Meet Queen’s Health Sciences 2024 Champions for Mental Health

News & Announcements | 17 Jun 2024

Eleven representatives from Queen’s Health Sciences have been chosen as 2024 Champions of Mental Health.

Professors, TAs and staff members play strong roles in supporting and advancing student mental health. The Queen’s University Champions for Mental Health program was developed through a student-led initiative, responding to both student feedback and clear research calling for increased mental health promotion in academic and other campus environments. 

Hear from our faculty’s Champions of Mental Health below and click on their names to learn more about why they were nominated:

Dr. Rosemary Wilson, School of Nursing:

“To me, mental health can only be defined by the individual - it is personal and contextual. I support students by making time to be available, listening, and  providing a safe space. My role is to support and connect students to resources when they need them. I believe supporting student mental health is an essential activity in my role and is key to ensuring student success in the complex and challenging programs I am responsible for.”

Dr. Laura van Staalduinen, Department of Biomedical and Molecular Sciences:

“As an educator, I feel a responsibility to assist students and create an inclusive learning environment. I actively promote student mental well-being by listening, sharing relevant resources, and emphasizing the importance of prioritizing health. I incorporate regular check-ins during class to foster open conversations about mental health and connect with students regarding their overall well-being. I am also available if students need someone to talk to. I try to give timelines in advance, but also check in as deadlines approach in case students are being hit with multiple large assessments on the same day. If I can fairly adjust deadlines for the class and relieve some pressure, I am happy to do so…. For students to get the most out of their education, I strongly believe that we must make student mental health a priority, and continue to work to break the stigma surrounding the topic.”

Dr. Roger Pilon, School of Nursing:

“Good mental health is a state of well-being in which individuals are able to realize their own abilities, cope with daily stresses of life, work productively, and contribute to their community. It consists of emotional, psychological, and social well-being and affects how we think, feel, and act. As an educator and Primary Health Care Nurse Practitioner, I try to promote self-awareness, healthy habits, and foster a supportive and inclusive environment. It is also important to be able to recognize when students' are in need of support and be able to direct them in accessing services that will assist them in achieving and maintaining good mental health.”

Dr. Nora Fayed, School of Rehabilitation Therapy:

“I support students mental health by reminding myself that their journeys are unique. You cannot hold the same expectations for each student, although you can have the same hope for all of them that through education they learn about how to find their place in the world. When I started teaching, I thought that I was young - I believed I shared the same learning style and emphases on what was important as my students. I learned that was a faulty assumption. When I tried to reconstruct their learning from their point of view, I began to catch a glimpse of the unique challenges they face as a result of the times they have grown up in. That point of view cultivated my respect for them and the importance of their mental health to their learning.”

Dr. Peggy DeJong, Department of Medicine:

“I think the main method I use to support student mental health is to be approachable and available. Modeling behaviours and strategies to support student mental health help to recruit colleagues to do similar actions. I think educators and staff are very important regarding supporting and enhancing student mental health and wellbeing. Our students are our future and we need to play a role in changing and building environments that evolve to recognize the importance of wholistic well-being.”

Dr. Jenn Carpenter, School of Medicine:

“It is a priority for my teaching team to reach out and support learners that are behind, both to help them succeed in the course, but also to find ways to rediscover their grounding. This year, I piloted a mini Time and Stress Management curriculum, within my second-year core BHSc course. This allowed me to share strategies that I have learned over the course of my career, but more importantly, it allowed the learners to recognize the benefits of sharing struggles and successes with trusted peers as a way to develop their own strategies for thriving in their academic career.

The past year has allowed learners and instructors to emerge from what was a very disruptive 2 years. For some, the transition to the post-pandemic era has been more difficult that for others. Striving for empathy and compassion, while attempting to foster resilience and accountability is a tightrope that we must walk together. Our learners are the leaders of the future. Supporting them to find their grounding and resilience is just as important as the academic knowledge that we endeavour to share with them.

Dr. Oyedeji Ayonrinde, Department of Psychiatry:

“Student mental health needs often coincide with multiple periods in the life of youth and young - as well as mature - adults. For example, leaving home, isolation, loneliness, demands of time, pursuit of academic excellence, exams, relationships and experimentation. As educators and faculty, it is important to be accessible and supportive of students in distress or difficulty... whether they seek help, we have concerns or observe the distress…. Privacy and discretion with a non-judgemental and non-stigmatizing approach can go a very long way. Some students with limited social or family networks, experiencing cultural and linguistic challenges or those who find themselves different to their peers may also require sensitive support.”

Dr. Heather Aldersey, School of Rehabilitation Therapy:

“Every student is on their own journey and typically has a lot more going on in their life than just academics. Although I have high expectations for all the students with whom I work and do my best to support them to achieve my high expectations, I also recognize that sometimes life happens and things don't always go according to plans, and that's OK too. Educators and staff can support and enhance student mental health and wellbeing by building relationships with the student and recognizing them as a whole person…. In addition to encouraging balance with students myself, I try to foster opportunities for peer support and community engagement among the students with whom I work - so they can have a community of support.”

Jennie McNichols, School of Nursing

"My passion is collaborating with students to empower them to feel supported and to help them take control of their mental health by discovering the resources to do this. I believe it is important to assist with the discovery of foundational concepts for personal mental health and wellness. This exists on a continuum that's personalized to each student. Some students need a smile on a bad day, and some students need an active listener who they can trust to tell them it's time to seek support. I think it is a privilege to be in a position to provide mentorship to students and work towards bettering myself as an educator in enhancing student mental health."

Madeline Medrano, Teaching Assistant

"As a student myself, I understand firsthand how difficult it can be to ask for academic guidance or support. To support student mental health as a TA, I maintain an open and friendly attitude to ensure students feel comfortable approaching me with any academic concerns. I also practice active listening to create an environment in which students are understood and validated."

Leah Sookhoo, Teaching Assistant

"Supporting student mental health involves creating a nurturing and inclusive environment where students feel safe, respected, and valued. One of the ways that I support student mental health is by maintaining open communication with all of the students I teach. I strive to maintain an open-door policy, encouraging students to share their thoughts and feelings without fear of judgment. As well as, regular check-ins during class time and actively listening to their concerns, as I believe these are crucial to fostering positive mental health."

Meet Queen’s Health Sciences 2024 Champions for Mental Health

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