Agora: Red Deer Polytechnic Undergraduate Journal
Volume 15:1 2024 Agora Conference Proceedings

Post-Secondary Student Barriers, Belongingness, and Well-being: Informing Campus Mental Health Strategy Through Student
Perspectives1
Amalia Uliniuc and Star Clynes
Benefits of Post-Secondary
Among Western societies, Canada holds some of the highest attendance rates for postsecondary, and according to the 2016 consensus, 54.0% of Canadians aged 25 to 64 had either
college or university qualifications (Statistics Canada, 2017). These numbers are perhaps influenced by the effects of ongoing globalization, which have shifted traditional workforce dynamics
and skill requirements, with advanced education now being valued more highly than work experience in obtaining employment worldwide (Cassidy, 2015). Canadian employment data echoes this
notion, as the most recent reports show a 43% increase in employment opportunities for postsecondary graduates as opposed to employees who do not have post-secondary qualifications (Statistics Canada, 2020). In addition to increased employability and job security, post-secondary graduates earn higher wages, report higher levels of life satisfaction, engage in healthier lifestyles, rear
healthier children, show increased resiliency and adaptability to life stressors, and hold higher civic
responsibilities to their communities (Frenette, 2014).
Despite these benefits, a substantial number of Canadians are without post-secondary education (Statistics Canada, 2017). Existing literature surrounding post-secondary trends involve a
complex set of barriers which might impede access to post-secondary for prospective students.
Barriers to attendance and retention in Canadian post-secondary have been identified in past studies as: (1) financial challenges; (2) socioeconomic status; (3) a lack of academic preparedness; (4)
cultural fit; (5) familial obligations; (6) absence of professional goals; (7) connection to campus
(Chen, 2012; Curtis et al., 2023; Hall, 2016; Mueller, 2008).

1

This project was funded by the Post-Secondary Student Mental Health Grant.

This written work is an executive summary of a larger thesis. For complete paper please see the digital publication in the RDP Library Repository.

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Financial Challenges
Financial barriers represent one of the most significant obstacles that students face in accessing and completing post-secondary education (Mueller, 2008). These barriers not only influence the initial decision to pursue higher education but also impact students' ability to continue
and complete their studies. Statistics show over 64.3% of undergraduate students had to borrow
student loans at one point within a four-year degree (U.S. Department of Education, National Center for Education Statistics [NCES], 2014) but just over half, or 58.3%, of post-secondary students
relying on loans and grants successfully earned a degree after their first year of enrollment (Shapiro
et al., 2018), meaning a substantial number of students withdrew from their studies. Data from the
National College Health Assessment (NCHA, 2019) demonstrates that 75% of students experienced moderate to high financial distress in the past 12 months. Insights into specific financial
stressors highlighted by Moore et al., (2021) found cost of tuition, textbooks, student fees, and
inability to purchase other essential academic material impacted students’ academic performance
(GPA), social functioning/belongingness, and academic self-confidence which are key indicators
of student dropout.

Homelessness and Food Insecurity
Living expenses associated with attending post-secondary institutions such as housing,
food, transportation, and healthcare require substantial financial resources, further exacerbating
the financial strain on students (Robb, 2017). Data collected from a survey of over 1,000 Canadian
postsecondary students revealed that over a quarter, or 28%, of students experienced homelessness
during their post-secondary studies (Danis & Herlick, 2022). This most commonly took the form
of provisionally accommodated living situations, such as temporarily living with friends or family
(22%) or in a hotel, motel, or Airbnb (10%). Students also experienced unsheltered living situations, such as sleeping in a campus building that was not a living space (5%), in their vehicle (3%),
or unsheltered (2%). When asked what led to their experience(s) of homelessness, students commonly shared that they were unable to find affordable or safe housing, and that financial aid did
not adequately cover these expenses. Moreover, data collected by the Hope Center on students at
over 100 colleges showed that almost half of the students (45%) experienced food insecurity within
the past reported 30 days, with most of them (39%) having maximized the institutional foodbank
support system (Goldrick-Rab et al., 2019). These students lacked both institutional and familial
supports, reporting how the inadequate living situations tremendously impacted their academic
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engagement, with some students leaving their programs in worse standing then prior to entering
(Robb, 2017).

Socioeconomic Status
Amongst students experiencing financial constraints, individuals from low-income backgrounds are often disproportionately affected (Allan et al., 2019). Program completion surveys
confirm that economically challenged youth are still four times less likely than their more affluent
peers to earn a degree within 6 years (U.S. Department of Education, National Center for Education Statistics, 2014). Tompsett & Knoester (2023) highlight the plausible causes of this phenomenon by delving into how family socioeconomic status greatly influences children’s life outcomes
through the environments, availability of resources, neighborhood social contexts, and type of
schools attended. Therefore, the challenges surrounding post-secondary for low-income students
are apparent prior to attendance. Garriott (2019) explains how students from lower social class
backgrounds may experience more challenges in attending post-secondary due to higher sentiments of disempowerment and marginalization. Past studies support this sentiment by revealing
children from advantaged socioeconomic backgrounds have more opportunities, safeguards, and
privileges as opposed to those of disadvantaged backgrounds for which research has seen increased
risks of chronic stress, strains, and hardships (Britt et al., 2017; Joo et al., 2008). In addition to
this, it has been consistently found that low-income students felt a strong social comparison to
their colleagues and a class separation due to their additional stressors and often lack academic
preparedness (Moore et al., 2021). Pratt et al., (2019) examined how socioeconomic status impacted first-generation and economically marginalized college students. His study found that economically marginalized first-generation students were significantly more concerned about money
and expected to maintain employment throughout their college career at higher rates. This emphasis on work reduced the amount of time first-generation students engaged in college-related activities which hindered their opportunity, as opposed to their peers’, to perform well academically, fit
into the campus environment, and make new friends. A meta-analysis by Garriott (2019) confirms
these findings as numerous studies found students of lower socioeconomic status to be more likely
to struggle with financial stress, limited occupational attainment, and lower academic satisfaction
which were often likely to force withdrawal from either classes or entire programs (Allan et al.,
2016; Brown & Lent, 2016; Cattaneo et al., 2019).

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Family Caregiving
One study of dual-income couples found that 40% of the sample continued their education
at some point as a response to the rapidly changing job market (Hostetler et al., 2007). Furthermore, data shows women participating in adult education in greater numbers than their male counterparts (Compton et al., 2006; NCES, 2008). While mature students may seek educational opportunities to advance their career, the commitment and effort needed in the short-term when adopting
a student role often comes in conflict with familial roles and work roles. Thus, mature students
with caregiving responsibilities typically experience what is known as role strain, which is simply
defined as experiencing difficulty in meeting the demands of separate life roles (Goode, 1960).
Role strain is further subdivided into: (1) role conflict, which occurs when meeting the demands
of multiple roles interfere with each other; (2) role overload, which occurs when there is a lack of
resources to the demands of a role; and (3) role contagion, which occurs when preoccupation with
one role while being engaged in another. Mature caregiving students’ engagement with higher
education is impacted by the intersection of role strain and life stressors, and conflicts between
these roles have been found to be a significant predictor of psychological distress, disengagement
with postsecondary education, and thoughts of withdrawal (Chartrand, 1990; Chen, 2017; Markle,
2015).

Institutional Factors
Most studies on student persistence or dropout rates within higher education have focused
on student characteristics and behaviour, illustrating a “student-centered research tradition (Smart
et al. 2006). Few studies examined what institutions can do to create conditions that promote student academic persistence (Berger, 2001). Titus (2004) found lack of institutional flexibility or
accommodation can disproportionately impact students with physical or learning disabilities, limiting their ability to fully participate in post-secondary education. Moreover, the relationship between institutions’ faculty and staff characteristics and student perceptions have been found to
positively influence academic persistence and negatively influence dropout rates (Schuster 2003;
Tinto & Pusser 2006). The importance of establishing good student and instructor rapport was
further analyzed by Rumberger & Tomas (2002) who found that schools with higher studentteacher ratios tend to have lower retention rates. Furthermore, colleges placing higher priority and
expenditures on student services had lower attrition, suggesting that what institutions “do” affects
student outcomes more than what institutions “are” (Pascarella & Terenzini, 2005). Thus, it is
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hypothesized that institutional characteristics, faculty cultures, financial resources, and internal
structural or policy considerations are in varying capacity affecting academic persistence and student experiences, as well as an important area of study (Kim, 2007).

Student Help-Seeking
Goodwin and colleagues (2016) reported the most prominent barrier to the utilization of
services provided on campus was an overall lack of student understanding. Additionally, factors
such as a lack of familiarity, mistrust of healthcare providers, lack of communication, lack of perceived urgency, skepticism, and stigma, have all been recognized as barriers to both service delivery and access on campus (Eisenberg et al., 2011; Ibrahim et al., 2013; Mowbray et al., 2006).
Gender and cultural differences may serve as barriers to help-seeking behaviour (Curtis et
al., 2023). In North America, research indicates that women are overall more likely than men to
seek professional help in response to both mental and physical health concerns (Morgan et al.,
2003). In terms of seeking mental health support, men consistently display more negative attitudes
than women (Addis & Hahalik, 2003; Morgan et al., 2003; Vogel & Webster, 2003). Moreover,
Morgan and colleagues (2003) found that students of Asian descent are less likely than students of
European descent to seek counselling services, which they attributed largely to diverging cultural
beliefs regarding mental illness. They further explained that for some students, pedagogical or
cultural barriers can create a feeling of being ‘different’. However, the stigma surrounding the
disclosure of mental illness is emphasized as a barrier to service access regardless of gender, race,
or ethnicity (Addis & Hahalik, 2003; Morgan et al., 2003; Vogel & Webster, 2003). Liu and colleagues (2022) highlighted two urgent priorities considering current post-secondary student mental
health needs: (1) ensuring access and awareness of available mental health services, and (2) outreach to students with special circumstances (e.g., low-income, as well as racial, sexual, and gender
minorities).

Post-secondary and Mental Health
Educational research found mental health and successful adaptation to post-secondary as
crucial determinants in degree completion and student dropout (Auerbach et al., 2016; Marcotte et
al., 2015). Based on past studies, a variety of interpersonal and intrapersonal challenges, often
coinciding with one another, have been found to influence a student’s transition into post-secondary on social, psychological, and academic levels (Curtis et al., 2023; Eells, 2017; Hall, 2016;
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Walburg, 2014). Numerous studies have found that poorly adjusted post-secondary students experience a higher prevalence of anxiety, depression, eating disorders, substance abuse, and other
mental health issues (Daddona, 2011; Ibrahim et al., 2013; Lattie et al., 2019; Marcotte et al.,
2015). Youth and young adults are seen to be at an increased risk, as three out of every four mental
health issues are first diagnosed between the ages of 16 and 24, many while attending or freshly
out of post-secondary programs (Mental Health Commission of Canada, 2020). Uncertainties felt
during the COVID-19 pandemic further exacerbated these issues, with students reporting feeling
even more anxious, depressed, fatigued, and depressed than prior to the pandemic (Elharake et al.,
2022; Patterson et al., 2021). Furthermore, many students had trouble adjusting to online learning
(Verma et al., 2021) and could no longer turn to social activities as a form of socioemotional coping
(Tasso et al., 2021).
Overall, these findings highlight the complexity of the post-secondary experience for students and the prevalence of adverse effects on well-being. The link between the age range and
onset for young adults highlights the importance of learning how to best navigate this transitionary
period. Other demographic considerations such as low-income and socio-cultural minorities
should be paid careful consideration as they are often disproportionately impacted. Successful adaptation to higher education is thus influenced by individual and institutional factors, therefore,
continuous assessment of student challenges is necessary to promote student resilience and quality
of life while attending higher education (Chen, 2012; Heck et al., 2014; Webber et al., 2013).

Well-being
Singularly defining well-being is complex. Subjective well-being can be investigated in
terms of life satisfaction, whereas psychological well-being focuses on development (Keyes et al.,
2002). Psychological well-being focuses on Self-Determination Theory (SDT). SDT is composed
of three main components: self-acceptance, positive relations with others, and environmental mastery (Deci & Ryan, 1980; Keyes et al., 2002). As stated by Kern and colleagues (2014), well-being
is abstract and includes both feeling well and functioning well. This best represents Keyes and
Lopez’s classification of well-being. This two-dimensional model consists of levels of well-being
and level of mental illness, resulting in four main categories: flourishing, struggling, floundering,
and languishing. This model represents many aspects of defining well-being (Keyes & Lopez,
2002). Adding to this complexity, well-being is composed of many different components; for example, life satisfaction, quality of life, and prosperity can all impact well-being (Avic, 2023; Kern
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et al., 2014; Seligman, 2011). Despite this finding, it is important to note that having positive
subjective well-being is not just the presence of positive emotions such as happiness and optimism
(Arslan, 2021; Arslan & Allen, 2020; Furlong et al., 2014; Keyes, 2003; Su et al., 2014; Yıldırım
et al., 2021). It also states that there must be a lack of negative emotions or feelings such as depression and loneliness (Arslan, 2021; Arslan & Allen, 2020; Furlong et al., 2014; Keyes, 2003;
Su et al., 2014; Yıldırım et al., 2021).
To further an understanding of well-being, Seligman developed the PERMA Model. This
model is comprised of five main components. The first is positive emotions, meaning the pleasureseeking feelings associated with happiness (Forgeard et al., 2011; Kern et al., 2014; Seligman,
2011). Next up is engagement, which represents an individual participating in genuinely enjoyable
activities and being completely focused (Forgeard et al., 2011; Kern et al., 2014; Seligman, 2011).
Next is relationships, this pillar is one of the most important aspects of well-being, more on this
later (Forgeard et al., 2011; Reis & Gable, 2003). Relationships involve not just being socially
connected but also the feeling that you are cared for and valued (Forgeard et al., 2011; Kern et al.,
2014; Seligman, 2011). Meaning is achieved when an individual feels that their life has value, and
that life has a greater purpose. (Forgeard et al., 2011; Kern et al., 2014, Seligman, 2011). Lastly,
accomplishment is the ability to believe that something can be achieved by the self. This can range
from day-to-day activities all the way to a mastery of a discipline (Ericsson, 2002; Forgeard et al.,
2011; Kern et al., 2014; Seligman, 2011). The purpose of this model is that if you possess all of
these aspects, you have achieved an overall positive well-being.
Due to the increase in mental health disorders among post-secondary students, many institutions have looked at ways of increasing well-being for students. One of these is looking at the
effects of campus climate on well-being. Campus climate can be defined as an individual’s “attitude about, perceptions of and experiences within a specified environment” (McGuirk & Frazer,
2021; Rankin and Reason, 2008). It has been found that a student’s perception of their campus
climate can either positively or negatively impact their mental health (Chen et al., 2016; McGuirk
& Frazer, 2021; Negash, 2017). This suggests that a negative campus climate can negatively affect
a student’s mental health and has been shown to be a predictor of depression (Cress & Ikeda, 2003;
McGuirk & Frazer, 2021). However, this can be counteracted by a supportive environment from
professors and other staff, lessening the negative symptoms of mental health (McGuirk & Frazer,

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2021; Mitchell et al., 2016; Potts, 2017). Additionally, encouraging students to find help through
the institution can contribute to a positive well-being. (McGuirk & Frazer, 2021).

Belongingness and Connection to Campus
One form of mediating various barriers is social connection and belonging. As stated earlier, having positive relationships with others is one of the main pillars of positive well-being.
Baumeister and Leary (1995) suggested the Need to Belong Theory, stating that humans are driven
to form significant interpersonal relationships. Since then, many researchers have supported the
idea that having a sense of belonging is a primary contributor to our overall well-being in various
contexts, one of which is that belongingness and social support can act as a buffer or protective
factor for students (Arslan, 2022; Moeller et al., 2020). Social support can be defined as the psychological support that one receives, such as emotional support (Chen et al., 2023; Song & Son,
2011). When students have a high sense of belonging, they have an increased quality of life and
experience lower levels of negative psychological symptoms such as depression and loneliness
(Arslan, 2021; 2022; Avci, 2023).
Post-secondary students can achieve a subjective feeling of belonging through academic
engagement. Academic engagement consists of students attending classes, participating in extracurricular activities, and talking with peers and professors, which is often necessary for the academic success of the student (Chen et al., 2023; Schoffstall et al., 2013). Marler and Colleagues
(2021) found a positive relationship between academic motivation and belonging, stating that students who felt like they had a place in their institution and were accepted by their peers and instructors had an increased drive to learn (Marler et al., 2021). Additionally, if students felt a lack
of belonging, their academic motivation and life satisfaction were at risk (Acvi, 2023; Suhlmann
et al., 2018). Suhlmann and Colleagues (2018) found that having a low sense of belonging was a
primary contributor to students leaving their post-secondary studies. Due to the importance of belongingness, Canadian post-secondary institutions must aim to increase student quality of life
through the breakdown of physical and psychological barriers, and the promotion of well-being
and belongingness to campus.

Present Study
A qualitative design was implemented to collect unique student perspectives and experiences
on well-being and social connectedness on campus and to each other. Some topics of discussion
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include: What is Red Deer Polytechnic (RDP) doing well to support student well-being? What
challenges are students facing that impact their academic success and/or well-being? What can be
done to improve student services/support? And how can the institution foster campus connections
and social support to reinforce a sense of belonging? Through asking these questions, we hoped to
uncover a multitude of barriers students may be facing, such as financial concerns, sociability on
campus or amongst peers, academic motivation, stressors, and areas of institutional improvement.
This research project works in conjunction with the Canadian Campus Well-being (CCWS) Survey, and combined, the findings of these two projects are to be shared and used in the formation
of the new RDP Student Mental Health Strategy for the years 2024-2027.

Method
Participants and Recruitment
This project received ethics approval from Red Deer Polytechnic’s Research Ethics Board
on December 5th, 2023. Participants were students recruited from Red Deer Polytechnic (RDP),
with inclusion criteria extended for all RDP students within credit, non-credit or trades programs,
full- or part-time studies. Recruitment of participants was done through advertisement of flyers
around campus, digitalized flyers containing QR codes on various platforms which included a
specialized section on the RDP Research Common website.
A total of 69 students participated in the study; 40 students participated in focus groups
and 29 participants provided written responses. Our sample primarily consisted of Caucasian and
South Asian ethnicities, 38% (N = 24) and 35% (N = 22) respectively. The gender distribution was
made up of 50.7% of participants identifying as female (N = 35), 40.6% male (N = 28), and 5.6%
non-binary (N = 1). Lastly, 55.8% of our sample were first-year students (N = 38).
For their time and effort, participants within focus groups received a five-dollar Tim Hortons gift card, and their name was entered in a draw to win one of three well-being baskets, each
valued at $50.00. Participants who provided written responses received a five-dollar Tim Hortons
gift card for their participation in the study.
Materials and Procedure
Two separate audio recording devices were used to record focus group sessions, these were
a digital recorder as well as Glean – a recording and transcription software. Recordings were saved
for future analysis. Two laptops with SPSS software were also used for analysis and reporting of
findings.
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Focus Groups
Twelve in-person focus groups, lasting approximately 55 minutes each, were conducted in
various RDP classrooms. Each focus group was comprised of a small number of participants, less
than six at a time, which was consistent with previous studies (Synnot et al., 2014; Woodyatt et
al., 2016), and recommended as a best practice (Krueger & Casey, 2014; Liamputtong, 2011). Prior
to each recorded session, participants were instructed that all information was confidential and that
personal identifiers would be removed from their shared experiences. Focus group ground rules
were reviewed, and a package containing participant demographic information as well as informed
consent was filled out by participants and collected by the researchers. Remaining documentation
within the package included a contact sheet with resources and researcher information which participants had the choice in keeping or not. In addition to this package, participants were also given
a small slip of paper to write their name and email to be entered into a draw box for a well-being
basket. This draw box was kept in a locked cabinet, along with the consent and demographic
sheets, for the duration of the project. To ensure fairness, participants were handed a sharing stone
and instructed to only speak when they had the stone, as well as to keep their answers clear and
concise. Recording stopped after all questions were answered, and researchers granted the incentive to participants along with a session debrief. At the end of data collection, the researchers drew
three winners of the well-being baskets, The winners were asked to complete a skill-testing question to comply with Canadian lottery regulations prior to receiving their prize.
Written Response
Written response participants were recruited using tables which were set up in multiple
areas of campus. Upon agreement of participation within the study, students were given the same
instructions and documentation as focus group participants; however, since there was no recording,
participants were asked to instead provide their responses on the questionnaire. Their responses
were collected and stored in the same locked filing cabinet. All participant responses from either
focus groups or written responses were transcribed and analyzed equally.
Analysis
All focus group audios were transcribed verbatim via Glean, and the correctness of transcription was verified by the researchers. The final coding scheme and all transcripts were reviewed by the researchers to ensure that they accurately captured the topics discussed in the focus
groups. The purpose of coding independently was to increase interrater reliability. Upon
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finalization of independent coding, the researchers compared themes to discuss discrepancies and
mutual agreement. Thematic analysis was used to produce categories and concepts which were
then organized hierarchically into themes and subthemes. Participants did not provide feedback on
the findings. SPSS software was used to create descriptive statistics on participant demographics.
Preliminary Findings and Discussion2
Although analysis of findings remains in progress at the time of this submission, preliminary findings align with previous research in that it found that accessing support services effectively relies heavily on awareness. More specifically, these findings agree with previous notions
that students need to know what resources are available and how to access them in order to address
their needs adequately. Peer support was also found to play a significant role in not only academic
success but also overall well-being. Having a supportive network of peers has been identified as
an avenue for student emotional support, guidance, and encouragement, which are crucial for navigating the challenges of post-secondary life. Moreover, faculty members were reported to play a
pivotal role in fostering academic self-efficacy and student motivation at RDP. Their encouragement, guidance, and belief in students' abilities have been identified to significantly impact students' confidence in their academic pursuits. However, financial concerns and work commitments
have also been described to often overshadow academic goals for many students. According to
these students, balancing the need to work to support themselves financially with the demands of
academic life can be a significant barrier to success. The pressure to succeed academically and
secure a promising career were mentioned as contributing factors of heightened stress among students, with anticipated future employment prospects being one of the main contributors of stress,
alongside accumulated debt throughout their studies. Additionally, programs like "pay what you
can" intended to aid financial stress were found to lack clarity, primarily within who qualifies and
what the pay expectancy is, which ultimately deterred students from participating and potentially
benefitting from these services.
While mental health services were generally viewed positively, lengthy wait times for
counselling services were found to hinder students' well-being. Students mentioned how prompt
access to mental health support was crucial for addressing issues such as anxiety, depression, and
stress. Other self-care and student resilience strategies were also reported, which included: (1) time
This written portion is a brief overview of results and discussion. Please see the digitized Agora Journal for
a finalized report.
2

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management, (2) therapy via a counsellor or psychologist outside of campus, and (3) support networks. All of these were identified as playing a vital role in helping students cope with academic
and personal challenges.
Overall, findings of this study suggest that RDP students express satisfaction with their
institution and programs but suggest some areas for improvement. Addressing barriers such as
financial concerns, improving access to mental health services, and providing clearer information
about support programs can enhance students' overall well-being and academic success.
Considerations
The conclusions drawn from the study highlight several important considerations that could
impact the validity and interpretation of the findings. Firstly, the restricted sample size composed
of only RDP students may limit generalizability, which could raise questions about the applicability of the findings to other contexts, demographics, or institutions. Moreover, the potential presence of social desirability bias and groupthink within focus groups could have influenced participant responses. Participants may have felt inclined to provide socially acceptable answers or conform to the opinions expressed by the group, potentially skewing the data and leading to biased
conclusions. The timing and location of focus group sessions were also noted as potential factors
influencing participant attendance, even though efforts were made to provide various sessions during different times of the day. It is important to know that this project had no accommodations for
online responses, which limited participation to students physically present on campus. This could
have affected the diversity and representativeness of the sample and possibly impacted the data
since no online student experiences were included. Lastly, discussing sensitive topics during focus
group sessions may have had psychological impacts on participants. Delving into emotionally
charged or personal subjects could have evoked feelings of discomfort or distress, potentially
harming participants even though careful considerations and steps were taken to ensure limited or
no psychological distress was felt during the study.
These conclusions underscore the importance of carefully considering the methodological
limitations of qualitative designs and potential biases inherent in the research process. Addressing
these issues is essential for ensuring the integrity and reliability of the study findings and for drawing accurate conclusions about the topic under investigation, although for the purpose of this study,
researchers agreed this was the most effective and ethical approach for everyone involved.

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Benefits & Outcomes
The primary objective of this study was to obtain a comprehensive understanding of the
student experience at RDP and to explore the diverse range of experiences among the student body.
By gathering insights from various perspectives, the study aimed to provide a holistic view of the
challenges, needs, and strengths of students at RDP. Through in-depth exploration and analysis,
the study sought to uncover underlying themes and patterns that could shed light on the factors
influencing student well-being and academic success. The findings of this study hold significant
implications for the development of the new student Mental Health Strategy for the years 20242027. By identifying key issues and areas of concern, the study outcomes can inform the strategic
planning and future implementation of initiatives aimed at supporting student mental health and
promoting academic success, as well as enhancing the overall well-being and academic outcomes
of RDP students to come.
Since participant experiences were not tied to their demographics, future research should
focus on examining individualized cohorts within RDP. By exploring potential differences in experiences among distinct groups of students, such as different academic programs, demographic
characteristics, or levels of engagement, future studies can provide deeper insights into the factors
shaping the student experience at RDP. This personalized approach to research can help to uncover
nuanced differences and tailor interventions to better meet the unique needs of specific student
populations, ultimately contributing to the creation of a more inclusive and supportive learning
environment at RDP.

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