Responding to Mental Health Challenges in an Ontario University Athletic Department: An Institutional Analysis

Abstract

It has been well-documented that student-athletes experience additional mental health challenges compared to their non-athlete peers. Universities can play an integral role in mitigating these challenges. Using an Institutional Ethnographic (IE) approach, this study examines an Ontario university athletic department’s institutional practices and responses to student-athlete mental health. Specifically, this study elucidates the institutional organization and structure of the athletic department and university responses to student-athlete mental health challenges. By adopting the perspective of a student-athlete, difficulties that the student-athlete experiences when pursuing help for their mental health challenge are identified. In-depth interviews were conducted with seven institutional workers and one student-athlete along with the analysis of institutional texts present in the process of help-seeking. The data demonstrated the process of a student-athlete navigating a triage model of mental health care - highlighting the influencing ruling and social relations, a highly team dependent and collaborative process, varying levels of responsibility for institutional workers, and a lack of funding and staffing. There was also an emphasis placed on the university being a leader in mental health, often leading institutional workers and student-athletes to have certain expectations regarding the mental health services offered. The thesis concludes with a discussion of strategies to reform the process of student-athletes receiving help for their mental health challenges, which include: 1) establishing clearer responsibilities for workers’ roles and more straightforward paths for student-athletes to navigate, 2) employing a mental health professional for athletes, who is available and accessible for student-athletes to receive timely care, and who could help to eliminate the need for a complicated and inconsistent triage system, 3) proactive screening for mental health challenges with student-athletes rather than the use of a reactive model, 4) integration of a training readiness survey to help integrated support teams monitor and identify the wellbeing of student-athletes, 5) required training for all coaches and athletics office staff related to mental health first aid, 6) better, more realistic communication about the university’s standing as a leader in mental health, and 7) overall better integration of mental health services into athletics.