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Post-Secondary Student Barriers, Belongingness, and Well-Being: Informing Campus
Mental Health Strategy Through Student Perspectives

Star Clynes
Amalia Uliniuc
Department of Psychology, Red Deer Polytechnic
PSYC 4988/89 – Independent Research
Dr. Anomi Bearden
Dr. Jamie Prowse Turner
April 24, 2024

Author Note
This project was funded by the Alberta Advanced Education Post-Secondary Student
Mental Health Grant.

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Acknowledgements
A huge thanks and endless gratitude towards our supervisors, Dr. Anomi Bearden and Dr.
Jamie Prowse Turner for helping and guiding us every step of the way throughout this project.
Appreciation to Tanya Lyons-Belt, Manager of Student Supports for collaborating with us,
providing previous knowledge of the Mental Health Strategy, and allowing us to contribute to the
formation of the new Mental Health Strategy for 2024-2027. Dr. Krista Robson, for sharing her
results on the post-secondary student homelessness project as well as her knowledge of ethics for
this research. Lastly, we would like to thank Kristine Plastow, Dean of Students, for sponsoring
this project. We would also like to acknowledge the student research assistants for offering their
valuable time and energy towards the success of this project (Dustin Lawrence and Dusty
Karpovich). Thank you to everyone who was involved and supported this research.

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Abstract
Over the last two decades, there has been a substantial increase in higher education
attainment in Canada. Although this is a positive thing, as post-secondary education comes with
various benefits, it is important to recognize that the stress of this transitionary period has been
shown to place young adults at a higher risk for mental disorders, particularly anxiety and
depression. Personal, circumstantial, and societal barriers can also negatively impact student
experience. Connection and sense of belonging have been identified as essential mitigating
factors with student, faculty, and campus support, decreasing challenges and improving overall
academic success. The current qualitative study gathered post-pandemic student perspectives
through focus group discussions about challenges and institutional supports at Red Deer
Polytechnic (RDP). Findings from this project will be used to inform the RDP Mental Health
Strategy for the years 2024-2027. Thematic analysis by two independent coders revealed four
overarching themes: (1) financial challenges and frustrations, (2) accessing supports, (3) faculty
and program; and (4) connection and campus climate. Implications of these findings are
discussed along with possible actionable steps for better supporting student success and
well-being.
Keywords: Barriers, Belongingness, Well-Being, Post-Secondary, Students

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Post-Secondary Student Barriers, Belongingness, and Well-being: Informing Campus
Mental Health Strategy Through Student Perspectives
A recent survey by the Council of Ministers of Education (2013) revealed over 97% of
Canadian parents indicated having hopes for their children to pursue higher education. As of
2002, employment in Canada has grown by 43 per cent for those with post-secondary
qualifications, while jobs for people who have a high school diploma or less have declined
significantly. Additional benefits of higher educational attainment include higher wages and
financial stability, a greater sense of life satisfaction and well-being, job safety and resilience to
life stressors, a healthier lifestyle and healthier children, as well as increased social responsibility
to their communities (Cassidy, 2015; Frenette, 2014).
Despite these benefits, Canada’s 2016 census reports only 54.0% of Canadians aged 25 to
64 had either college or university qualifications, meaning a substantial number of Canadians are
still choosing to not attend post-secondary institutions. Personal, circumstantial, and societal
barriers are key factors identified in past studies to negatively impact student participation and
retention (Chen, 2012; Curtis et al., 2023; Hall, 2016; Mueller, 2008). Moreover, the stress of the
transitionary period into post-secondary has been shown to place young adults at a higher risk for
mental disorders, particularly anxiety and depression, lowering student well-being (Curtis et al.,
2023; Eells, 2017; Hall, 2016; Walburg, 2014). Social connection and a sense of belongingness
have been identified as essential mitigating factors specifically through student, faculty, and
campus support, decreasing challenges and improving overall academic success (Arslan, 2022;
Moeller et al., 2020). The purpose of the current study was to conduct student focus groups to
gather post-pandemic student perspectives on challenges and institutional supports at Red Deer

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Polytechnic (RDP). Findings from this project will be used to inform the RDP Mental Health
Strategy for 2024 to 2027.
Literature Review
Benefits of Post-Secondary
Among Western societies, Canada holds some of the highest attendance rates for
post-secondary, and according to the 2016 census, 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 post-secondary 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). Previous 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

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Past studies have identified barriers to attendance and retention in Canadian
post-secondary education, such as financial challenges, low socioeconomic status, a lack of
academic preparedness, familial obligations, absence of professional goals, and not feeling a
connection to campus (Chen, 2012; Curtis et al., 2023; Hall, 2016; Mueller, 2008). Therefore, it
is crucial that post-secondary institutions address these challenges.
Traditional vs Nontraditional Students
Modern college demographics show a combination of “traditional” and “nontraditional
students” within the current student body (Choy, 2002; Radford et al., 2015). The U.S
Department of Education defines a student as nontraditional if they possess one of the following
characteristics: having delayed college attendance by a year or more; being 25 years of age or
older; possessing a GED as opposed to a high school diploma; having dependents other than a
spouse; being financially independent; living on their own; being of a minority or marginalized
background; living with a physical or mental disability; enrolled in part-time studies; and
working full-time while attending college (McFarland et al., 2019; National Center for Education
Statistics, 2009). In contrast, traditional students are defined as those under 25; of a majority
group; typically living on campus; as full-time students; often receiving financial aid from
parents or guardians; working part-time or not at all; and enrolling immediately after graduating
high school (McFarland et al., 2019; National Center for Education Statistics, 2009).
Interestingly, nontraditional students are the fastest-growing population of college
undergraduates, with most current assessments estimating that about 75% of college students can
be identified on various levels as nontraditional (Chen, 2017; Radford et al., 2015). When
considering potential barriers to post-secondary students and their education, it is vital to
consider the different life circumstances of students, which can greatly impact the trajectory of

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both academics and quality of life while in academia (Babb et al., 2022). Given that
nontraditional students are the majority in postsecondary education, their experiences should be
given particular attention. Additionally, the impact of their shared post-secondary experiences on
campus morale could be significant for all students, making it an intriguing area to examine both
student and institutional dynamics.
When compared with their traditional counterparts, nontraditional students face a variety
of challenges including: financial barriers; cultural/societal barriers; balancing family, work, and
school; accessibility; challenges with modern technology usage, and more (MacDonald,
2018; Remenick, 2019). Furthermore, a comprehensive review by Ellis (2019) found that the
more nontraditional characteristics a student possesses, the more barriers they will face, as their
academic needs will often interfere with their personal lives, thus greatly impacting attrition
rates.
By discussing the unique barriers faced by nontraditional students the intent is not to
underestimate the challenges encountered by traditional students. Unfortunately, the reality is
that nontraditional students do experience more barriers than their traditional counterparts,
however, there are also challenges which are common to the student experience regardless of
traditional or nontraditional status.
Financial Barriers
Financial barriers represent one of the most significant obstacles that students face in
accessing and completing post-secondary education (Mueller, 2008). Financial challenges 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 (National Center for Education

8
Statistics, 2014), however 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 these students withdrew from their studies. Data from the
National College Health Assessment (NCHA, 2019) demonstrates that 75% of students had
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 negatively impacted students’
academic performance (GPA), their social functioning/belongingness, and their academic
self-confidence – each of which are key indicators of student drop out.
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 placed on students (Robb, 2017). Data collected from a survey of over 1,000
Canadian post-secondary students revealed that over a quarter (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 living with friends or
family temporarily (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 entirely 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 in the past 30 days, with most of

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them (39%) having maximized the institutional foodbank support system (Goldrick-Rab et al.,
2019). These students lacked both institutional and familial supports, reporting that inadequate
living situations tremendously impacted their academic engagement, with some students leaving
their programs in worse standing than 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 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 and Knoester (2023) highlight the plausible causes of this
phenomenon by delving into how family socioeconomic status greatly influences children’s life
outcomes through their environments, lack of availability of resources, neighbourhood social
contexts, and type of schools attended, which all together often discourage motivation of
pursuing post-secondary education due to differing priorities and life expectations more
prevalent around employment than studies. Therefore, the challenges surrounding
post-secondary for low-income students are even apparent prior to their attendance at an
institution. 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 revealed
increased risks for chronic stress, financial strains, and hardships (Britt et al., 2017; Joo et al.,
2008). Adding on to this, research has consistently found that low-income students felt a strong

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sense of social comparison to their classmates and a class separation due to their additional
personal stressors (Moore et al., 2021). Students often reported as having felt lacking in
academic preparedness when compared to their peers due to being generally unfamiliar with
post-secondary environments or process as a result of not having parental guidance or close
relations with anyone who completed higher education (Moore et al., 2021).
Pratt and associates (2019) examined how socioeconomic status impacted first-generation
and economically marginalized college students. They 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 to perform well academically, their ability to fit into the campus
environment and make new friends, compared to their peers. Various researchers have 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; Garriott, 2019). Ipsos-Reid (2004) found that Canadians often overestimate
the cost of post-secondary education while underestimating the benefits of earnings
post-graduation, therefore deterring potential students from enrolling. The effects of this was
found to be especially large amongst low-income Canadians, who reported a greater tendency to
discredit their abilities of receiving critical financial aid through scholarships, loans, and grants
which influences post-secondary participation decisions (Usher, 2005).
Garriott (2019) used these findings to develop the critical cultural wealth model (CCWM)
of academic and career development, which provides a framework for understanding connections

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between students’ experiences of power, privilege, and oppression and their academic, career,
and psychological outcomes. The CCWM proposes that structural and institutional conditions
shape socioemotional experiences while in college, including one’s perceptions of campus
cultural fit, social capital for navigating college culture, and emotional–psychological
connections between school and family (Allan et al., 2023; Garriott, 2019). Together, these
studies point to how a general lack of information about the process of post-secondary as well as
the perceived cost versus benefit impacts the decision of pursuing higher education, particularly
for youth, however further existing studies point at how socioeconomic status and family might
influence prospects students who are not the typical age range of post-secondary students and
often come with additional existing responsibilities (Chen, 2017).
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, women are participating in adult education in greater numbers than their male
counterparts (Compton et al., 2006; NCES, 2008). While they may seek educational
opportunities to advance their career, the commitment and effort needed in the short-term in
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 occurs when meeting the demands
of multiple roles interfere with each other; (2) role overload occurs when there is a lack of
resources to the demands of a role; and (3) role contagion occurs when preoccupation with one
role while being engaged in another (Chen, 2017; Goode, 1960). Mature caregiving students’

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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 post-secondary education, and thoughts of withdrawal (Chartrand,
1990; Chen, 2017; Markle, 2015). Existing studies on mature students with family caregiving
responsibilities found that scheduling availability impacted programs and schools attended, with
mature students often choosing a less vigorous and demanding program with the aim of
balancing personal and academic responsibilities (Berger & Milem, 2000). Due to this,
preference was noticed for schools which provided a more flexible learning environment (Allan
et al., 2023).
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 have examined what institutions can do to create conditions that
promote student academic persistence (Berger & Milem, 2000). Titus (2004) found that a 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 has been found to positively influence academic persistence and negatively influence
dropout (Schuster 2003; Tinto & Pusser 2006). Results from these studies found that the ability
to connect to post-secondary staff increased levels of help-seeking to improve student
experiencing hardships while attending schools. Characteristics factors such as high sociability,
self-efficacy, experience teaching, and certification were found to positively influence student
academic success (Tinto & Pusser 2006). Instructors with these characteristics displayed more

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confidence in their teachings, had higher expectations of students’ long-term academic success
while rating student achievement more greatly. The importance of establishing good student and
instructor rapport was further analyzed by Rumberger and Tomas (2002) who found that schools
with higher student to teacher ratios tend to have lower retention rates due to students being able
to familiarize themselves with both their instructors, course content, and course expectations.
This allowed students to feel more confident in their ability to succeed within their studies and
programs. Furthermore, studies on institutional practices found that colleges placing higher
priority and expenditures on student services through the offices of admissions, registrar, student
counseling, financial resources, and student activities had lower attrition rates, suggesting that
what institutions “do” affects student outcomes more than what institutions “are” (Pascarella &
Terenzini, 2005). Thus, it is hypothesized that institutional characteristics, faculty cultures,
financial resources, and internal structural or policy considerations are, in varying capacity,
affecting academic persistence and student experiences, mental health during and
post-graduation, as well as an important area of future study (Kim, 2007).
Post-Secondary and Mental Health
Educational research has found that mental health and successful adaptation to
post-secondary are crucial determinants in degree completion versus student dropout (Auerbach
et al., 2016; Marcotte et al., 2015). 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; 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

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et al., 2015). Youth and young adults are seen to be at an increased risk as three out of every four
mental health problems 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).
Moreover, research has indicated that suicide is the second leading cause of death for Canadians
between the ages of 15-25 (Malla et al., 2018), and the second leading cause of death for
post-secondary students in the United States (Wilcox et al., 2010). A plausible explanation to
these concerning statistics can be correlated to the low rate of mental health treatment in
individuals engaging in self-harm and suicide in this age group (Flett & Hewitt, 2013; Malla et
al., 2018). This is supported by a study conducted in Ontario which found that only 66 out of the
370 adolescents who committed suicide between 2000 and 2006 had received previous
psychological intervention (c.f. et al., 2023; Soor et al., 2012). Moreover, The American College
Health Association (2013) reported that only 24% of students who experience depression in the
United States receive treatment. Overall, findings from previous research reveal a higher
incidence of mental health issues than before, especially among post-secondary students, and
particularly for young adults. The correlation between low treatment rates and negative mental
health within post-secondary students also points out possible institutional factors and areas of
consideration.
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 socio-emotional coping (Tasso et al., 2021).

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Past research highlights 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 carefully considered when examining post-secondary experiences related to mental
health, as these students are often disproportionately impacted by added challenges. Based on
previous findings, successful adaptation to higher education is influenced by individual and
institutional factors, therefore, continuous assessment of student experiences is necessary in
promoting resilience and quality of life for active students (Chen, 2012; Heck et al., 2014;
Webber et al., 2013).
Assessment Measure
Several tools have been developed to assess the post-secondary student experience,
including the American College Health Association’s National College Health Assessment II
Survey (NCHA II), which is a nationally recognized survey that collects data about
post-secondary students’ health across nine different sections (American College Health
Association [ACHA], 2016). Composed of 300 questions, the NCHA II survey reports how
students score within the categories of: (A) General Health; (B) Disease and Injury Prevention;
(C) academic impacts; (D) violence, abusive relationships, and personal safety; (E) tobacco,
alcohol, and marijuana use; (F) sexual behavior; (G) nutrition and exercise; (H) mental health;
and (I) sleep (ACHA, 2016). Results from ten Alberta post-secondary institutions showed more
than half of the attending students felt overwhelming anxiety, hopelessness, and loneliness.
Moreover, 42% of students reported being in a state of depression which impacted their ability to
function (ACHA, 2016). Some mental health diagnoses were also reported, 18.9% for anxiety

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and 15.4% for depression, both conditions were actively treated by professionals at the time. The
most concerning reports were those regarding intentions of self-harm, with 13.1% of students
reporting having suicidal ideations, and 2.1% attempting suicide during their studies (ACHA,
2016).
It is important to note these findings are from 2016 and the uncertainty and health-related
concerns associated with COVID-19 present additional stressors such as those indicated by
Elharake and colleagues (2022). Combined, these factors can take a toll on the mental health and
well-being of post-secondary students. Ongoing assessments of factors impacting students and
their academics, as well as their personal lives are paramount in understanding how to best
support them during their academic journey.
Current Efforts to Support Post-Secondary Students
The Government of Alberta recognizes the connections between students’ mental health
and well-being to their academic performance, learning capacity, program retention, as well as
future professional success (Government of Alberta, 2024). In response to the NCHA II survey,
they have gathered a panel of experts, including post-secondary students, faculty, and staff, as
well as mental health personnel from Alberta Health Services and the Canadian Mental Health
Association to develop long-term support strategies for post-secondary students. The result of
this initiative was a seven-step plan to promote academic success in students. Currently,
governmental bodies are collaborating with post-secondary institutions to instill higher resiliency
on campus and surrounding communities, decrease student barriers to higher education, increase
mental well-being of attending students, and decrease dropout rates. This initiative reflects one
of the many ways Canadian post-secondary institutions aim to increase student well-being
through the breakdown of physical and psychological barriers.

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Well-Being in Post-Secondary Students
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 (2002) 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. The model
represents many aspects essential to 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 et al., 2014; Seligman,
2011). 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). There must also 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
pleasure-seeking feelings associated with happiness (Forgeard et al., 2011; Kern et al., 2014;
Seligman, 2011). Next is engagement, which represents an individual participating in genuinely
enjoyable activities and being completely focused (Forgeard et al., 2011; Kern et al., 2014;

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Seligman, 2011). Then the relationships pillar is one of the most important aspects of well-being
(Forgeard et al., 2011; Reis & Gable, 2003). Relationships involve social connection and the
feeling that one is cared for or valued (Forgeard et al., 2011; Kern et al., 2014; Seligman, 2011).
Meaning is achieved when an individual feels that their life has value and a greater purpose
(Forgeard et al., 2011; Kern et al., 2014, Seligman, 2011). Lastly, accomplishment is the ability
to believe that one can achieve anything (Ericsson, 2002; Forgeard et al., 2011; Kern et al., 2014;
Seligman, 2011). The purpose of this model is that if an individual has all aspects, one has
achieved an overall positive well-being.
Due to the increase in mental health disorders among post-secondary students, many
institutions have examined ways of increasing well-being for students. One of these is exploring
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). Some researchers have 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). 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 provided from professors and other staff, lessening the negative
symptoms of mental health (McGuirk & Frazer, 2021; Mitchell et al., 2016; Potts, 2017).
Additionally, encouraging students to find help through the institution can contribute to positive
well-being. (McGuirk & Frazer, 2021).
Student Help-Seeking

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Goodwin and associates (2016) reported the most prominent barrier to the utilization of
services provided on campus was an overall lack of student understanding regarding the role of
the counselling center. 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 also 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 White students to seek counselling services, which they attributed largely to diverging
cultural beliefs regarding mental illness. 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 to available mental health services, and (2) outreach to students with special
circumstances (e.g., low-income, as well as racial, sexual, and gender minorities).
Belongingness and Connection to Campus
A powerful way to mediate various barriers is through enhancing social connection and
belonging. As stated previously, having positive relationships with others is one of the main

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pillars of positive well-being. Baumeister and Leary (1995) postulated the Need to Belong
Theory, stating that humans are driven to form significant interpersonal relationships. Many
researchers have supported the idea that having a sense of belonging is a primary contributor to
our overall well-being in various contexts. Research suggests 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
associates (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 a higher drive to learn (Marler et al., 2021). Importantly, if students feel
a lack of belonging, their academic motivation and life satisfaction are at risk (Acvi, 2023;
Suhlmann et al., 2018). Additionally, previous research has found that having a low sense of
belonging was a primary contributor to students leaving their post-secondary studies (Suhlmann
et al., 2018).
An additional way students can feel a sense of belonging is to their campus, which has
many of the same benefits (Chen, 2023). One avenue for students to be able to connect to
campus is through instructors and faculty within the institution. A qualitative study done by

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Schreiner and associates (2011) found several themes around how staff make a difference for
students. The themes found showed that instructors who had; “(a) a desire to connect with
students, (b) [were] aware of their influence on students at critical junctures, (c) [wanted] to
make a difference in students’ lives, (d) [demonstrated] a wide variety of personality styles and
strengths but being perceived as genuine and authentic [to students], (e) [were] intentional about
connecting with students, (f) [used] different approaches [to connect], (g) differences in the types
of behaviours that community college students reported as fostering to their success” (Schreiner
et al., 2011, pg. 325-326). For example, instructors who sought genuine connections with
students and did so through various channels, such as in the classroom or during office hours,
made the largest impact on students. Additionally, instructors who were passionate about
teaching and displayed positive emotions in relation to their courses benefitted students as well.
These themes were specifically found to be beneficial to high-risk students (Schreiner et
al., 2011). However, another main contributor is the timing that the support is offered to the
student, especially if the student is considering leaving their studies (Schreiner et al., 2011). Due
to the importance of belongingness, it is vital that post-secondary institutions create targeted
interventions to ensure students’ needs to belong are being met.
Current Study and Design
A qualitative design was implemented to collect student perspectives and experiences on
well-being and social connectedness on campus and to each other. This approach was chosen as
qualitative data collection allows for more focused, in-depth, and complex information regarding
the topic of study (Kamberelis et al., 2013). Focus groups and written responses with RDP
students were conducted to assess their experiences including: What RDP is doing well to
support student well-being? What challenges are students facing that impact their academic

22
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?
(see Table 1 for the full list of questions). These questions were designed 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 will complement findings from the Canadian Campus Well-being (CCWS) Survey, and
combined, the findings will be shared and used for the formation of the new RDP Student Mental
Health Strategy for years 2024 to 2027. This project received ethics approval from Red Deer
Polytechnic’s Research Ethics Board December 5th, 2023, and focus groups were conducted from
January 23rd until February 13th, 2024.
Method
Participants
Participants were students recruited from Red Deer Polytechnic within any credit,
non-credit, or trades program, full-time or part-time. Recruitment of participants was through
flyers around campus, digitalized flyers containing QR codes, as well as promoted online
through the Research Common website of RDP. Tables were also set up around campus
occasionally to help promote the participation opportunity.
There was a total of 69 students who participated in the study; 40 students took part in
focus groups and 29 participants provided written responses. The sample primarily consisted of
Caucasian and South Asian ethnicities, 38% (N = 24) and 35% (N = 22) respectively. With a
gender distribution of 50.7% identifying as female (N = 35), 40.6% male (N = 28), and 5.6%
non-binary (N = 1). Lastly, 55.1% of the sample were first-year students (N = 38), 13.0% were

23
second-year students (N = 9), 14.5% third year (N = 10), and 13.0% fourth year (N = 9). Two
participants had not provided demographics.
For their time and effort, participants within focus groups received a five-dollar Tim
Horton’s 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
Horton’s gift card as an incentive for their participation in the study.
Materials
​

For the focus group portion, to ensure the accuracy of quotes, researchers used a software

called Glean, a recording and transcribing website, as well as a backup digital recorder. The
tables were set up in a circular formation, to ensure equality between participants and researchers
and facilitate a sharing circle style discussion format. For the written response questions,
research assistants set tables up around the Red Deer Polytechnic campus asking students to fill
out the questions on paper (see Table 1 for the full list of questions).
Procedure
Focus Groups
Twelve in-person focus groups, lasting approximately 50 minutes each, were conducted
in various RDP classrooms. Upon entry, participants were asked to sit around a table.
Participants were then given a package which contained the demographics sheet, informed
consent form, the questions, and a contact sheet with resources and researcher information (see
Appendices A, C, D, H, I). In addition to this package, the 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. After which was moved to the principal investigator’s locked office.

24
To begin, one researcher read out the informed consent and asked permission for the
session to be recorded (see Appendix E). To ensure fairness, participants were handed a sharing
stone and instructed to only speak when they have the stone and to keep their answers clear and
concise. The other researcher then began asking questions (see Table 1 for the full list of
questions). Some focus groups began with a different question, to ensure coverage of all
questions throughout the discussions However, each session did end with question six, as this
was an open-ended question to allow participants to express anything else they would have liked
to talk about, or circle back to. Recording stopped after all questions were answered, and
researchers provided the gift card incentive to participants along with a session debrief (See
Appendix G). At the end of data collection, the researchers drew three winners of the well-being
baskets. As requested by the ethics board winners were asked to complete a skill-testing question
to comply with Canadian lottery regulations prior to receiving their prize.
Written Responses
Written response participants were recruited using tables which were set up on multiple
parts of campus. Upon agreement to participate in the study, students were given the same
instructions and documentation as focus group participants (see Appendix A, C, D, E, G, H, I),
however, since there was no recording, participants were asked to instead provide their responses
on the paper which contained the questions. 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.
Analysis
All focus groups were audio recorded and files were transcribed verbatim via Glean and
correctness of transcription was verified by the researchers. The final coding guide and all

25
transcripts were reviewed by the researchers to ensure that they accurately captured the topics
discussed in the focus groups. Data were then theme analysed by two independent coders. The
purpose of coding independently was to increase interrater reliability. Upon finalization of
independent coding, the researchers compared themes to discuss discrepancies and arrive at
mutual agreement for key themes. Thematic analysis was used to produce categories and
concepts which were then organized hierarchically into themes and subthemes. SPSS software
was used to summarize the descriptive statistics on participant demographics.
Results
Thematic analysis uncovered four overarching themes: (1) financial challenges and
frustrations, (2) accessing supports, (3) faculty and program; and (4) connection and campus
climate (For themes and sample quotes see Tables 2-5). There was considerable overlap within
student responses across all questions including the last one, despite it being open-ended. Thus
recurring themes emerged across all questions; and as a result it was then deemed more
appropriate to focus on those larger themes and subthemes across all five questions than theming
per question.
Financial Challenges and Frustrations
Tuition and Other “Hidden” Fees (Table 5). The majority of students mentioned
utilizing various student loans, grants and scholarships in order to attend post-secondary (n = 57,
82.6%), a few students mentioned fully funding their studies with their own money (n = 3,
4.3%), and the rest (n = 9, 13.1%) students did not specify. Costs of post-secondary was
mentioned to be very financially challenging, with increasing costs of tuition making it more
difficult for students to remain in full-time studies (n = 24, 34.8%). Moreover, students
mentioned other fees in addition to tuition furthered their financial stress, those being “student

26
wellness fees, gym fee, [and being placed under the] insurance [healthcare program]
automatically”. Further frustrations were mentioned by this breakdown of added fees where they
“[found] it ridiculous that [they] have to pay money to support the gym at the college, which is
awesome, but then [they] have to buy [their] own membership to then go to the gym that [they]
have paid to support already.”
Students mentioned how the policy of full-time students being added to the health plan
automatically is frustrating since they were never asked to opt in, but instead they had to source
ways to opt-out through the “Student Connect or Students Association” which was difficult and
challenging to navigate. For example, one student said that “improving the financial
circumstances for students would be to make it more clear on what [they are] paying for, like
explanations of what that is, and then options to just not pay for it because like if you're not
going to go to the gym here and ever why would you pay for the gym”. Another “unnecessary”
fee was mentioned (n = 14, 20.2%) by students for “a delivery fee for online textbooks to be
delivered to your email”.
Overall, financial stress was experienced as particularly challenging at the beginning of
the term as students (n = 27, 39.1%) mentioned “after paying tuition, [they] don't have money to
get textbooks”. Thus, preference was given to courses that did not have added costs “when [they
are] registering [they] a symbol for no textbook cost [they are] more inclined to register for that
class because [they] know that will alleviate some financial strain going forward”. Furthermore,
another student mentioned how helpful this is because “whenever [they] take a class with a free
textbook it allows [them] to spend that money elsewhere”.
Lastly, scholarships and grants were mentioned to be extremely helpful in relieving
financial concerns (n = 38, 55%), however, the qualifications for those posed a barrier for some

27
students. One student mentioned being able to benefit from these but when they “asked [staff]
members about scholarship programs they [did not] have any for non-credit programs which is
really awkward since they have them for other courses on main campus…our course is also
important for RDP.”
Residence and Parking. Living expenses were mentioned to heavily weigh on students.
Many (n = 48, 69.5%) expressed “[living] on tight budgets” while others (n = 17, 24.6%)
mentioned “the stress from the budget and worrying about food and shelter [has impacted their]
overall mental well-being.” A few students (n = 7, 10.1%) mentioned balancing living expenses
with their academics and how “[their] rent just went up and [they are] considering taking less
classes again or even considering dropping out to just go back to work because [they would]
rather have money to live [their] life than be a student. Others (n = 4, 5.8%) mentioned the
inability to cover all expenses in the month and trying to make do by “telling the residence office
to hold off on payment because it's coming but it was barely enough to actually cover it”.
Insufficient financial aid also dictated whether students decided to work or not during their
studies (n = 14, 20.2%), with one participant mentioning how “[they] find it hard to live off of
the government grant that is given and [they] actually started working last term in order to
supplement that which means that like [their] education suffered because [they] had to change
modes all the time and have a brain and school brain”, while another mentioned how “this year
[was] the first year that [they have] had the privilege of not having to work [and that] the only
reason [they were] able to do that [was] because of having support from [their] spouse.
Parking was another main contributor to financial stress for students (n = 33, 47.8%),
with some “[finding] it so interesting that [they] pay what [they] pay for tuition, and yet [they]
still have to pay hundreds of dollars to park”. Others (n = 5, 7.2%) found the parking policy

28
stressful when they were not driving their vehicle as it was not registered under the parking pass,
with one participant elaborating on “[having] a rental and it was stressful and anxiety ridden for
[them] because like, [are they] going to get a ticket now?”.
Amenities on Campus. Furthermore, many students (n = 45, 65.2%) expressed having
financial struggles due to the limited amenities on campus. One student reported that “the only
food [they] can afford here on campus is Tim Horton’s and everything is so expensive." Another
student echoed this sentiment, stating, "The pay-what-you-can program and stuff like that. Like,
I know what it is, but if I were to go to the counter and be like, 'Yeah, I want that,' I wouldn't
know. That process intimidates me." This lack of clarity created a sense of intimidation
surrounding available resources, as another student admitted "the pay what you can, I'm like,
okay, I'm poor. But I have 20 bucks, so what do you want from me? And I would never do
something like that because it's kind of open-ended." Moreover, other food choices from campus,
including the restaurant (Far Side), other stores and vending machines were said to be expensive,
lacking variety, and generally unhealthy.
Many participants indicated that additional fees such as the gym and parking negatively
impacted their well-being as when those fees are paid, it leaves many with little to live on for the
semester. In addition to fees, many students face stressful living circumstances due to the
increased cost of living. Overall, financial concerns appeared to be the largest stress in this
participant sample.
Accessing Supports
Counselling (Table 3). The counselling center was the most well-known support on
campus, with 50 participants mentioning the services (72.5%). Of the participants who were
aware and had accessed the service (n = 21, 30.4%), most had positive experiences (n = 15,

29
21.7%). For example many stated things such as “I enjoy the events hosted by the counselling
center” or “[the] Counselling services are really good.” However, six out of those 21 students
who had accessed the counselling services had stated negative experiences or perceptions. One
participant stating “I had to wait at least three weeks for a counselling services appointment
which isn't the best because I do need the help. I can wait a week, but when it comes to nearing a
month that’s only 4 appointments a semester” or “… [the counsellors] have said some
concerning things …. that have prompted me to not go through them because they offer advice
that isn't relevant to what you are going in for and can have a more negative impact on your
situation.”
Student Connect. Twelve out of the 69 participants (17.4%) mentioned barriers to their
academic success being the campus student connect center, such as academic advising as well as
the online tools, such as the grad tracker. Of those 12 who mentioned this service, 10 participants
shared their negative experiences with the services. One participant stated “barriers would be
student connect, academic advising, and grad tracker [as they] are not helpful tools or
resources…” As well as indicating not be able to get an appointment “… academic advising …
[are not] entirely accommodating of a lot of student schedules and I believe they stopped doing
appointments as well, which makes that more difficult to access…” Lastly, another concern were
wait times, as many students had to wait extended periods of time for answers; “I had submitted
my grad tracker for review and it took like six months [for a response].” Only two participants
stated having an okay experience with the student connect center.
Food Bank. The campus food bank and emergency fund were also brought up by
participants (n = 12, 17.4%). Of those 12 students that mentioned it, only three (25%) had known
about the supports, leaving nine (75%) who did not know these supports existed. One of the

30
participants that had accessed the food bank stated, “I had [accessed] the food bank last semester
but this semester for some reason I couldn't access it” or those that tried stated it was “really
confusing how you’re supposed to access the food bank.” Many of the participants mentioned
not learning about the food bank or emergency funds until they were in their later years, with one
participant stating, “something I just recently found out … and I'm a third year, was we
apparently have a food bank hamper thing.”
Library supports. Eight of the total participants (11.6%) students explicitly noted Red
Deer Polytechnic’s library support, consisting of the writing center, peer tutoring, accessibility
supports, math supports, and learning strategies. Of those eight, three were unaware of the
supports that were offered until later into their programs. With one student stating, “I didn’t
know about the tutoring until the middle of my term, and I think knowing about it from the start
would have helped me adjust better.” For those students that were aware and had accessed the
services, all the feedback was positive. With many students stating the benefit, for example, “the
writing center has changed my life, it is the greatest thing in the world, and I wish there was
more awareness about it because I have talked to students who said they have never heard of it.”
Overall, the most well-known support at Red Deer Polytechnic was the counselling
services. Of those participants who were aware of counselling and other supports, the consensus
was positive. However, many participants were unaware of what Red Deer Polytechnic offers for
academic support or have not used the services. Indicating a lack of awareness for the supports
provided.
Faculty and Program
Instructor support (Table 4). Nearly half of the participants mentioned the importance of
instructor support (n = 32, 46.4%). Of those 32 participants, 27 (84.4%) mentioned favourable

31
qualities of instructors, whereas five (15.6%) mentioned negative encounters. The importance of
positive encounters with instructors was a main speaking point for many and can be summarized
by this participant's quote: “I really think that we should be emphasizing, talking to our
professors and creating interpersonal connections. I think the key to academia is, of course,
doing well, but also having those supports within the sphere to help you move forward.”
Additionally, instructors were talked about favourably in terms of offering support and
advertising the support within the institution. For example, one participant stated, “I find that the
professors are all supportive, and I don't think I've had one teacher who hasn't said you're a
student; we know what it's like … I think they're very welcoming…”
However, there were some negative experiences with professors. The majority of these
comments were made in reference to accommodations that students receive. One participant
stated, “I am aware unfortunately of a lot of issues that have been going on specifically with
faculty and accessibility, which has been an ongoing issue for quite some time and has been a
pretty severe issue this current year.”
Program Management. Additionally, students mentioned having large workloads within
their programs, creating difficulties and strain (n = 21, 30.4%). One participant asserted “a
barrier is that some of the programs are so heavy. I feel as though you need to take a year of open
studies, so you don't feel so burnt out and want to drop out in your second year.” Additionally,
the weight of program tasks has negatively impacted students’ ability to form connections for
example “I’m in my 3rd year of my [program], and I feel like I don't have a lot of time to be
socially connected with a lot of people” or “I'm in the legal system program and we don't talk to
each other.”

32
​

An additional struggle that many new students mentioned was learning how to navigate

blackboard (the system RDP uses for class information, assignments, and announcements)
especially during online classes. For example, one participant vocalized “… I remember in
COVID I didn't even know how to figure out Blackboard and they're different for every single
professor…” Many students faced this frustration, especially in terms of how to access supports
that the instructors place on blackboard, with participants stating “… it's like a little sub-tab that
they talk about for 12 seconds then move on, so I do wish there was a bit more focus and
attention put onto that…”
Jobs and Career Prospects. There were 14 (20.3%) participants who mentioned jobs or
careers. Of those 14 that mentioned jobs, ten (71.4%) stated that they required assistance in
finding a job that was able to sustain them. For example, “… I believe you know the cost of
tuition … it's really so hard on us so we have to be just get a minimum wage job and it's not
enough.” Or for those 14 students that mentioned having a job (n= 4, 28.6%), it often interfered
with their ability to attend events to increase their connection on campus as well as their
academics, “because of my multiple jobs it causes time conflicts and issues with time
management. I can't really participate in the supports that are available because I am either
focusing on work on school.” Additionally, students expressed concern for prospects, some
stating “I think there is a lot of uncertainty that our programs or degrees have. I think a lot of
people are scared to move forward or don't know what to do with their degree.”
Many students emphasized the importance of connecting with their instructors.
Participants also mentioned struggling to balance their academics with other aspects of their lives
as their programs are overwhelmingly demanding. Additionally, many participants stated that
they require assistance in finding employment during and after their studies.

33
Connection and Campus Climate
Student Connection and Well-being (Table 2). All 69 participants (100%) agreed that
being able to connect to peers has improved their well-being, with students commenting on how
connections have made them “enjoy school so much more”. Through connections, students
expressed a higher sense of belonging, as “being able to communicate to other students more
openly lets you know that you’re not the only one struggling”. Another student echoed this by
saying that peer support “makes you feel like maybe it's not just you” and contrasted how
important these shared experiences are since “someone from the outside might not understand
how stressful school can be so having peers talking to each other can be very good to relate on
experiences”. Some students (n = 8, 11.5%) reflected on earlier years where they did not
experience as much connection and explained how “last year, I just went home after all my last
days, I didn't talk to anybody and like life kind of sucked honestly” but then compared that
experience with how social connection has improved their well-being and those of others “I feel
like people around me are smiling more and having fun, I feel makes a lot of people want to just
be on campus and helps people want to be in a learning environment as well”. Other students (n
= 13, 18.8%) had stated in various ways that their ability to navigate campus and other
necessities has been heavily influenced by peer support. Due to this, quite a few (n = 11, 15.9%)
mentioned the idea of a “big brother big sister” program where “you pair up like a third or fourth
year with her first year” to be a great initiative to help new students adapt to the new campus
environment.
While there were no negative student perspectives on campus connections, their ability to
connect to campus seemed to revolve around being on campus for a longer time, which was
difficult to do “when all your amenities on campus close at like 3 pm, and especially when you

34
have people living on dorms, it's like I don't want to stay late because there's no food other than
like a vending machine”. Other students mentioned (n = 4, 5.7%) conflicting responsibilities as
hindering their ability to connect “I have a family that I need to go home to like I anything that
happens outside of like school hours I have no desire to go to because I have obligations
elsewhere. People work too, part-time jobs and things”.
Connection and Academic Success. Connecting with peers was reported by many
participants (n = 53, 75.8%) as an integral part of their academic success. This is illustrated by
comments about how connection “motivates you as a student because you're able to compare and
contrast what everyone else is doing and maybe get some tips on how to be better”. Moreover, (n
= 15, 21.7%) students mentioned studying in groups “makes studying go smoother and you're
not so stressed about all of the studying you have to do”. Studying in groups also showed to
impact grades as a student mentioned how after studying with a classmate, they “did really well
on the test, and [they] don't think [they] would have [otherwise because their] studying method is
just [watching] a recorded lecture and [taking] notes, [their] friend [made] flashcards and [read]
them back and forth [which] was a lot more helpful”. Moreover, through connection students
broadened their “contacts and opportunities which [helped them] move forward with [their]
studies”.
Challenges to Connection. While all students recognized connection as important to their
well-being, a few reported challenges with connecting to other students. These primarily
stemmed from a lack of familiarity, with one student mentioning seeing “different cohorts like
the people who grew up together and graduated from the same high school” and felt isolated
since “coming from another town that is very difficult to combat when I don’t know anybody.”
The lack of connection during Covid-19 was also used to explain the challenges in making new

35
friendships since students expressed how “for three years [they] were told not to make social
connection, it's really, really hard to just jump back into real life.” When reflecting on how to
form connections one student reported “no one knows how to anymore but we're all slowly
learning again”, signifying an optimistic view on the current challenges socializing.
Online Learning. There were both benefits and limitations to online learning formats,
with some students (n = 24, 34.7%) mentioning “there's benefits and drawbacks for online
learning but for me in-person is also my favorite” and how “online is so isolating but more
flexible which sometimes is needed”. Others (n = 14, 20.2%) mentioned struggling with learning
how to navigate alternative learning formats which and how “[they] don't even enjoy the blended
and stuff, [they] strive for being completely on campus if [they] can when making my schedule.”
Social Events. From an institutional lens, (n = 42, 60.8%) students expressed
appreciation for the variety of social events on campus which fostered connection. Some
examples given were the MindfulU program, intramurals and athletic programs, karaoke and
bingo nights, puppy rooms, and teatime which have provided a “way to interact and destress
after classes”. A few comments were made on how some of the sportier activities lacked
equitable gender representation, with a student working for the institution explaining how
“intramurals have a bunch of guys and I had some girls asking if its guys only because of it”.
Additionally, another student explained the need for more social events that are aware of the
addictive culture of post-secondary students and struggles with alcohol or drugs by saying how
“the school offers a lot of social events like the karaoke nights and stuff like that but [they] also
think there could be more social events outside of drinking and so on for students who are sober,
facing addictions, or for students who don't want to be a part of that socializing factor”.

36
Safe Spaces. Another institutional factor that played a role in student well-being on
campus were efforts around inclusivity. One student highlighted this by saying “RDP has created
a phenomenal and safe inclusive environment for people of different demographics”. Another
added to this by expressing the how this has shaped campus climate since “everyone is friendly
here which relieves a lot of stress”. Other students (n = 5, 7.2%) mentioned it being a safe
environment since “[they] haven’t noticed anyone being bullied or shamed” as well as mentions
of how “safe walks by the security is a great thing and makes students feel very safe”.
Furthermore, students (n = 31, 44.9%) expressed how their time on campus was made
better by the safe spaces around campus including the meditation room which “helps a lot to
clear your head”, as well as the prayer room, family room, all gender individualized bathrooms.
The circle on campus was also mentioned (n = 11, 15.9%) for anyone to find connections who
might be struggling with a language barrier. This was identified to be a safe and “very supportive
place.”
Student Groups. Lastly, student groups were seen as an important factor in enhancing
students’ ability to connect (n = 41, 59.4%). One student explained how being a part of a society
“can help us students to get a better knowledge of our surroundings on the basis of culture,
interests, ethnicity”. Another supported this idea by mentioning how “it feels amazing like to
experience new students and about their culture.” The importance of student societies was
mentioned by various participants (n = 25, 36.2%) who have said in varying ways that they
“don't think [they] would have made friends without the society” and furthered this by saying
how more awareness about them would benefit students since throughout the years members
have found that for “lot of first years it goes under the radar you don't know student societies
exist”.

37
Overwhelmingly, all students highlighted the importance of connecting with other
students. The institution's events and student groups are the primary paths for students to connect
with each other. Many acknowledge that connecting with others positively contributed to their
academics and well-being.
Discussion
The purpose of this study was to uncover various barriers that RDP students may be
experiencing, the supports they are benefiting from, and factors impacting their sense of
connection, belongingness, and well-being on campus. The results from this study will be used
by project partners to ensure that these findings are being considered during the development of
RDP’s new student mental health strategy, in conjunction with results yielded the CCWS.
Results from the focus groups provide further support for existing literature suggesting
that financial concerns are a significant barrier to attendance and retention as well as academic
success for RDP students. These findings align with Mueller (2008) who stated financial barriers
represented one of the most significant obstacles that students face when accessing and
completing post-secondary education. Consistent with findings by Moore and associates (2021)
students in the current study reported the extraneous costs of post-secondary including tuition,
textbooks, and student fees created financial stress, which then negatively impacted their
academic success and motivation. In addition to this, 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 can contribute to heightened stress levels among students, with anticipated
future employment prospects being one of the main contributors of stress alongside accumulated

38
debt. These findings are consistent with research by Pratt and colleagues (2019) and Garriott
(2019) which have found that economically strained post-secondary students to experience
higher rates of stress, hindering their opportunity to enjoy their time and experience while
attending post-secondary.
Additionally, programs like "pay what you can" intended to aid financial stress were
found to lack clarity, primarily around who qualifies and what the expected pay is, which
ultimately deterred students from participating and potentially benefitting from these services.
Current findings revealed that many students who relied on student loans or grants experienced
tight budgets and were sometimes unable to meet all of their monthly expenses. In fact, 82.6% of
the participants relied on student loans, grants, or scholarships. This is consistent with previous
research stating that most students utilize financial aid at one point in their program (National
Center for Education Statistics, 2014). Moreover, the limited amenities on campus were also
reported as a barrier due to their lack of variety and price of items, which further exacerbated the
financial strain on students who wish to stay on campus.
Consistent with Goodwin and colleagues (2016), results from the current study suggest
that there is an overall lack of knowledge pertaining to the supports offered on campus. More
specifically, findings lend further credence to previous notions that students need to know what
resources are available and how to access them to address their needs adequately. Demonstrated
by many participants within our study was a general lack of understanding of supports. These
knowledge shortcomings were reported to be mediated through connection to students and
faculty as word of mouth. Some participants suggested they would be more inclined to
investigate the supports if a staff member from that division visited their class, lessening the
intimidation factor of navigating the supports themselves. In the instance that participants had

39
utilized the supports, the reviews were positive which signifies that when utilized, the supports
on campus are effective for students. Students who have utilized these services, such as the
writing center, hoped that knowledge of services would reach more students so that they could
benefit in similar ways to improve their academic experiences and well-being while completing
their studies.
The counselling center was the most well-known support on campus, with the majority
stating that it is beneficial and a necessity. However, lengthy wait times hinder students’
experiences who may require immediate or increased support to overcome mental health
challenges. This coincides with previous literature which recognizes low treatment rates as
correlated with increased mental health struggles (Flett & Hewitt, 2013; Malla et al., 2018).
Many participants made suggestions such as allowing more walk-in days to accommodate for
immediate supports. Understandably, counselling centres may have limited capacity to meet
mental health demands of their student body, as they are operating within budgetary restrictions
and can only hire so many counselling staff to support the needs of all students.
Other supports that were mentioned were the student connect center, academic advising,
and grad tracker that RDP offers. This group of supports on campus received the most criticism,
with lengthy wait times for responses and advisors exhibiting a lack of knowledge in some areas;
participants expressed their frustrations with this service. An additional support that the
institution offers is the student food bank and emergency fund. This was the least known support,
where many participants were learning what it was in the later years of their program or for the
first time during this study. As stated previously, food insecurity is common in post-secondary
students’ (Goldrick-Rab et al., 2019). Many found the process of accessing food aid confusing to
navigate or reported that because one is only allowed to access it a couple of times per semester,

40
the support lacks in helping continuing students who are living with financial constraints. Lastly,
the library supports were mentioned frequently by participants as well. These supports include
the writing center, peer tutoring, accessibility supports, math supports, and learning strategies,
many of which students who had accessed these found many benefits, with some students
stating, “it changed my life.” These positive affirmations highlight the need for increased
awareness regarding campus supports and services to foster academic success in students. These
impacts coincide with existing literature which highlights how institutional practices that
prioritize students supports via various avenues such as provide students with a better
environment to learn and continue learning, student counseling, financial resources, and student
activities lowered attrition rates and increased student academic satisfaction (Pascarella &
Terenzini, 2005).
Worth noting, is the consensus amongst students that faculty and instructors were
reported to play a pivotal role in fostering academic self-efficacy and student motivation. Their
encouragement, guidance, and belief in students' abilities can significantly impact students'
confidence in their academic pursuits. Many of the participants stated that the instructors make a
sincere attempt to form some sort of connection with their students, which many were grateful
for. This aligns with previous research from Schreiner and colleagues (2011), who found that
instructors intentionally making an effort to connect with their students had a large positive
impact on students. Along the same lines, Webber and associates (2013) found that students
acquire stronger academic and social skills from instructors who encourage open
communication, provide active challenges, and encourage collaborative learning methods. From
their research, this resulted in an improved academic experience for all students which has been
found to be accurate within our sample as well. Worth noting is that there were some concerns

41
with instructors not accepting or allowing accommodations. This is an important consideration to
make and for the purpose of the mental health strategy, it would be beneficial to enhance clarity
and agreement around accommodations for both the instructor and students. Therefore, based on
the student perspectives within this study, area of accommodations and their regulations grant
some further exploration.
Additionally, program management was a concern for many. Some participants found it
beneficial to take a year of open studies before applying to their specified program. This was
done in an effort to lessen the financial and time-consuming load that many degree programs
create. As this study has shown, the ability to attend campus events and form social connections
are extremely important to students. When program demands become so high that it infringes on
daily life, this negatively impacts students’ ability to form social connections, and lowers their
academic motivation (Suhlmann et al., 2018). Furthermore, students with added responsibilities
stemming from employment or family caregiving encountered time management challenges
when attempting to experience an academic social life. These students mentioned an inability to
attend school events outside of their class hours due to a demanding schedule with work or
family needs.
Overall, the current study found that connection and sense of belonging among
post-secondary students was the main contributor to their academic success and well-being, as
posited by the Need to Belong Theory (Baumeister & Leary, 1995). Many students reported that
peer support groups allowed them to flourish in their academics. In addition to instructors and
faculty, 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. This finding aligns with previous studies that have suggested that when

42
students study together, share notes, and communicate about course content, they show an
increase in belongingness and well-being as well as decreased stress levels (Holloway et al.,
2022). The participants highlighted the importance of connections which alignes with previous
theories, such as the PERMA Model (Seligman, 2011). Where relationships to others is a vital
pillar in achieving a positive well-being. There are several factors that impact a student’s ability
to connect with others on campus, such as awareness of events, work, or family responsibilities.
This aligns with previous research indicating that students who have priorities other than their
academic life experience role strain and difficulties in meeting the demands of their student and
personal lives (Goode, 1960).
An important factor that has adversely impacted student connections was the COVID-19
pandemic and sudden switch to online learning. Students reported both difficulties to adapt to the
new learning platform, which remains to be challenging for some courses. Additionally, there is
a general lack of sociability after years of being isolated, which has increased student mental
health struggles (Elharake et al., 2022; Patterson et al., 2021). In order to combat the negative
lasting effects of the pandemic, many students engaged with student groups and use of safe
spaces, such as the meditation room, the family room, and the circle, to form new social
connections.
Overall, findings from this study highlight the various dimensions that impact a student’s
ability to succeed, with awareness of supports and social connection playing vital roles on the
post-secondary experience. While this study does draw attention to the various barriers that
students face, it is important to note that the majority of perspectives that students shared were
positive in relation to their time at RDP, showing that the institutions efforts to increase quality
of life are being noticed and having a meaningful impact on student experiences.

43
Considerations
Some considerations warrant mention that could have affected the validity and
interpretation of the findings. First, 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. Although application of findings to other
populations is often a goal of psychological research, this applied study was aimed at looking
specifically into the population at our campus to uncover the distinct experiences of students and
their perspectives of our institution and their supports. The demographic breakdown of the
participant sample did accurately encompass the student population at RDP, allowing this study
to accurately depict student needs at RDP. Therefore, in this instance, prioritization of our
population rather than reaching generally applicable findings was of priority in order to
accurately represent our students and the course of action for policy change and formation of the
new student Mental Health Strategy at RDP.
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. However, we believed that a
shared experience amongst diverse students would yield for richer data within their responses. It
can be more comforting to open up to a group of students who can relate with one’s experiences,
which could foster conversation and further awareness of how other students from differing
programs or background navigate post-secondary. By conducting focus groups, we believed that
it would result in more positive findings as well as positive experiences for participants since it
was another avenue for them to socialize and potentially connect based on their shared

44
experiences. This outcome was preferred over individualized semi-structured interviews for data
collection and for the freedom of students to report on what they deemed important aspects of
their academic journey at our institution within a group environment.
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 to promote as many participations as possible of all attending
students. Some sessions were specifically scheduled during trade lunches to afford non-credit
students to join. Moreover, the tables set up for the written responses were also placed at the
Downtown campus location in order to give students who do not visit the main campus a chance
at speaking on their experiences. So, although timing and locations could have hindered the
participation of some students, efforts were made to allow for as much flexibility and schedules
as possible. These efforts and their success are reflected by the generous sample size within this
qualitative research, as well as its vast demographic which we are extremely pleased with. It is
important to note that this project had no accommodations for online responses, which limited
participation to only those students physically present on campus. This could have affected the
diversity and representativeness of the sample since no online student experiences were included,
however, we believed that a good standing point for conducting research on campus barriers and
supports were to delve into students who are regularly on campus and within its environment.
Finally, discussing sensitive topics during focus group sessions may have had unintended
psychological impacts on participants. Delving into emotionally charged or personal topics could
have evoked feelings of discomfort or distress, potentially making participants uncomfortable,
even though careful considerations and steps were taken to ensure limited or no psychological
distress was felt during the study. For this reason, researchers created an extensive contact sheet

45
for various in-person and online supports that participants we given post-participation should
they require it. Alongside this, participants were given an introduction about the study prior to
each session, as well as a debrief at the end and all questions or concerns were allotted time at
the end of their respected sessions. Although this was accounted for, no participants verbalized
any concerns which reflect that participation within the study was quite positive and a safe space
to converse about their experiences and of others. One important aspect that was stressed by
researchers surrounded the confidentiality of the conversations within each focus group, which
participants confirmed. Another baseline for ensuring student respect was in the addition of a
sharing stone for participants to have and pass around when they were sharing their thoughts.
This allowed for all participants to have a fair chance at highlighting their thoughts on the
questions asked, without any interruptions. In the case that they did not have anything to report,
participants were instructed to say “pass” or anything similar and forward the sharing stone
which signified that the next participant may begin. This system allowed for the creation of a
stable, positive, and safe environment for both participants and researchers.
These considerations highlight 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. While much psychological research stems within an area of quantitative or
mixed design to gather numeric or objective results from their population, seeking to answer
potential questions or test hypothesis which does have its own advantages. However, in this
instance for the purpose of this study a qualitative approach was undoubtedly the correct and

46
adequate way to go. This is because our purpose was not to test a hypothesis, or gather numerical
responses, rather the researchers entered this with an open mind and our study was concerned
with gathering the subjective and personalized experiences of any student attending RDP and
synthesizing these vast responses to formulate a holistic experience of students. Therefore, this
methodology was that was most appropriate. The decision to use thematic analysis and quantify
reoccurring themes was a way of this study to highlight the significance of each key term or
service mentioned, which did introduce a bit of quantifiable results while still allowing for this
research to be exploratory and creative in nature. It is important to mention once again that this
study does work in conjunction with the CCWS, which is a campus wide survey that was sent
out to students. Together, the results from this qualitative research study and the quantitative
survey results will guide the formation of new institutional policies.
Benefits and Outcomes
The primary objective of this study as previously stated was to obtain a comprehensive
understanding of student experience at RDP and to explore the diverse range of experiences
among the student body. This study aimed to provide a holistic view of the challenges, needs,
and supports of students at RDP. By conducting focus groups, this research fostered shared and
open conversation about both student barriers and their involvement within campus as well as
their familiarity with institutional supports. Targeted questions were formulated to allow for the
exploration of a multitude of barriers, supports on campus, sense of belongingness, serializability
and well-being of students. These were intended areas for observation, guided by existing
literature on post-secondary students attending school. Results from this study support what has
been found in the studies explored, which further the importance of raising awareness of
concerns such as financial, living, and food insecurity amongst post-secondary students.

47
Moreover, this study found that connection to campus made great impacts on student mental
health and well-being, as well as increasing motivation for continuing success.
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 aim is to use these findings and integrate them with other RDP specific
research, either past or current, to be used within the development of the new student Mental
Health Strategy for the years 2024 to 2027. 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 students to come. The need for focused and
specialized initiatives within all institutions to improve campus climate and service utilization
amongst students has been both explored and reported as advantageous within past studies
(Curtis et al., 2023). Curtis and colleagues (2019) expand on the current trends of students in
post-secondary institutions, which often come from a variety of backgrounds and don't always
share the same demands. Students are diverse in terms of race, culture, and ideology; thus, they
may experience differing barriers at differing levels. This is especially important when
considering that research has often indicated that minority student populations are at increased
risk for mental illness, psychological distress, and various challenges which means that
generalized support plans might not adequately support their needs (Curtis et al, 2023).
Moreover, not all institutions share the same limitations and strengths in terms of service
delivery. Therefore, all institutions may benefit from initiating focalized research to obtain data
that is unique to their student population (American Health Association [ACHA], 2013; Curtis et
al., 2023).

48
Since participant experiences were not tied to their demographics, future research could
focus on examining individualized cohorts within the institution. By exploring potential
differences in experiences among distinct groups of students, such as different academic
programs, demographic characteristics, or levels of engagement in campus social activities,
future studies can provide deeper insights into the factors shaping the student experience at RDP.
This qualitative 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.
From our observations, increasing awareness of supports to all students and ways to access it is
the most important. Actionable steps that could be made towards this were mentioned to be
increased classroom visits by accessibility personnel, or greater prioritization of instructors on
what supports are available and how they can apply to students to enhance their time while
completing their program. Moreover, increased clarity on who qualifies for student programs
such as “pay what you can” that are intended to help students were reported to be intimidating to
most students. Therefore, more conversation and information on programs targeted to aid
students was suggested as a positive way to increase utilization. Overall, the report from students
regarding the institution were positive, and the most noticeable area needing action is increasing
awareness of student support.

49
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Tables
Table 1
Focus Group Questions
Question

Question

Number
1

What are some supports or barriers to student academic success and
well-being? What are we doing well on campus to support mental health
and well-being and what are we doing poorly?

2

In what ways are student academic success and/or well-being being
impacted by financial strain and/or living circumstances? How can we
improve financial and/or living circumstances for students?

3

How do connections/social supports (or lack thereof) impact student
academic success and/or well-being? How can we improve social support,
connection, and belongingness for students?

4

To what extent has RDP developed a supportive, safe, and inclusive
environment that contributes to a culture of student success, mental health,
and well-being?

5

How socially connected do students feel on campus?

6

Is there anything else you would like to share with us?

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Table 2.
Connection and Campus Climate Common Themes
Themes
Student Connection and Well-being
Connection to fellow students is a large
indicator of student success and well-being

Online Learning
There were both benefits and limitations to
online learning formats

Social Events

Participant Quotes
“motivates you as a student because you're
able to compare and contrast what everyone
else is doing and maybe get some tips on how
to be better”.
“makes studying go smoother and you're not
so stressed about all of the studying you have
to do”
“[I] did really well on the test, and I don't
think I would have if, like, because, like, my
studying method is just like, I watch a
recorded lecture and I take notes. My friend
making flashcards and us reading them back
and forth was a lot more helpful for that”.
“contacts and opportunities which helps you
move forward with your studies”
“there's benefits and drawbacks for online
learning but for me in-person is also my
favorite”
“online is so isolating but more flexible which
sometimes is needed”​
“I don't even enjoy the blended and stuff, I
strive for being completely on campus if I can
when making my schedule.”

“way to interact and destress after classes”
“intramurals have a bunch of guys and I had
From an institutional lens, students expressed some girls asking if its guys only because of
appreciation for the variety of social events on it”
campus which fostered connection
“the school offers a lot of social events like
the karaoke nights and stuff like that but I also
think there could be more social events
outside of drinking and so on for students who
are sober, facing addictions, or for students

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Safe Spaces
The campus makes great efforts to ensure that
inclusivity is at the forefront of everything it
does

Student Groups
Student groups were found to be a very
important factor for fostering connection

Table 3:

who don't want to be a part of that socializing
factor”
“RDP has created a phenomenal and safe
inclusive environment for people of different
demographics”
“everyone is friendly here which relieves a lot
of stress”
“I haven’t noticed anyone being bullied or
shamed”
“safe walks by the security is a great thing
and makes students feel very safe”
“can help us students to get a better
knowledge of our surroundings on the basis of
culture, interests, ethnicity”
“it feels amazing like to experience new
students and about their culture.”
“don't think [they] would have made friends
without the society”
“lot of first years it goes under the radar you
don't know student societies exist”

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Accessing Supports Common Themes
Themes

Participant Quotes

Counselling

“I enjoy the events hosted by the counselling

Many participants were aware of the

center”

counselling services on campus. Much of the

“Counselling services is really good”

feedback was positive, however, lengthy wait

“I had to wait at least three weeks for a

times hinder students from accessing the

counselling services appointment which isn't

support.

the best because I do need the help. I can wait
a week, but when it comes to nearing a month
that’s only 4 appointments a semester”

Student Connect

“Barriers would be student connect, academic

This theme consists of the student connect

advising, and grad tracker are not helpful

center, academic advisers, and grad tracker.

tools or resources…”
“I had submitted my grad tracker for review
and it took like six months [for a response].”
“… academic advising … [are not] entirely
accommodating of a lot of student schedules
and I believe they stopped doing
appointments as well, which makes that more
difficult to access…”

Food Bank and Emergency Fund

“I had [accessed] the food bank last semester
but this semester for some reason I couldn't
access it”

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There was a lack of awareness regarding the

was “really confusing how you’re supposed to

student food bank and emergency fund, as

access the food bank.”

well as confusion of how to access it.
Library Supports

“something I just recently found out … and
I'm a third year, was we apparently have like a
food bank hamper thing.”
“I didn’t know about the tutoring until the

Library supports consists of tutoring, writing

middle of my term and I think knowing about

supports, and accessibility supports. Many

it from the start would have helped me adjust

participants were aware of the supports,

better.”

however, there were some that were unaware.

“The writing center has changed my life it is
the greatest thing in the world and I wish
there was more awareness about it because I
have talked to students who said they have
never heard of it.”

Of those that were aware, much of the
feedback was positive.

Table 4:
Faculty and Program Common Themes
Themes

Participant Quotes

Instructor Support

“I really think that we should be emphasizing,

Instructor support is a large contributor to

talking to our professors and creating

student success in post-secondary.

interpersonal connections. I think the key to

67
academia is, of course, doing well, but also
having those supports within the sphere to
help you move forward.”

Program Management

“I find that the professors are all really
supportive, and I don't think I've had one
teacher who hasn't said you're a student; we
know what it's like and I don't think you ever
feel pressured or I mean everyone has stress
but I think they're very welcoming so I think
the staff, in general, are quite welcoming.”
“a barrier is that some of the programs are so

Many students feel ill-prepared when starting

heavy. I feel as though you need to take a year

PS. Additionally, the heavy loads prohibit

of open studies so you don't feel so burnt out

students form forming connections.

and want to drop out in your second year.”
“I think in my 3rd year of my film program. I
feel like I don't have a lot of time to be
socially connected with a lot of people”

Jobs and Career Prospects

“As for me as an international student I

Many students stated requiring more

believe you know the cost of tuition … it's

assistance for finding a job, as well as

really so hard on us so we have to be just get a

uncertainty for their future careers with their

minimum wage job and it's not enough.”

degree’s. As well as stating that having jobs

“because of my multiple jobs it causes time

outside of their education, prohibits them

conflicts and issues with time management. I

from partaking on campus events and

can't really participate in the supports that are

connecting with other students.

available because I am either focusing on
work on school.”

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“I think there is a lot of uncertainty that our
programs or degree's have. I think a lot of
people are scared to move forward or don't
know what to do with their degree.”

Table 5:
Financial Challenges and Frustrations Common Themes
Themes
Tuition and other “Hidden” Fees
Students mentioned other fees which are
additional to tuition furthered their financial
stress

Participant Quotes
“I hate seeing student wellness fee, I hate
seeing students like gym fee, I hate seeing the
like insurance automatically put in there”
“like I find it ridiculous that I have to pay
money to support at the gym at the college,
which is awesome here, but then I have to buy
my own membership to then go to the gym
that I have paid to support.”
“you are automatically opted in to be paying
all these fines and fees and I remember having
a conversation with somebody in, I guess,
Student Connect or whatever, Students

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Residence and Parking
Living expenses weight heavily on students
and can negatively effect their well-being and
student success

Association attempting to opt out of all of
those kind of things”
“improving the financial circumstances for
students would be to make it more clear on
what [they are] paying for, like explanations
of what that is, and then options to just not
pay for it because like if you're not going to
go to the gym here and ever why would you
pay for the gym”
“after paying tuition, I don't have money to
get textbooks”
“when I'm registering I see I believe there's a
symbol, when you register for no textbook
cost. I am more inclined to register for that
class because I know that that will alleviate
some financial strain going forward”
“whenever I take a class with a free textbook
it allows me to spend that money elsewhere”
“[living] on tight budgets”
“the stress from the budget and worrying
about food and shelter [has impacted their]
overall mental well-being.”
“[their] rent just went up and [they are]
considering taking less classes again or even
considering dropping out to just go back to
work because [they would] rather have money
to live [their] life than be a student”
“telling the residence office to hold off on
payment because it's coming but it was barely
enough to actually cover it”
“[they] find it hard to live off of the
government grant that is given and [they]
actually started working last term in order to
supplement that which means that like [their]
education suffered because [they] had to
change modes all the time and have a brain
and school brain”
“this year [was] the first year that [they have]
had the privilege of not having to work [and
that] the only reason [they were] able to do
that [was] because of having support from
[their] spouse.
“[finding] it so interesting that [they] pay
what [they] pay for tuition, and yet [they] still
have to pay hundreds of dollars to park”

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Amenities on Campus
Students expressed having financial struggles
while on campus and having difficulties
paying for food and other necessities that the
campus offers

“[having] a rental and it was stressful and
anxiety ridden for [them] because like, [are
they] going to get a ticket now?”
“the only food I can afford here on campus is
Tim Hortons. Everything is so expensive"
"The pay-what-you-can program and stuff
like that. Like, I know what it is, but if I were
to go to the counter and be like, 'Yeah, I want
that,' I wouldn't know. That process
intimidates me."
"the pay what you can, I'm like, okay, I'm
poor. But I have 20 bucks, so what do you
want from me? And I would never do
something like that because it's kind of
open-ended."

Appendix A
Sign- Up Sheet:

71
Name

Contact Info
(Email or Phone Number)

Appendix B
Research Assistant Confidentiality Agreement

72

I, ​

​

​

​

​

, the ​ ​

​

​

​

​

(e.g.,

Research Assistant) am helping with (e.g., Focus Groups, transcribing)_____________________
I agree to ●​
Keep all the information shared with me confidential by not discussing or
sharing the research information in any form or format (e.g., focus groups,
transcripts, themes) with anyone other than the research team.
●​
Keep all research information in any form or format (e.g., recordings,
transcripts, files, documents) secure while it is in my possession.
●​
Return all research information in any form or format (e.g., recordings,
transcripts, files, documents) to the research team when I have completed the
research tasks.
●​
After consulting with the research team, erase or destroy all research
information in any form or format regarding this research project that is not
returnable to the research team (e.g., information stored on computer hard drive).
●​
Keep names and stories of participants confidential by not discussing or
sharing information outside of the research team if the participants are to share
this information.
●​
Inform the principal investigators (Dr. Anomi Bearden or Dr. Jamie
Prowse Turner), of any challenges, concerns, or difficulties faced with which
further assistance or support is needed.

________________.
Print Name

​ __________________​ ​
Signature

Appendix C

Informed Consent Sheet

____________
Date

73
Informing Campus Mental Health Strategy Through Student Perspectives
Principle Investigators: Dr. Anomi Bearden and Dr. Jamie Prowse Turner
Co-researchers: Star Clynes, Amalia Uliniuc, Tanya Lyons-Belt, Dr. Krista Robson
Sponsor: Kristine Plastow
Funder: Post-Secondary Student Mental Health Grant, RIIPEN Grant
Purpose of the Study
This research project aims to supplement the Canadian Campus Well-being (CCWS)
Survey and assist in revising Red Deer Polytechnic’s Student Mental Health Strategy from
2024-2027. The focus groups will help to inform campus mental health strategy through
collecting perspectives from students. Some topics of discussion include: what RDP is 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/supports?
and how the institution can foster campus connections and social support to reinforce sense of
belonging?
Introduction
You are being invited to participate in a focus group discussion on how Red Deer
Polytechnic can better support student mental health and well-being. You will be asked six
questions. You will have time to share your point of view, experience, or opinion on each. At any
point you may stop the focus group facilitator and ask for clarification. With your permission,
our conversation will be recorded to ensure accuracy in the final report.
The data collected during these focus groups will be used for a final project, by
co-researchers Star Clynes and Amalia Uliniuc and may be presented at conferences and/or
published in an academic journal. Any sample quotes used will not have any participant
information connected to them. In other words, nothing you share will be traced back to you and
you will not be identified in any way, your identity will remain completely confidential. Your
identity as well as any information shared will also remain confidential by any member of the
research team. Additionally, all research participants will be expected to keep the details of the
discussion confidential. This group conversation will take about 45-60 minutes. You may
experience some benefits from sharing your opinion, such as learning about other student
experiences and what student services Red Deer Polytechnic has to offer. By signing, you also
agree to keep other participants' identities and responses confidential.
For your time and valuable contribution, you will receive a $5.00 Tim Horton’s gift card
and be entered to win a well-being basket of $50.00 value. Your participation in these
conversations is completely voluntary, and you have the right to say no or to pass on any
questions you choose to. If at any time you would not like to continue, you will still receive the

74
gift card, and your name will still be entered in the draw. A skill testing question may be required
when collecting the gift basket.
If at any point you decide to withdrawal your participation from the focus group
discussions, please contact Dr. Anomi Bearden, Dr. Jamie Prowse-Turner, Star Clynes, or Amalia
Uliniuc before March 30, 2023. There will be a contact sheet provided to you.

75
Appendix D
Demographics sheet:
What Program are you in: _______________________________
(Please Print)
Year of Study:
❑​ First year
❑​ Second Year
❑​ Third Year
❑​ Fourth Year
❑​ Fifth Year
❑​ Prefer not to say
❑​ Other __________________________

Age:
❑​ 18-29
❑​ 30-49
❑​ 50+
❑​ Prefer not to say

Gender Identity:
❑​ Male
❑​ Female
❑​ Non-Binary
❑​ Two-Spirit
❑​ Transgender
❑​ Prefer not to say
❑​ Other __________________________
Ethnicity: _______________________________
(Please Print)

Do you have any children or dependents:
❑​ Yes
❑​ No
❑​ Prefer not to say
Do you identify with/as any of the following:
❑​ International Student
❑​ LGBTQ2IAS+

76
❑​ Indigenous, Metis, or Inuit
❑​ Newcomer
❑​ None of the above
❑​ Prefer not to say
​ Other ____________________________

77

Appendix E
Verbal Consent Script: Focus Groups
My name is ____, and I would like to thank you for volunteering your time to participate today.
Consent to Record Interview
If you agree to participate, I will ask you six questions. You will have time to share your point of
view, experience, or opinion on each. At any point you may stop me and ask me to explain if you
don’t understand the question. With your permission, our conversation will be recorded to make
sure we get your point of view in your own words. We are working with Dr. Anomi Bearden
(Psychology Instructor), Dr. Jamie Prowse Turner (Psychology Instructor), Tanya Lyons-Belt,
counselling services manager, and Dr. Krista Robson (Sociology Instructor), and we hope that
these conversations will help us understand student views and needs on how Red Deer
Polytechnic can better assist students with mental health, well-being, connection, and
belongingness on campus. Learning about the experiences and needs of students can help to
inform mental health strategy within the institution.
Your opinions will help two RDP 4th year Psychology students who will submit the information
as part of their final report in an independent research course. This information will likely be
presented at conferences and may be submitted for publication. We might use sample quotes, but
these quotes will not have any participant information connected to them. Your identity as well
as any information shared will also remain confidential by any member of the research team.
This group conversation will take about 45-60 minutes. You may experience some benefits from
sharing your opinion, such as learning about other student experiences and what services Red
Deer Polytechnic has to offer. For your time and contribution, you will receive a $5.00 Tim
Horton’s gift card and be entered to win a wellbeing basket, of $50.00 value. Your participation
in these conversations is completely voluntary, and you have the right to say no. If at any time
you would not like to continue to participate, please let me know, you will still receive the gift
card, and your name will be entered into the draw.
Some of the questions may be difficult or uncomfortable to answer. Feel free to skip any
questions you prefer not to answer (simply say “skip” or “pass”). Share only as much or as little
as you wish. It is possible that some of the people in the group could know one another or could
feel uncomfortable sharing their perspectives in groups. We ask that you respect one another’s
opinions and do not share anything you have heard within these conversations with anyone
outside of this group. If at any point you do feel uncomfortable, we will be providing a contact
sheet to connect you with any supports you may need. These contacts include the Principal
Investigators: Dr. Anomi Bearden and Dr. Jamie Prowse Turner, or Co- researchers: Star Clynes,
and Amalia Uliniuc, The Red Deer Polytechnic Research Ethics Board, the Red Deer
Polytechnic Counselling Services, and 2-1-1 (to access various community supports).

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All information collected will be locked in a filing cabinet or stored on a password protected
computer in the Principal Researcher’s locked office. The recordings or transcripts (with no
names or identifying information) may be heard or read only by select members of the research
team. The recordings will be kept secure for 5 years, following this time they will be
deleted/destroyed. If you have any questions, about the process, please feel free to ask.
Consent to quote from interview
In presentations and reports the researchers may use some sample quotes to highlight important
information and opinions shared. No personal or identifying information will be shared. In other
words, your name or identity will not be connected to any sample quotes that we use, you will be
kept anonymous.
Before I proceed with asking you any questions:
Do you agree/give permission to participate in this conversation?
Do you agree/give permission to the recording of this interview?
Do you agree to keep everything that is shared within this focus group confidential?
Do you give permission to be quoted without any identifying information within the researcher’s
final report?

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Appendix F
For focus groups, we will be booking rooms for the following times:
Note: During focus groups, Dr. Anomi Bearden, Dr. Jamie Prowse Turner, and Tanya Lyons-Belt
will be available in case student researchers need additional support or have unanticipated
challenges arise.
1)​ Tuesday Jan 23, 10:30 – 11:30 am
2)​ Wednesday Jan 24, 4:00 - 5:00 pm
3)​ Friday Jan 26, 11:30 - 12:30
4)​ Monday Jan 29, 11:00 am – 12:00 pm
5)​ Wednesday Jan 31, 4:00 - 5:00 pm
6)​ Thursday Feb 1, 11:00 am – 12:00 pm
7)​ Friday Feb 2, 11:30 - 12:30
8)​ Monday Feb 5, 11:00 am – 12:00 pm
9)​ Thursday Feb 8, 4:00 - 5:00 pm
10)​ Friday Feb 9, 11:30 - 12:30
11)​ Monday Feb 12, 11:00 am – 12:00 pm
12)​ Tuesday Feb 13, 4:00 - 5:00 pm

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Appendix G
Debriefing Script:
Post-Secondary Barriers, Belongingness, and Well-Being: Informing Campus Mental
Health Strategy Through Student Perspectives
Thank you for your participation in the focus group discussions on what Red Deer
Polytechnic can do to better support student mental health and well-being. Learning about the
experiences and needs of students can show us what the strengths, gaps, and opportunities for
growth are within our institution.
A 4th year student from Red Deer Polytechnic started this project as part of their course.
We hope that you also have experienced some benefits from sharing your opinion and learning
from other people’s experiences.
We understand that some of the questions that we asked may have been uncomfortable
for you. If you have experienced this, we apologize for any discomfort and we will connect you
with further support services.
This information will likely be presented at conferences and may be submitted for
publication. Additionally, this information will be shared with Counselling Services Manager,
Tanya Lyons-Belt, to ensure that your feedback is taken into consideration when forming the
2024-2027 Mental Health Strategy. We might use sample quotes, but these quotes will not have
any participant information connected to them. Your identity will remain completely confidential
within the Research team.
Again, your participation is completely voluntary, that’s why you may still choose to stop
at this point. If you chose to do so, we will delete the information you have shared/ given to us. If

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you decide to stop participating at this point, there won’t be any negative consequences, you will
still receive the gift card for your time and will still be entered into the well-being basket draw.
Are you still comfortable with me using your answers in this project? Do you have any
questions at this point that we may be able to answer? If you have any further questions about
your participation, please feel free to email the researchers, Dr. Anomi Bearden, Dr. Jamie
Prowse Turner, Star Clynes, or Amalia Uliniuc.
Again, we would like to thank you for your time, and we hope you found this to be an
enjoyable and/or rewarding experience. If you have any questions, comments, or would like to
access support services at Red Deer Polytechnic, please check the contact information sheet we
have given you.
Here is a $5.00 Tim Horton’s gift card as a thank you for your time and valuable
contribution. We will now enter your name into the draw for a well-being basket as well. You
will be contacted by e-mail if you are one of the lucky winners.

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Appendix H

Participant Consent Sheet

Post-Secondary Barriers, Belongingness, and Well-Being: Informing Campus Mental
Health Strategy Through Student Perspectives

As a participant, do you agree to the following?

●​ Do you agree/give permission to the recording of this focus group?
●​ Do you agree to keep everything that is shared within this focus group
confidential?
●​ Do you give permission to be quoted without any identifying information
within the researcher’s final report?

If you agree, please sign below:

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____________________

______________________

____________________

Print Name

Signature
Appendix I

Date

Contact Sheet for Participants
Post-Secondary Barriers, Belongingness, and Well-Being: Informing Campus Mental Health
Strategy Through Student Perspectives
If you have any questions about your participation, you may contact:
Principal Investigators:
Dr. Anomi Bearden
Phone: 403-356-4857
Email: Anomi.Bearden@rdpolytech.ca
Dr. Jamie Prowse Turner
Email: Jamie.Prowse-Turner@rdpolytech.ca
Co- Researchers
Star Clynes
Email: Star.Clynes@rdpolytech.ca
Amalia.Uliniuc
Email: Amalia.Uliniuc@rdpolytech.ca
If you have any questions regarding your rights as a participant, you may contact the Red Deer
Polytechnic Research Ethics Board:
Phone: 403- 343- 4066
Email: ethics@rdpolytech.ca
Collaborative Partners and Supports:
Dr. Krista Robson
Email: krista.robson@rdpolytech.ca
Tanya Lyons-Belt
Email: tanya.lyons-belt@rdpolytech.ca
Phone: (403) 342-3338
RDP Counselling Centre
Email: Counselling@rdpolytech.ca

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Phone: (403) 343-4064
Dial 2-1-1 to contact an Information & Referral Specialist