“…While the importance of the supervisory relationship on graduate students' positive academic outcomes and sense of belonging in academia has been well-documented (Curtin, Stewart, & Ostrove, 2013;Devos et al, 2017;Jairam & Kahl, 2012), the literature is less clear with respect to the impact of poor teaching on students' academic and mental health outcomes at the post-secondary level. Perhaps most concerningly, students emphasized reluctance to seek academic accommodations, both informal (e.g., asking for a one-time extension) and formal (e.g., longstanding academic accommodations), noting that doing so seemed to reflect an inability to meet expectations and was often met with stigma (Lindsay, Cagliostro, & Carafa, 2018;Thompson-Ebanks & Jarman, 2018) and the unwillingness or implied dissatisfaction of faculty, something recently noted in the literature (Kendall, 2016;Lindsay et al, 2018). This is particularly concerning, given the recent increase in conversations surrounding the roles and responsibilities of faculty with respect to recognizing changes in, and supporting students' mental health and wellbeing (DiPlacito-DeRango, 2018).…”