Within teacher education, professional standards across Australian jurisdictions consistently note the importance of developing the ability to "engage professionally" with a community (QCT, 2009; AITSL, 2012). Paralleling this however, are calls for more 'classroom' time (Australian Government, 2012
This case study presents the background to the establishment of Edith Cowan University (ECU)’s Student and Staff Mental Health Strategy 2021-2024 as well as the early stages of its implementation. The value of lived experience storytelling is explored, including its role in recovery programs in the mental health sector and early examples of its use in higher education health promotion initiatives. ECU’s experience adopting the Lived Experience Project is presented, including examples of how student voices have been incorporated within a range of strategic initiatives during the Foundation Phase of the University’s Mental Health Strategy. Future uses are also considered to promote ongoing reduction of stigma and normalising of help seeking for students experiencing mental health issues in a higher education setting.
Using the notion that research should 'enlighten' policy responses, this paper considers the complex locational factors that affect and underlie patterns of Indigenous student mobility in Queensland, Australia. The paper presents data, captured through an action research project, to explore mobility 'in and through' two environments. In so doing, it argues that the complexity of local sites and experiences, and distinct 'push-pull' factors in remote, regional and urban settings, are critical considerations when developing a 'policy package' in response to Indigenous student mobility. In this regard, more effective use and analysis of administrative data are required.
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