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Through a survey (n = 190) and two focus group discussions (n = 8), instructors reported differing orientations (inclusive, tolerant, and discriminatory), workload pressures, and a predominant biomedical framing of mental health concerns. Using learning landscapes (Noyes, 2004), the study argues that mental health-affected students experience uneven and sometimes inequitable learning microclimates across post-secondary education due to instructor differences.",{"@graph":69,"@context":113},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/uneven-learning-landscapes-ahead-instructor-perspectives-on-undergraduate-student-mental-health/596973/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/uneven-learning-landscapes-ahead-instructor-perspectives-on-undergraduate-student-mental-health/596973.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"What conceptual framework explains how learning environments affect students with mental health concerns?","Question",{"text":111,"@type":112},"The study uses the learning landscapes framework, arguing that students experience uneven and sometimes inequitable environments due to microclimates created by individual instructors.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},596973,1792088226,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":130,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Uneven Learning Landscapes Ahead: Instructor Perspectiveson Undergraduate Student Mental  \nHealth  \nAbstract  \nThis study investigates instructor perspectives on undergraduate student mental health in a mid-sized comprehensive university in southwestern Ontario. Through a survey (n = 190) and two focus group discussions (n = 8), instructors reported different perspectives toward student mental health (some inclusive, some tolerant, and some discriminatory); changing workloadsand pressures associated with addressing student mental health; and a predominant framing of mental health conditions as biomedical concerns. Using the conceptual framework of learning landscapes (Noyes, 2004), I argue that students with mental health concerns experience uneven and sometimes inequitable learning environments across their post-secondary education due to the differing microclimates created by individual instructors. While institutional policies and advocacy efforts to support mental health on campus may help to shift the learning landscape, they are unlikely to change the biases exhibited by some instructors that represent barriers to accessible post-secondary education.  \nKeywords: student mental health, post-secondary education, instructor perspectives, biomedical discourses  \nRésumé  \nCette étude examine des perspectives d’instructeurs portant sur la santé mentale des étudiants de premier cycle dans une université polyvalente de taille moyenne du sud-ouest de l’Ontario. Dans le cadre d’un sondage (n = 190) et deux groupes de discussion (n = 8), des instructeurs ont rapporté différentes perspectives quant à la santé mentale des étudiants (certaines inclusives, d’autres tolérantes et d’autres discriminatoires); des augmentations de charges de travail et des pressions associées à la santé mentale des étudiants; ainsi qu’un cadrage prédominant des problèmes de santé mentale comme étantdes inquiétudes biomédicales. Utilisant le cadre conceptuel de «learning landscapes» (Noyes, 2004), je soutiens que les étudiants ayant des préoccupations au niveau de leur de santé mentale vivent des «learning landscapes» inégaux et parfoisinéquitables durant leurs études postsecondaires en raison des différents microclimats créés par les instructeurs individuels. Bien que les politiques institutionnelles et les efforts pour soutenir la santé mentale sur le campus puissent aider à modifier des «learning landscapes», il est peu probable qu’ils changent les préjugés manifestés par certains instructeurs quereprésentent des obstacles à une éducation postsecondaire accessible.  \nMots-clés : santé mentale des étudiants, éducation postsecondaire, perspectives des instructeurs, discours biomédicaux  \nIntroduction  \nTrends of increased undergraduate student mental health issues have been reported across anglophone post-secondary contexts (Brown, 2018; Castillo & Schwartz, 2013; Hughes et al. , 2018; Peake & Mullings, 2016; Storrie et al. , 2010) . While addressing student mental  \nhealth has become a high priority for many Canadian post-secondary institutions, meeting student needs has proved challenging. DiPlacito-DeRango (2018) notes that although there is substantial research and writing on student mental health in Canada, there is little scholarly work that focuses on the role of instructors in this issue. This study describes instructors’ perspectives on under-  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:2 (2022)   \ngraduate student mental health in their classrooms in amid-sized comprehensive university in Ontario.  \nIn Ontario, people with disabilities are guaranteed rights to accessible education and protection from discrimination through the provincial Human Rights Code (Condra et al. , 2015; Ontario Human Rights Commission, 2014, 2018) . Additionally, the Accessibility for Ontarians with Disabilities Act brought in accessible education compliance requirements in 2013, including mandatory instructor training on the Act ","cbCaiqDOrqy7SfTj","https://ap.wps.com/l/cbCaiqDOrqy7SfTj","pdf",196169,14,"English","# Introduction\n## Student Mental Health and Post-Secondary Learning Environments\n### Mental Health on Campus: An Overview","[{\"question\":\"What conceptual framework explains how learning environments affect students with mental health concerns?\",\"answer\":\"The study uses the learning landscapes framework, arguing that students experience uneven and sometimes inequitable environments due to microclimates created by individual instructors.\"}]","Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health | PDF",1792084117,35]