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Supporting Student Mental Health While Enhancing Self-Care: Evaluating the Efficacy of a Graduate Teaching Assistant Training Module

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Title: Supporting Student Mental Health While Enhancing Self-Care: Evaluating the Efficacy of a Graduate Teaching Assistant Training Module
Language: English
Authors: Kristin M. Brown (ORCID 0000-0002-1122-9439), Kristen A. Archbell (ORCID 0000-0002-0241-5395)
Source: To Improve the Academy. 2025 44(1):25-52.
Availability: Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Graduate Students, Teaching Assistants, Training Methods, Training Objectives, Professional Training, Mental Health, Student Welfare, Online Courses, Learning Modules, Self Efficacy, Teacher Responsibility, Student Responsibility, Competence, Instructional Effectiveness
Geographic Terms: Canada
ISSN: 2334-4822
Abstract: Given the unique proximity and approachability of graduate teaching assistants (GTAs) to students, training GTAs to support student mental health is critical. However, GTAs play dual roles as educators and students, who face their own stress and mental health challenges. This study examined the efficacy of an online module for GTAs focused on how to offer support to students while considering their own self-care. Using an online survey, GTAs' beliefs (feelings of preparedness, and sense of responsibility) and responses (supportive behaviors) to scenarios of students in distress were examined. Participants also completed a measure of self-care. Compared with a general sample of GTAs who had not participated in the module (n = 111), module participants (n = 42) had higher intentions, felt more responsibility, and felt more prepared to support students in distress. They also reported higher levels of self-care. This study shows training can not only be effective at enhancing GTAs' ability to support undergraduate student mental health but also positively impact their own self-care.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://journals.publishing.umich.edu/tia/article/id/5214/
Accession Number: EJ1466540
Database: ERIC
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  Data: Supporting Student Mental Health While Enhancing Self-Care: Evaluating the Efficacy of a Graduate Teaching Assistant Training Module
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  Data: <searchLink fieldCode="AR" term="%22Kristin+M%2E+Brown%22">Kristin M. Brown</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1122-9439">0000-0002-1122-9439</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristen+A%2E+Archbell%22">Kristen A. Archbell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0241-5395">0000-0002-0241-5395</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22To+Improve+the+Academy%22"><i>To Improve the Academy</i></searchLink>. 2025 44(1):25-52.
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  Data: Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
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  Data: Y
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  Data: 27
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Methods%22">Training Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Objectives%22">Training Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Training%22">Professional Training</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Responsibility%22">Student Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: Subject
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2334-4822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Given the unique proximity and approachability of graduate teaching assistants (GTAs) to students, training GTAs to support student mental health is critical. However, GTAs play dual roles as educators and students, who face their own stress and mental health challenges. This study examined the efficacy of an online module for GTAs focused on how to offer support to students while considering their own self-care. Using an online survey, GTAs' beliefs (feelings of preparedness, and sense of responsibility) and responses (supportive behaviors) to scenarios of students in distress were examined. Participants also completed a measure of self-care. Compared with a general sample of GTAs who had not participated in the module (n = 111), module participants (n = 42) had higher intentions, felt more responsibility, and felt more prepared to support students in distress. They also reported higher levels of self-care. This study shows training can not only be effective at enhancing GTAs' ability to support undergraduate student mental health but also positively impact their own self-care.
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  Data: EJ1466540
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 25
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Teaching Assistants
        Type: general
      – SubjectFull: Training Methods
        Type: general
      – SubjectFull: Training Objectives
        Type: general
      – SubjectFull: Professional Training
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Learning Modules
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Responsibility
        Type: general
      – SubjectFull: Student Responsibility
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Supporting Student Mental Health While Enhancing Self-Care: Evaluating the Efficacy of a Graduate Teaching Assistant Training Module
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