Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

Abstract

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

Students’ well-being in tertiary environments: insights into the (unrecognised) role of lecturers

“…South African universities have extended programmes and provide support in the form of specialised classes that try to develop a supportive learning atmosphere and a community where students are encouraged to ask questions and develop peer study and support groups. These programmes are designed to focus on student learning, to be organic and proactive, and to be responsive to students' needs (Crawford et al, 2016). Some universities also have programmes such as 'the finishing line', or 'be your own boss', which are all designed to assist students to complete their degrees.…”

Looking into the “Dark Mirror”: Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners

“…Belonging to a marginalised group and/or transitioning to university are additional risk factors that contribute to poor mental health and associated outcomes (Orygen, 2017). Students enrolled in enabling education may experience compounded risk factors for poor mental health, and significant concerns for the mental health and wellbeing of these cohorts across Australia have been acknowledged for a number of years (Crawford et al, 2016;Lisciandro, et al, 2016). In one recent study, 95% of enabling students were experiencing above normal levels of psychological distress even before the COVID-19 pandemic (Nieuwoudt, 2021).…”

“…All are women and members of the mental health special interest group (SIG) for the National Enabling Educators Association of Australia (NAEEA). The SIG's previous research has explored the impact of the high needs of enabling cohorts on educator burnout in non-COVID-19 times (Crawford et al, 2016;Olds et al, 2023). This research is an extension of this project, shifting its lens to the COVID-19 pandemic.…”

Pastoral Care and the Caring Teacher – Value Adding to Enabling Education

“…Walker and Greaves (2015) point out that most scholarship pertaining to this subjective issue relates to studies in secondary school settings. However, a growing body of literature attests to the importance of creating a sense of belonging for students in higher education settings (see, for example, Hellmundt & Baker, 2017;Kahu, 2014;Lane & Sharp, 2014;Leach, Zepke, & Prebble, 2006;Lisciandro & Gibbs, 2016;Naylor, 2017;Shields, 2015;Stone & O'Shea, 2016;Tinto, 2017;Wimpenny & Savin-Baden, 2013), and the value of communities of care (Crawford et al, 2018). Further evidence of this notion can be found in research by Relf et al (2017) who refer to the 'hidden curriculum' in their investigation of curriculum design within an Australian pre-university enabling program.…”