How can educators effectively manage and mitigate burnout among students with unseen disabilities?
Abstract:
This action research project delves into strategies for educators to effectively manage and mitigate burnout within the student cohort, with a specific emphasis on those with unseen disabilities. Burnout is acknowledged as a prevalent challenge in university education and professional practice. This research aims to identify and explore practical strategies to better navigate burnout, ultimately enhancing the overall student experience.
The mixed-methods approach integrates interviews with a disability educator/professional, focus group discussion with students, and a literature review. Insights from the interview shed light on the evolving landscape of disability support services, challenges faced by disabled students, and collaborative approaches between disability services and academic programs. Focus group discussion explored the multifaceted nature of burnout, emotional experiences, and the impact of academic stress on students.
The project seeks to contribute practical strategies for my own teaching practice and poentially other eduactors that will benefit all students in the long run. Recommendations include adopting inclusive language, promoting individualised support, streamlining administrative processes, and incorporating multisensory teaching approaches. Acknowledging potential ethical considerations regarding student disabilities and disclosure, the research aims to navigate these challenges responsibly and ethically.
My teaching context:
I teach the wonderful MA User Experience Design students, I’ve been working part-time since the start of the 22/23 academic year, before this I was an Associate Lecturer in the previous academic year (21/22). I’m part of the core teaching team with my two colleagues (including the CL), we work with a handful of HPLs for workshops and crits.
My teaching week consists of the following;
Monday – I co-teach online Seminars, covering a different theoretical text each week.
Tuesday – I host online/in-person group tutorials (Indvidual tutorials if it’s a hand-in week)
Thursday – I co-teach in the studio, the format is often group presentations to the class in the morning then either practical studio work or tutorials in the afternoon.
What makes my teaching context unique is that I’m an alumni of the MA:UX course, I graduated from the course in 2020. This gives me a unique perspective on the way I teach as I can offer practical guidance based on my own personal experiences of completing the course.