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    Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities

    Access Status
    Open access via publisher
    Authors
    Crawford, Nicole
    Lisciandro, Joanne
    Jones, Angela
    Jaceglav, Megan
    McCall, Deanna
    Bunn, Rosalie
    Cameron, Helen
    Westacott, Marguerite
    Andersen, Sharon
    Date
    2016
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Crawford, N. and Lisciandro, J. and Jones, A. and Jaceglav, M. and McCall, D. and Bunn, R. and Cameron, H. et al. 2016. Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities, in Proceedings of the 3rd Foundation and Bridging Education New Zealand (FABENZ) Conference: Accessibility, Flexibility and Equity, Dec 1-2 2016. Auckland, NZ.: Foundation and Bridging Educators New Zealand (FABENZ).
    Source Title
    Proceedings of the FABENZ Conference 2016
    Source Conference
    Foundation and Bridging Education New Zealand (FABENZ)
    Additional URLs
    https://fabenz.org.nz/proceeding-from-fabenz-conference-2016/
    Faculty
    Faculty of Business and Law
    School
    School of Management
    URI
    http://hdl.handle.net/20.500.11937/80712
    Collection
    • Curtin Research Publications
    Abstract

    Students in enabling programs bring a richness and diversity to universities. This diversity is important both to the vitality of the institutions, and the social equity outcomes that enabling programs hope to foster. Yet, in crossing the bridge between pre-university and university entry, these students are often confronted by multiple challenges. Within the literature, concerns such as mental health difficulties, complex family issues and being first in the family to attend university have been shown to impact on a student’s ability to succeed academically, develop a sense of belonging in the university community and negotiate personal hurdles. While many universities provide counselling services, which are of great value, they are but one element in a more comprehensive model of support for the wellbeing of students in enabling programs. This paper will present the key features of four models of supporting enabling students’ wellbeing that have been developed at four institutions. The participating universities are the University of Tasmania, Murdoch University, The University of Newcastle, and the University of the Sunshine Coast. The models are unique, and also share commonalities, in terms of whether the support is embedded, centrally-located, proactive, informal or holistic.

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