Educational responses to the COVID-19 pandemic focussed on educators’ ability to support student learning and student wellbeing in the newly online learning environments associated with emergency remote education. However, as additional workload expectations and resource constraints continue to impact higher education globally, there are growing concerns about educator stress, workload, burnout and intention to leave academia. This research investigates the link between student wellbeing and educator wellbeing and approaches to improving staff wellbeing.
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Publications
- Grant-Smith, Deanna, Payne, Ryan (2021) Enacting care-ful engagement in the (post)pandemic care-less university. In Bozkurt, Aras (Ed.), Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy, Advances in Educational Technologies & Instructional Design, pp.169-190.
- Gillett-Swan, Jenna, Grant-Smith, Deanna (2020) Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education. International Journal of Mentoring and Coaching in Education.
- Grant-Smith, Deanna, Feldman, Alicia (2020) Work-integrated Learning Attitudes and Practices : A pilot study of academic and professional staff
