Canadian Varsity Student-Athletes’ Perceived Institutional Mental Health Support: Are Universities Extending the Care Needed for Flourishing in an Endemic World?

Abstract

Canadian university student-athletes regularly face a combination of academic-related stressors (e.g., assignments due, tuition to pay) and sport-related stressors (e.g., travel to competitions, injury, fatigue). In fact, evidence suggests that university student-athletes are at an increased risk for mental health concerns. To further understand student-athletes’ particular experiences, the present master’s thesis research investigated student-athletes’ perspectives on institutional mental health support and whether they believe the support provided is enabling them to flourish in an endemic world. Grounded in Keyes’ two-continua model of mental health and Basic Psychological Needs Theory, this study explored how institutional environments and need satisfaction influence student-athletes’ well-being. A multi-method qualitative approach combining timelining and semi-structured interviews was used with eight varsity student-athletes from multiple sports. Narrative analysis was used to create storylines within and across student-athletes’ experiences. From these storylines, three composite creative nonfictions (CNFs) were built. The first CNF was written using a first-person narrative exploring a student-athlete’s internal thoughts and feelings on mental health supports at their institution, as well as the barriers they faced accessing these supports. The second and third CNFs were written as an all-knowing narrator (i.e., third-person omniscient) detailing two student-athletes’ divergent experiences of flourishing and languishing. Based on the results, recommendations are offered to help universities adapt and develop initiatives aimed at better supporting student-athletes’ mental health