Student and Staff Wellbeing

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  • 2023

    Stop the Clocks: Enabling Practitioners and Precarity in Pandemic Time(s)

    Stop the Clocks: Enabling Practitioners and Precarity in Pandemic Time(s) - Olds, A., Hopkins, S., Lisciandro, J., Jones, A., Subramaniam, J., Westacott, M., Larsen, A., Sturniolo-Baker, R., Scobie, H.
    ACCESS: Critical explorations of Equity in Higher Education, 11(1), 12-27.

  • Looking into the “Dark Mirror”

    Looking into the “Dark Mirror”: Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners - Jones, A., Hopkins, S., Larsen, A., Lisciandro, J., Olds, A., Westacott, M., Sturniolo-Baker, R., & Subramaniam, J.
    Student Success, 14(3), 41-52.

  • Supporting Frontline Educators in the Carceral Space

    Supporting Frontline Educators in the Carceral Space - Farley, H., & Ware, J.
    In F. F. PadrĂł, J. H. Green, & D. Bull (Eds.), Widening Participation in Higher Education (pp. 1-23). Springer Nature Singapore.

  • Academic Staff Identity in Widening Participation Programs

    Academic Staff Identity in Widening Participation Programs - Crank, R.
    In F. F. PadrĂł, J. H. Green, & D. Bull (Eds.), Widening Participation in Higher Education (pp. 1-24). Springer Nature Singapore.

  • Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model.

    Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model - Nieuwoudt, J.
    Student Success 14(1), 35-46.

  • 2021

    “Will they see through me?” The exploration of disorienting dilemmas that contributed to the transformation of an enabling educator.

    “Will they see through me?” The exploration of disorienting dilemmas that contributed to the transformation of an enabling educator - James, T.
    International Studies in Widening Participation. 8(1), 83-96.

  • Pedler, M.L. – A sense of belonging at university: student retention, motivation and enjoyment

    A sense of belonging at university: Student retention, motivation and enjoyment - Pedler, M.L., Willis, R., & Nieuwoudt, J.E.
    Journal of Further and Higher Education, 

  • 2020

    James, T., & Walters, V. (2020). How positive is positive psychology

    How positive is positive psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students - James, T., & Walters, V.
    Australian Journal of Adult Learning, 60(2), 170-189.

  • Seary K, Willans J. – Pastoral care and the caring teacher – value adding to enabling education

    Pastoral care and the caring teacher – value adding to enabling education - Seary K, Willans J.
    Student Success 11(1):12-21

  • 2019

    ‘I can be powerful as an individual agent’: Experiences of recently homeless women in an enabling program, transformative pedagogies and spaces of empowerment in higher education

    'I can be powerful as an individual agent’: Experiences of recently homeless women in an enabling program, transformative pedagogies and spaces of empowerment in higher education - Hattam S. and Bilic S.
    International Studies in Widening Participation 6(1), 65-79.

  • Crawford, N., Kift, S., & Jarvis, L. (2019). Supporting student mental wellbeing in enabling education: practices, pedagogies and a philosophy of care

    Supporting student mental wellbeing in enabling education: practices, pedagogies and a philosophy of care. - Crawford, N., Kift, S., & Jarvis, L.
    In A. Jones, A. Olds, & J. G. Lisciandro (Eds.), Transitioning Students in Higher Education: Philosophy, Pedagogy and Practice (pp. 161-170). Routledge.

  • Irwin, E., Baker, S., & Hamilton, E. (2019, 8 Nov). Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education.

    Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education - Irwin, E., Baker, S., & Hamilton, E.

  • James DT, Seary K. – Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance

    Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance - James DT, Seary K.
    Student Success 10(1):115-129

  • 2018

    Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L. (2018). Emotional labour demands in enabling education

    Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors - Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L.
    Student Success 9(1): 23-33.

  • James T, Seary K. – What’s so positive about positive psychology in an enabling program?

    What's so positive about positive psychology in an enabling program? - James T, Seary K.
    Foundations and Bridging Educators New Zealand Conference, Wellington, New Zealand, 29 Nov 2018 - 30 Nov 2018. Proceedings of the FABENZ Conference 2018. FABENZ, Online. 1-18.

  • Motta, S. C., & Bennett, A – Teaching in Higher Education

    Pedagogies of care, care-full epistemological practice and other caring subjectivities in Enabling Education - Motta, S. C., & Bennett, A.
    Teaching in Higher Education, 23, 631-646.

  • Olds, A., Jones, A., Crawford, N., & Osenieks, L. (2018). Reflective encounters for enabling educators

    Reflective encounters for enabling educators: The role of debriefing in building psychological capital - Olds, A., Jones, A., Crawford, N., & Osenieks, L.
    Refereed Conference Paper: Foundation and Bridging Educators New Zealand (FABENZ) Conference, Wellington, NZ.

  • Willans J, Seary K. – “Why did we lose them and what could we have done”?

    Why did we lose them and what could we have done? - Willans J, Seary K.
    Student Success 9(1):47-60

  • 2016

    The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities.

    The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities - Stallman, H. M., & King, S.
    Journal of University Teaching & Learning Practice, 13(5).

  • Crawford, N., Lisciandro, J., Jones, A., Jaceglav, M., McCall, D., Bunn, R., Cameron, H., Westacott, M., & Andersen, S. (2016). Models of support for student wellbeing in enabling programs

    Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities - Crawford, N., Lisciandro, J., Jones, A., Jaceglav, M., McCall, D., Bunn, R., Cameron, H., Westacott, M., & Andersen, S.
    Refereed Conference Paper: Foundation and Bridging Educators New Zealand (FABENZ) Conference, Auckland, NZ.

  • 2015

    Some people might say I am thriving but …: Non-traditional student experiences of university.

    Some people might say I am thriving but …: Non-traditional student experiences of university - Meuleman, A., Garrett, R., Wrench, A., & King, S.
    International Journal of Inclusive Education, 19(5), 503-517.

  • 2014

    Managing health and wellbeing: Student experiences in transitioning to higher education

    Managing health and wellbeing: Student experiences in transitioning to higher education - Wrench, A. Garrett, R. & King, S.
    Asia-Pacific Journal of Health, Sport and Physical Education 5(2), 151-166.

  • An initial exploration of the association between psychological distress and sedentary behaviour in first year undergraduates. A Practice Report

    An initial exploration of the association between psychological distress and sedentary behaviour in first year undergraduates. A Practice Report - Graham, C., Richardson, A., King, S., Chiera, B., & Olds, T.
    The International Journal of the First Year in Higher Education, 5(2), 95‐101.

  • Guessing where the goal posts are: Managing health and well-being during the transition to university studies

    Guessing where the goal posts are: Managing health and well-being during the transition to university studies - Garrett, R., Wrench, A., & King, S.
    Journal of Youth Studies, 16(6), 730-746.

  • 2012

    Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report.

    Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report - Richardson, A., King, S., Garrett, R., & Wrench, A.
    The International Journal of the First Year in Higher Education, 3(2), 87-93.

  • 2011

    ‘I feel like I’m being hit from all directions’: Enduring the bombardment as a mature-age learner returning to formal learning.

     'I feel like I'm being hit from all directions': Enduring the bombardment as a mature-age learner returning to formal learning - Willans, J., & Seary, K.
    Australian Journal of Adult Learning, 51(1), 119-142.