In Winter 2023, data was collected to assess learner outcomes, providing a valuable snapshot of the effectiveness of our initiatives aligned to our curricular framework. As part of our commitment to continuous improvement, the benchmark survey results will guide our actions. In response to this benchmarking dataset, each SWEL unit will engage in a focused process of selecting a specific outcome to concentrate on in the upcoming year, ensuring a targeted and effective effort toward enhancing learner well-being, success, and engagement.

HEALTHY YOU HUB

The Healthy YOU Hub is an online community hub that serves as a centralized resource for well-being information for both Humber and Guelph-Humber learners and employees. It provides a one-stop location where individuals can access information about health and wellbeing, as well as stay updated on various healthy initiatives and events taking place across campuses. Additionally, the Healthy YOU Hub houses the Humber Well-being Strategy, allowing community members to explore and engage with the strategic framework. Feedback and suggestions can also be provided through the feedback form available on the hub, ensuring continuous improvement and engagement.

HEALTH PROMOTION SPECIALIST

To strengthen health promotion efforts and operationalize the key aspects of the Well-being Strategy, Humber College has welcomed a Health Promotion Specialist to SWEL team. This specialist is responsible for developing and implementing targeted health promotion initiatives aligned with the Wellbeing Strategy’s goals and objectives. By leveraging their expertise in health promotion, the specialist plays a vital role in fostering a culture of well-being and equipping learners and employees with the knowledge and resources necessary to prioritize their health and well-being.

RECOGNIZE, RESPOND, AND SUPPORT LEARNERS IN DISTRESS RESOURCES & TRAINING

The Recognize, Respond, and Support Learners in Distress resource and training serves as a valuable guide for faculty and staff, providing a comprehensive understanding of health behaviours and offering strategies on how to effectively support learners.

Resource

The 21-page online resource equips educators with the knowledge and tools to recognize signs of distress, respond with empathy and sensitivity, and connect students with appropriate resources. By promoting a deeper understanding of mental health and well-being, the resource empowers faculty and staff to create a supportive and inclusive learning environment that nurtures student success and growth.

Training

The Recognize, Respond, Support training is a comprehensive 2.5-hour session designed to equip all members of the Humber College and UGH community with the necessary skills to effectively support learners in distress. Participants of the training learn how to identify concerning behaviours, respond to learners with empathy and interpersonal skills, and connect them with the appropriate resources available both on and off campus. Through an interactive workshop, scenarios, and activities, this training creates an active learning environment for all members of the college community.

In an emergency situation, we can't predict how we will act, but knowing the resources and information we learned today helps us to act as best and efficiently as we can to support anyone in need.

Training Participant, 2023

INDIGENOUS COUNSELLOR KARRY ANNE DAYE (SHE/THEY)

In an effort to further enhance support services, Humber College welcomed the addition of a full-time Indigenous Counsellor to provide care, support, and service to Indigenous learners. Karry Anne Daye (she/they), is a 2Spirit Haudenosaunee individual from Akwesasne First Nation; a large Mohawk community that spans across Ontario and Quebec provinces and international borders between Canada and the United States. Karry Anne has familial relations to Six Nations, and Dokis First Nation, an Ojibway community in Robinson-Huron Treaty Territory in northern Ontario.

Karry Anne is a critically trained social worker, specializing in Indigenous social work practices. Reporting to the Associate Director, Mental Health and Counselling Services,

and working collaboratively with the Indigenous Education and Engagement (IEE) team, this role holds a unique formal connection between SSE, IEE, and the broader community, to ensure responsive, inclusive, and caring connections for learners and their communities.

As the Indigenous Counsellor, Karry Anne provides a decolonial lens and culturally safe approach to one-on-one counselling, group activities, referrals, advocacy, and workshops supporting the holistic health and wellness of self-identified Indigenous students from their worldview, lived experience and 25+ years in the social work field. This intersection of experience and approach provides appropriate interventions for Indigenous learners using Indigenous modalities and/or Western approaches, mental health/wellness support and crisis management, based on student needs and preferences.

TEST CENTRE SERVICE MODEL

The Test Centre Service Model at Humber College has undergone a significant transformation with the implementation of RegisterBlast, transitioning from a walk-in, first-come service model to an appointment-based system. This new approach seamlessly integrates exam scheduling within the Blackboard LMS (Humber) and CourseLink (Guelph-Humber). The integration of RegisterBlast eliminates the need for learners to wait in lines, ensuring that seats are allocated according to their specific accommodation requirements. Additionally, updates from accommodation letters are automatically synchronized, providing a more streamlined and efficient process for both learners and staff.

EXPLORING THE WELL-BEING AND MENTAL HEALTH OF COLLEGE LEARNERS PHOTOVOICE

PROJECT

The Exploring the Well-being and Mental Health of College Learners Photovoice Project is a collaborative research study conducted by Student Wellness and Equitable Learning, the Child and Youth Care programs, and the Centre for Innovation in Health & Wellness at Humber College. By engaging Humber learners in exploring their well-being and mental health, this project aims to gather valuable insights for designing and implementing student support services, as well as informing teaching and learning practices. Through qualitative research, the study delves into questions surrounding the impact of mental health and well-being on cademic performance and co-curricular activities, the influence of structural and systemic factors on student well-being, and the agency and sense of purpose learners express in protecting their mental health. The data collected will be utilized to enhance system capacity, improve student care, and increase access to mental health support at Humber and other post-secondary

Doing my exam in the test centre was a positive experience; all the staff members were nice and helpful to give me more control over my exam. I appreciate it.

– Humber College Learner, 2023

OCEAN MD INTEGRATION

SWEL has adopted the OCEAN MD platform as part of its electronic medical record (EMR) system within the Health Centre. This integration allows for automated appointment reminders and secure information sharing via email with learners. Through OCEAN MD, learners receive timely notifications, such as forms that need to be completed before their appointments or follow-ups with test results. This streamlined communication process enhances efficiency and improves the overall student experience, ensuring that necessary information is readily accessible and shared securely.

PS SUITES IMPLEMENTATION OF APPOINTMENT AND BILLING DATA COLLECTION TOOLS

To optimize data management and analysis, Humber College has procured and implemented PS Suites applications. These applications provide robust data mining, analysis, and reporting capabilities, tailored to the operational needs and leadership team’s requirements. The tools enable comprehensive analysis of appointments based on various parameters, including time of day and appointment type, empowering the college to make data-driven decisions. Furthermore, tracking practitioner appointments and workload becomes more efficient, leading to a more accurate billing process. The implementation of these data collection tools reduces administrative staff workload and the risk of errors, ensuring smoother operations within the college’s health services.

As an international student, it is difficult to find a doctor off campus. The campus wellness centre [SWAC] provided doctors so that international students can feel accommodated and our needs can be met.

Humber College Learner, 2023

PSYCHIATRIST AND DEDICATED MENTAL HEALTH ROOM

Recognizing the growing demand for mental health support, Humber College has engaged a part-time psychiatrist to provide assistance to learners with complex mental health challenges. These students are referred internally by primary care physicians, ensuring seamless access to specialized care. Moreover, a dedicated mental health room has been established, offering a quiet and non-clinical environment for students in distress. This safe space serves as a venue for mental health appointments with the psychiatrist and select physicians, providing a calm setting that promotes healing and well-being.

OUTREACH AND COLLABORATION

WITH FACULTY TO SUPPORT PREPLACEMENT MEDICAL CLEARANCES

Humber College’s health center has taken proactive measures to support preplacement medical clearances for faculty and programs. By analyzing data on the faculty/programs requiring health center support for clearances, outreach efforts have been initiated to collaborate with faculty members. The health center team actively attends classrooms to provide education and information about both clearances and the various services offered through the Student Wellness and Accessibility Centre (SWAC). These initiatives aim to foster a collaborative and supportive environment, ensuring a smooth process for preplacement medical clearances while also promoting student well-being.

PHASE II OF GTA COLLABORATIVE

In the spring of 2021, a consortium of Greater Toronto Area (GTA) colleges was established with the goal of exploring collaboration in adopting the National Standard for Mental Health and Well-Being for PostSecondary Students. This collaborative effort involved partnering with the Social Research and Demonstration Corporation (SRDC) and the Centre for Innovation in Campus Mental Health (CICMH), with funding from Bell, to facilitate discussions on effectively utilizing the Standard to meet the unique needs of college students in the GTA. The consortium includes Seneca College, Sheridan College, Centennial College, George Brown College, and Humber; with our partners, we are working to enhance the well-being of students across all colleges.

Phase II, spanning from May 2022 to March 2023, focused on mapping exemplary practices and resources identified by the GTA colleges. A thorough scan of Canada’s post-secondary education sector was conducted to identify additional resources. Furthermore, a rubric was developed based on the indicator language in the Standard and Tracker, which served as a framework for assessing and evaluating these practices. CICMH and SRDC played a crucial role in supporting this phase, leveraging their expertise in assessing and implementing mental health initiatives on campuses and mobilizing knowledge in this domain.

COMMUNITY WELLNESS EDUCATION AND PROGRAMS (CWEP) WORKING GROUP

Launched in January 2022, the CWEP Working Group aims to streamline and integrate co-curricular wellness programming efforts across Humber College. The group focuses on improving the mental health and well-being of Humber and Guelph-Humber learners by enhancing the coordination and collaboration of wellness programs throughout the college. By bringing together various stakeholders and leveraging their expertise, the CWEP Working Group aims to create a cohesive and comprehensive approach to wellness programming that supports the diverse needs of Humber’s student population.

INTER-CAMPUS PARTNERSHIPS ORIENTATION, FIRST YEAR EXPERIENCE, SEXUAL VIOLENCE EDUCATION, AND WELLNESS

Humber College has forged valuable partnerships with various campus units/departments to enhance residence life and educational programming. By collaborating with experts from Orientation, First-Year Experience (FYE), Sexual Violence Education (SVE), and Wellness, Humber aims to incorporate their expertise and initiatives into the residence experience. Highlights of these partnerships include events such as Drag Queen Bingo and Game of Life: Sex Edition, which have proven to be engaging and impactful educational experiences for residents.

RESIDENCE CODE REVIEW

Humber College has recently undertaken a comprehensive review of the residence code to ensure that it aligns with the institution’s values and current practices. The updated code reflects a student-focused approach, emphasizing the desired community standards and expectations within the residence halls. This revision aims to foster a sense of belonging and encourage positive community interactions among residents, promoting a supportive and inclusive living environment.

RESIDENCE APPRECIATION INITIATIVES

To cultivate a sense of appreciation and belonging among residents, Humber College has implemented residence appreciation initiatives. These initiatives include the introduction of candy grams and shoutouts from residents to acknowledge and celebrate their contributions. By actively delivering and highlighting these gestures of appreciation, Humber College aims to create an atmosphere where students feel valued and recognized for their positive impact on the residence community.

SPOTLIGHT PROGRAM – THE REAL WORLD

The Real World is a significant initiative aimed at fostering a greater understanding of the experiences of graduates who have accessed accommodations during their time at Humber College. This program showcases the stories of five graduates, highlighting their post-graduation journeys, with a specific focus on their employment experiences. Through interviews with recent graduates, the project collects valuable information that will be utilized to create informative materials, such as articles, which will be shared across various platforms within the institution. Faculty and staff will benefit from these materials, gaining insights into the experiences and successes of graduates who have utilized accommodations during their academic journey.

TRANSITIONS TO SUCCESS

The Transitions to Success Committee, responsible for coordinating Transitions to Success, organized its first hybrid event that offered both online and in-person participation options. The committee aims to equip learners with the necessary information and tools to ensure a smooth transition into their academic journey at Humber College and the University of Guelph-Humber. During these events, learners receive valuable tips on transitioning effectively, communicating with instructors, managing their wellness, and navigating the support services available to them. Additionally, the committee raises awareness about various resources that can assist students in achieving their academic and personal goals. By offering hybrid events, the TTS Committee ensures accessibility and flexibility for all participants, accommodating diverse learning preferences and circumstances.

STUDENT TRANSITIONS & READINESS SESSIONS REVAMP

In an effort to enhance accessibility, the Student Transitions and Readiness sessions have undergone significant improvements. These sessions, which focus on student transitions and readiness, have been re-recorded and re-captioned, making them easily accessible on the college’s website. These changes are designed to minimize barriers and ensure that learners can access the information without any additional hurdles. Moreover, the revamped STAR sessions will also be conducted in-person, providing an opportunity for new ALS learners and their parents to familiarize themselves with the accommodation process. By addressing frequently asked questions and providing essential information, the STAR sessions aim to streamline the first appointment with accessibility consultants, resulting in a smoother process of developing the learners’ accommodation letters. The valuable feedback received from accessibility consultants indicates that after participating in the STAR sessions or completing the First Appointment Checklist, learners are better prepared, leading to more efficient and effective consultations.

STUDENT WELLNESS & EQUITABLE LEARNING IMPACT ON LEARNERS

The results from our programs and services reflect positive outcomes for Humber and Guelph-Humber learners, as evidenced by the development and enhancement of various skills and strategies. The analysis of qualitative data through a thematic review of open-ended responses revealed several key themes which highlight positive learner outcomes.

33%

of learners reported cultivating a growth mindset enabling them to develop resiliency, independence, belonging, and self-care skills. They demonstrated the ability to seek intervention and prevention, manage time effectively, and adopt good study habits.

17%

24%

of learners reported increased resiliency by regulating emotions, developing stress-coping strategies, and prioritizing their mental health. They emphasized the importance of seeking help, controlling emotions, and advocating for themselves.

of learners reported experiencing improved mental wellness, learning coping skills, managing reactivity, reframing perspectives, and practicing selfappreciation. They recognized the significance of self-care and stress management techniques for academic success and overall well-being.

34% of learners reported engaging in self-care practices, prioritizing their physical and mental health. They developed better sleeping habits, utilized reflection techniques, and learned breathing exercises to alleviate stress and anxiety.

23% of learners reported feeling empowered, capable, and well-informed about resources supporting their well-being. They honed their self-advocacy skills, gained self-awareness, and recognized their emotional needs and personal biases.

20% of learners reported feeling supported, represented, and connected within the Humber/Guelph-Humber community. They appreciated the availability of medical services, improved time management, mentorship opportunities, and the development of interpersonal and conflict resolution skills.

93%

of learners were very satisfied or satisfied after accessing a SWEL program or service , and shared their experiences with increase wellbeing, resiliency, independence, and belonging:

While we are pleased with the overall positive outcomes reported by the majority of students, we recognize the importance of addressing the concerns raised by those who expressed dissatisfaction. We are committed to continuously improving our programs and services to ensure that all students receive the support they need.

In summary, our programs and services have made a significant impact on Humber and Guelph-Humber learners, fostering personal, resilience, mental wellness, self-care practices, independence, and a sense of belonging. These results highlight our commitment to supporting the holistic well-being and academic success of our diverse student community.

To address the students’ feedback regarding challenges to accessing support, in 2023-24, we will focus on enhancing access to services.

ON THE HORIZON 2023 AND BEYOND

Our team remains deeply committed to creating a healthy campus and empowering individuals to lead healthy lives. Through the alignment of the Okanagan Charter, Mental Health Standard, Accessibility Standard, Student Success and Retention Framework, SWEL Curricular Framework, and the SSE vision and values, we have created a robust ecosystem of support that fosters well-being, growth, and success.

As we move forward, we will continue to adapt, innovate, and collaborate to meet the evolving needs of our community. By staying true to our vision and values, we will ensure that our organization remains at the forefront of promoting well-being, inclusivity, and student success.

SWEL SHARED OBJECTIVES

To foster employee engagement and establish shared objectives for our future, a collaborative effort involving employees across all SWEL programs and services was initiated. This endeavour aimed to define and align objectives with Humber’s Student Success and Retention Framework, particularly connecting top Lizzio’s (2006) five dimensions of student success: purpose, connection and belonging, resourcefulness, capability, and academic culture. This approach is designed to cultivate a studentcentered culture that facilitates success and retention at Humber. The objectives, designed to be adaptable and sensitive to diverse learner and employee needs, offer a flexible guide for setting priorities and making decisions related to student success, well-being, and retention efforts.

SWEL Objective Lizzio Connection Responsibility

Enhance learner capability toward success and wellbeing. Capability Teams

Reduce operational barriers learners face engaging with programs, initiatives, and services.

Improve team engagement, morale, and connection.

Increase learner sense of belonging and community.

Facilitate conditions to develop and grow a culture of evidence-informed, student-centred practice.

Participate in activities to support their personal and professional growth and development.

Increase awareness of SWEL programs, initiatives, and services.

Establish shared norms and practices to enhance student success and wellbeing.

Capability/Culture Teams

Connectedness Leads

Connectedness Teams

Culture Leads

Purpose

Leads

Resourcefulness Teams

Resourcefulness/Capability Leads

INITIATIVES

IN 2023-2024 ADVOCATE IMPLEMENTATION OF CASE MANAGEMENT SOFTWARE

SWEL OBJECTIVE: Reduce operational barriers learners face engaging with programs, initiatives, and services

The Advocate case management software was implemented May 1, 2023. This cloud-based software will streamline the inputting and tracking of case information, confidential document storage, and report generation. It will be utilized for non-clinical case management, community standards, sexual violence, and consultations. The software’s public reporting feature will allow community members to submit concerns via the web, facilitating better tracking of cases and data analysis while mitigating human error.

REFRAMING THE CODE OF STUDENT COMMUNITY STANDARDS

SWEL OBJECTIVE: Reduce operational barriers learners face engaging with programs, initiatives, and services.

The objective of this project is to develop a renewed Student Community Standards model that integrates appreciative inquiry, restorative justice, and transformative justice. By incorporating leading practices, literature, and expert input, the project aims to create a more transformative and equitable process. The reframed standards will focus on community, repair, healing, and accountability while considering resource requirements and upholding shared portfolio values.

CARE TEAM TRANSITION FROM STUDENT SUPPORT AND INTERVENTION TEAM

SWEL OBJECTIVE: Establish shared norms and practices to enhance student success and wellbeing.

The CARE Team consists of multidisciplinary partners and practitioners from across Humber College. This initiative aims to provide coordinated care to learners by addressing interconnected issues such as academic, financial, food security, housing, and physical and mental health. The team will create a coordinated care plan, mapping out the student’s interconnected issues and identifying a clear plan of action for support. This approach emphasizes early intervention, student-centric care, and personalized support.

WELLBEING IN THE CLASSROOM

SWEL OBJECTIVE: Facilitate conditions to develop and grow a culture of evidence-informed, studentcentred practice

The Wellbeing in the Classroom project investigates teaching practices and curriculum design to support learner well-being, academic resilience, and a sense of belonging. Collaboration between various departments and faculty will identify innovative practices and amplify existing ones, fostering learner wellness, mental health support, and faculty-learner connections.

MENTAL HEALTH LITERACY TRAINING FOR LEADERS

SWEL OBJECTIVE: Participate in activities to support their personal and professional growth and development

This interactive training session aims to enhance leaders’ understanding of the relationship between institutional policies, learner/employee mental health, and the importance of designing and reviewing policies from a mental health lens. The training will guide the development of a mental health policy review framework.

MENTAL HEALTH POLICY REVIEW FRAMEWORK

SWEL OBJECTIVE: Facilitate conditions to develop and grow a culture of evidence-informed, studentcentred practice

The framework will serve as a guidance document/tool for leaders at Humber College to design and review institutional and departmental policies from a lens of promoting learner and employee mental health. It aligns with Humber’s Well-being Strategy and supports action item #3.

RECOGNIZE, RESPOND, SUPPORT ONLINE

MODULE

SWEL OBJECTIVE: Increase awareness of SWEL programs, initiatives, and services. This 20-minute interactive online module will equip members of the Humber College community with strategies and resources to support learners in distress. Participants will learn to recognize concerning behaviors, respond empathetically, and connect learners with available resources. The module is based on best practices in the field.

2SLGBTQ+ HEALTHY RELATIONSHIP PROJECT

SWEL OBJECTIVE: Facilitate conditions to develop and grow a culture of evidence-informed, studentcentred practice.

Partnering with the Canadian Centre for Gender and Sexual Diversity (CCGSD), this project aims to create evidence-based, trauma-informed resources to educate 2SLGBTQ+ learners about healthy relationships. The project ensures students’ lived experiences are integrated into the design and delivery of asynchronous materials.

STEPPED CARE 2.0

SWEL OBJECTIVE: Enhance learner capability toward success and wellbeing.

Stepped Care 2.0 is an innovative approach to service and support, providing individuals with the right level of care at the right time. The model offers a stepped progression of interventions, starting with lowintensity treatments and advancing based on individual needs. It emphasizes early intervention, student agency, and personalized care.