Abstract

Etymologically the word University (from the Latin Universitas) suggests inclusiveness. However, university staff sometimes face difficulties when working with students from a wide spectrum of experience, including those who manage mental health conditions. Recent studies have indicated a higher prevalence of psychological distress and mental illness among university students than in the general population. Given this situation, this article employs three case studies to unpack certain pedagogical approaches to working with such students in postgraduate degrees in the Visual Arts. It suggests that beyond referral, individual teachers engaging with duty of care provisions may develop pedagogical strategies that support students who approach them as they endeavor to manage their research journeys.