Conference Programme

Workshop 1- 14:00-15:30 - Basic Intervention Skills for Responding to Students in Distress

Pamela Patchell, Psychotherapist in Private Practice with 12 years Lecturing Experience, and Caitriona Kearns, Dean of Academic Affairs, CCT College Dublin. 

In recent years, we have seen a rise in the number of young people who are struggling with their mental health, as well as an increase in the number of learners seeking support while studying (Surdey, Byrne & Fox, 2022; Ahead, 2019). While it is common for higher education institutes to provide access to counselling services, lecturers and support staff at such institutions will often be the first point of contact for learners who are in acute psychological distress.  The purpose of this workshop is to explore basic interventional skills that can be employed, in the moment, by core staff who may be responding to distressed learners. While referral to appropriate counselling services is paramount in many cases, the student can be supported in the moment when responding staff are equipped with basic skills in empathic communication.

Workshop 2- 15:30-17:00 - Everyday Skills for Student Wellbeing: An Experiential ACT & DBT-Based Workshop 

Dr. Natalia Putrino, Lecturer, IICP College and Agustín Menendez, Chartered Clinical Psychologist, St. John of God University. 

University students often face high levels of stress, emotional dysregulation, and mental health difficulties that can impact their academic performance and overall quality of life. This workshop introduces an experiential wellbeing training grounded in two evidence-based approaches: Acceptance and Commitment Therapy (ACT) and Dialectical Behavior Therapy (DBT). Both models have demonstrated strong outcomes in university settings, improving psychological resilience, mindfulness, life satisfaction, and emotional regulation. The session will combine psychoeducation with brief, guided practices to help participants develop key ACT and DBT skills. ACT exercises will centre on acceptance, present-moment awareness, and values-based action, supporting students in cultivating greater psychological flexibility. DBT components will include emotion regulation skills, offering practical tools to manage academic and personal challenges more effectively. Participants will engage in meditation, values clarification, and interactive skills training in a safe and supportive environment. Special emphasis will be placed on everyday application of these tools to promote sustainable wellbeing in academic life. This proposal aims to contribute to supporting student well-being and building resilient campus communities by offering a brief, accessible, and evidence-informed intervention that can be implemented across diverse university contexts.

Time* Session

09.00 - 9.30 am Registration

09.30 - 9.40 am Welcome Address from Neil Gallagher, CCT College President

09.40 - 9.50 am Minister’s Address and Launch of Conference, Minister for FHERIS – James Lawless TD

09.50-10.00am Address from Dr. Ross Woods, HEA

10:00 - 10.40 am Keynote 1: Dr. Ruth Caleb, MBE

10.40 - 11.00 am Coffee/ Transition

11.00 - 12.45 pm Parallel Session 1 (Banking Hall),  Session 2 (Yeats Rm CCT College Dublin) & Session 3 (Wilde Rm CCT College Dublin)

12.45 - 14.15 pm Lunch at Banking Hall – College Green Hotel

14.20 - 15.00 pm Keynote 2: Dr. Emma Farrell, Maynooth University

15.00 - 16.45 pm Parallel Session 4 (Banking Hall) & Parallel Session 5 (Wilde Room, CCT College Dublin)

16.45 - 17.00 pm Conference closing

*Times may be subject to minor amendments.

Presentation 1: Keeping all the plates spinning – surviving and thriving in university for Mature student women from households on a low income

Dr. Siobhán Nic Fhlannchadha, UCD Access & Lifelong Learning Centre and Lisa O'Neill, Think Again Scholar and Graduand, UCD

In University College Dublin, we believe in attracting and supporting students from all backgrounds. UCD Think Again is an ambitious project which aims to recruit students from one of the most resourceful and creative groups in our society and support them to achieve their goals. We believe that, by supporting women to make their education dreams come true, we can support families and whole communities.  The Think Again scholars are a unique group in UCD, and how they fit into UCD, how they adapt to fit in, and how UCD changes to accommodate them, are all fascinating areas of research with implications for higher education and for society. They help us interrogate the idea of a resilient campus, and how we support students carrying a lot of responsibility. In this paper, we will reflect on the lived experiences of the Think Again scholars as they balance sometimes extreme challenges of caring responsibilities, financial pressure, academic pressure, precarious housing, personal and family health, and the pain of a truly transformative experience in university. The paper will include a spotlight on one neurodiverse Think Again scholar, including learnings and advice for practitioners regarding supporting student well-being. Finally, we will share our experience of anticipating the crises for this cohort of students and what we are trying to do to mitigate the risks. We hope this paper will be of interest to a wide audience of higher education practitioners as it has implications for student recruitment, retention, and support.

Presentation 2: The Juggler: Balancing Teaching, Wellbeing, and Sustainability in Higher Education

Dr. Michelle Murphy, Course Coordinator and Lecturer, Atlantic Technological University

One of the most powerful wellbeing interventions in higher education is the presence and practice of the educator in the room. Like a juggler keeping multiple objects in motion, the educator juggles the learning environment, balancing content, care, and classroom dynamics in real time. The Juggler functions as both a reflective metaphor and a guiding framework for wellbeing-focused teaching. Developed as a personal concept, it captures the emotional and cognitive demands placed on educators and how these shape the learning environment. Informed by Universal Design for Learning (UDL), trauma-informed practice, and constructivist theory (Dewey, Vygotsky), the metaphor highlights the educator’s role in balancing academic delivery, emotional presence, group dynamics, and relational responsiveness. This balancing act impacts not only student learning, but also educator sustainability and wellbeing. Practical strategies emerging from this approach include metaphor-based learning, reflective dialogue, and co-regulated classroom activities that promote voice, safety, and shared responsibility. These practices can enhance student engagement and foster deeper connection between students and educators. Just as importantly, they help alleviate emotional strain on educators by encouraging shared regulation and emotionally attuned teaching. The approach is adaptable and can be embedded into existing curricula without large-scale redesign, making it accessible across academic disciplines. Grounded in both lived classroom experience and relevant literature, The Juggler offers a transferable, evidence-informed model for embedding wellbeing into everyday teaching. It invites educators and institutions to adopt small, intentional practices that actively support mental health and wellbeing, thus building more connected, compassionate, and sustainable learning environments.

Presentation 3: Embedding Early Support in Higher Education: Lessons from Counselling and Psychotherapy Training

Jade Lawless, Academic Director, PCI College, and Gael Kilduff, Associate Academic Director, PCI College

Higher education places pressure on students, increasingly so in recent years. Higher education institutions are increasingly challenged to provide a high level of pastoral student support across all aspects of the student life cycle. There is an expectation that universities and colleges provide a proactive rather than reactive approach to student care, one that promotes prevention and early intervention. Counselling and psychotherapy trainings embed a culture of student care, fitness to study and fitness to practice within their training models due to the graduate outcomes that are achieved over the course of these trainings. There is a unique emphasis on student wellbeing as part of the overall programme outcomes, and this offers a unique lens through which to view the pastoral supports that can be embedded and transferred across all disciplines. This presentation draws on best practice approaches within counselling and psychotherapy training that promotes student wellbeing, active monitoring and successful progression. It looks at pedagogical approaches that promote student autonomy and active involvement in the curriculum. It explores how such practices not only benefit counselling students but support early intervention, belonging and resilience for all students. The session invites educators, programme leaders, and student services to consider how lessons from counselling education might contribute to a more compassionate and preventative mental health culture across higher education.

Presentation 4: From Stressed to Resilient: Transforming the Wellbeing of University Students using an Evidence-Based Mindfulness Curriculum, MIEA

Aisling O’Loughlin, Senior Counsellor, University of Limerick 

This presentation explores the MIEA mindfulness programme for university settings. In collaboration with the Psychological Counsellors in Higher Education Ireland (PCHEI), I received funding from my HEI, UL, to complete the 12-month training and certification.  Founded by Dr Holly Rogers and Margaret Maytan in Duke University’s student counselling centre, the Mindfulness Institute for Emerging Adults (MIEA) trains professionals to teach the Introduction to Mindfulness curriculum. This course is specifically designed to meet the developmental needs of emerging adults (EAs). The programme combines supervised practice, personal mentorship, small group learning, and innovative technology, via the Online MIEA Teacher Dashboard and the MIEA App. Participants learn and practice exercises and meditations that will help manage stress, support self-care and emotional regulation.   Intro to MIEA is a concise program of 4 classes, with 1 class per week lasting 75 minutes, to accommodate students’ busy lives. When registering for a MIEA Course participants download the MIEA APP ($3.99), with lifetime access to MIEA resources. Participants are invited to engage in 10-minutes of daily mindfulness practice and complete a mindfulness log, via their MIEA App, which provides asynchronous teacher support between sessions. Participants have access to recorded guided meditations, peer support, and numerous psychoeducational tools on the App. MIEA Teachers have a designated online Teacher Dashboard to avail of extra resources, lesson plans, marketing material, CPD trainings and community support from other teachers. An RCT study was published in the Journal of American College Health and became its most downloaded article in 2014.

Presentation 5: Student Counselling Services Initiatives 

Dr. Seán O’Connell, Head of Student Mental Health & Counselling, Dundalk IT, and Chairperson of the Psychological Counsellors in Higher Education Ireland (PCHEI) Organisation

For over 40 years, university and college counselling services have played a vital role in supporting student well-being. The Psychological Counsellors in Higher Education Ireland (PCHEI) work collaboratively with lecturers, support staff, and student unions to improve student mental health. This talk focuses on the context of student counselling and initiatives regarding risk and prevention, early intervention, and trauma informed practice. Areas of reflection cover student data, cases, evidence-based interventions for risk and emotion regulation. This will also include our exploration of partnerships with the HSE, NOSP, HEA, Healthy Campus, and review of the Mental Health and Suicide Prevention frameworks.

Presentation 1: From Surviving to Thriving: Embedding Mindfulness in Business Curriculum through a UDL Lens 

Bhuvan Israni, Assistant Lecture, Technological University Dublin 

Student mental health remains a pressing concern in higher education, particularly among first-year students who often experience increased anxiety, burnout, and disengagement. While mindfulness-based practices have shown promise in improving well-being and emotional regulation (Birdie, 2015), studies highlight potential risks associated with mindfulness practice, including depression (Ehrenberg, 2010), overwork (McGee, 2005), and/or a sense of alienation (Cederström, 2011). This study aims to explore the impact of embedding mindfulness micro-practices into Year 1 business modules (BBS, INTB) at TU Dublin, utilising a Universal Design for Learning (UDL) framework that focuses on Multiple Means of Engagement and Representation. Lecturers will receive toolkits and mindfulness trainings. Thereafter, brief mindfulness techniques—such as breathwork and mindful pauses—will be integrated into the start of weekly lectures. Students will have access to supplementary resources (readings, recordings) via Brightspace. Pre- and post-intervention surveys will measure students’ psychological well-being, engagement, stress, and openness to mindfulness. Qualitative data will be gathered through focus groups and lecturer logs. Ethical approval will be obtained prior to implementation. This study, therefore, will assess the effectiveness and limitations of curriculum-integrated mindfulness in enhancing student wellbeing and inclusion. Potential outcomes might include reduced stress and increased engagement. The study will also monitor for any adverse effects that students might experience due to mindfulness practice. This will ensure responsible implementation. This research in Irish higher education institutions will contribute to a shift from reactive mental health services to inclusive, preventive strategies embedded in everyday teaching practice. Findings may inform scalable, evidence-based wellbeing initiatives across disciplines

Presentation 2: A Case Study of Institutional Enhancement for Autism-Friendly Practices in Higher Education 

Anne Hannan, EDI & Career’s Officer, CCT College Dublin

Research (Gallagher et al, 2025) indicates that Neurodivergent individuals can have high levels of mental ill-health and an increased risk of suicide. Ensuring inclusive and equitable education for neurodivergent students has been much discussed and emphasised, however, there still exists a 'lacuna between policy and practice' (Quigley & Gallagher, 2025). On 1st October 2024, CCT College Dublin was formally recognised as an Autism Friendly Higher Education Institution by AsIAm, Ireland’s national autism charity. This recognition reflects a structured and sustained commitment to universal accessibility, which began in 2018 when the College engaged in a three-year collaborative learning process with AsIAm to enhance accessibility across all institutional functions. This iterative process prioritised the creation of an environment in which neurodivergent students are accepted, understood, and celebrated, underpinned by evidence-based practices and stakeholder engagement. Key actions included strategic investment in the physical and digital infrastructure of the College, targeted staff development, and the implementation of Universal Design for Learning principles. These initiatives were complemented by a deliberate cultural shift to embed equity, diversity, and inclusion into the College’s operational and pedagogical frameworks. This case study demonstrates that intentional and systemic approaches to investment, staff training, and institutional culture can foster an inclusive higher education environment where autistic students are enabled to thrive. It further illustrates the pivotal role that higher education providers can play in advancing accessibility, accommodation, and meaningful inclusion, supporting the creation of learning environments that reflect and respond to the diverse needs of all students.

Presentation 3: Mental Health and Wellbeing of University Students Living with ADHD: Findings from the I-SWAP study

Dr. Elaine Murray, Senior Lecturer, School of Biomedical Sciences, Ulster University, and Dr. Louise McBride, Head of Department of Nursing and Health Care, Atlantic Technological University

Background Many students with ADHD struggle during their time at university. While academic support may be available for those with a formal diagnosis, there is limited tailored psychological support, and a lack of support for those awaiting a diagnosis. The aim of this study was to enhance the understanding of the association between ADHD and poor mental health and wellbeing among university students living with ADHD, including those without a formal diagnosis. Methods Overall, 191 university students who screened positively for ADHD using the Adult ADHD Self-Report Scale (ASRS-v1.1) participated in this cross-sectional study. An online survey using validated and reliable instruments was used to measure depression (PHQ-9) anxiety (GAD-7), and suicidal behaviour (SITBI). Results Extremely high rates of depression (78%), anxiety (59.7%), self-harm (58.1%), suicidal thoughts (68.6%), plans (52.4%) and attempts (25.7%) were revealed, with no significant differences found between students with/without a formal diagnosis. A number of correlates and risk factors were revealed, including sexuality and rejection sensitivity and emotion regulation difficulties. Help-seeking among this cohort was low. Conclusions The findings from this study provides support for early intervention and wellbeing initiatives in the college setting to help both those with a formal ADHD diagnosis, and those awaiting an assessment. 

Presentation 4: Developing and evaluating a wellbeing programme for students with attention deficit/hyperactivity disorder 

Dr. Louise McBride, Head of Department of Nursing and Health Care, Atlantic Technological University, James Sweeney, PhD Student, Atlantic Technological University, Dr. Margaret McLafferty, Research Fellow in Mental Health, Atlantic Technological University and Dr. Elaine Murray, Senior Lecturer, School of Biomedical Sciences, Ulster University

Background: The college years can be difficult, with many students struggling with mental health and wellbeing. It is particularly challenging for students living with attention deficit/hyperactivity disorder (ADHD) thus important to provide support in the college setting. The main aim of the Irish Student Wellbeing and ADHD Project (ISWAP) was to develop, deliver and evaluate a novel wellbeing and mental health literacy programme for students living with ADHD. Methods: I-SWAP was conducted in two cross border universities; Ulster University (UU), Northern Ireland and Atlantic Technological University (ATU) Donegal, Northwest of Ireland (Spring 2023). Questionnaires were completed pre- and post-sessions (N=48) and an evaluation completed after each session. Focus groups conducted gleaned insight into the unique factors associated with delivery, adherence to, and success of the programme (N=15). Interviews with the facilitators (N=2) were also conducted. Results: Students who availed of the mental health literacy and wellbeing sessions found them very beneficial and recommended continuity of the programme. Positive and negative themes were identified, with recommendations by both participants/facilitators.  Conclusions: Findings of the pilot study highlight the importance of developing tailored cost-effective interventions strategies to support wellbeing of students living with ADHD. These wellbeing interventions can be adapted to suit other vulnerable cohorts in promoting a positive mental health and wellbeing outputs during college trajectory. This funded pilot student presentation will share the findings/recommendation, which are strongly aligned with the conference theme ‘Creating inclusive mental health supports’ incorporating values underpinning themes including authentic approaches, wellbeing, human-centredness through student partnerships. 

Presentation 5: An Exploration of Young Adults’ lived experience of People Pleasing and their sense of Well-being in Higher Education

Shradha Mahadevan, Psychology Graduate, Dublin Business School

This qualitative study explores the lived experiences of young adults who self-identify as people-pleasers, focusing on how these behaviours impact wellbeing within higher education settings. Semi-structured interviews were conducted with six participants (aged 20–30), and data were analysed using Braun and Clarke’s thematic analysis framework.  Findings revealed that people-pleasing tendencies often originate from early social conditioning but are amplified by academic pressures, competitive environments, and the expectation to maintain positive relationships within university contexts. Participants reported perceived benefits such as social acceptance and academic recognition; however, these came at the cost of emotional fatigue, boundary-setting difficulties, and identity conflict. Cultural norms and digital interactions—particularly those linked to campus social life and online academic communities—further reinforced these behaviours, making it harder for students to prioritize self-care. The study highlights the need for mental health initiatives in higher education that promote assertiveness, self-compassion, and boundary-setting skills to support student wellbeing. These interventions can help students sustain healthy relationships and autonomy while managing academic and social demands.

Presentation 1: It Starts With Us: Building Resilient Campus Communities Through Reflective Teaching Practice 

Pearl Brock, Lecturer & Programme Leader, IICP College and PhD Candidate at GCAS College

The increasing prevalence of psychological distress among students in higher education has become a defining concern within the sector. While institutional responses have traditionally focused on expanding counselling services and implementing policy reforms, there remains a significant gap in recognising the preventative, relational work that takes place within the learning environment itself. This article explores the role of educators as relational anchors who can significantly influence student wellbeing, psychological safety, and resilience through reflective teaching practices. Drawing on psychotherapeutic theory, organisational research, and teaching experience, this paper positions the lecturer not solely as a subject matter expert but as a critical relational figure in the academic ecosystem. Psychological safety, a concept well established in the literature, is identified as central to fostering student engagement and resilience. However, many educators lack the reflective training and systemic support required to effectively create these conditions. This article advocates for a cultural shift within higher education where reflective teaching practice is integrated, supported, and valued as a core component of student mental health strategy. It argues that building resilient campus communities must begin with supporting educators to engage relationally, model psychological safety, and embody reflective awareness. By embedding these practices within the daily structure of teaching, higher education can evolve towards a more sustainable, preventative approach to student wellbeing.

Presentation 2: Diet and Mental Health in Higher Education

Claudia Guericco Diaz, Community Dietician, Health Service Executive

Introduction:  Mental health challenges are rising among students in HE, often affecting academic performance, focus, and emotional well-being. While psychosocial and academic stressors are well-documented, nutritional factors remain underexplored in institutional mental health strategies. This presentation examines the growing body of evidence linking dietary patterns to cognitive function, mood regulation, and psychological resilience in university students. Method: Review and analysis of main research on this field. Results: Drawing from multidisciplinary studies in nutrition science, psychology, and educational health, this presentation explores how diets rich in omega-3 fatty acids, complex carbohydrates, essential vitamins (B-complex, D, iron), and antioxidants support mental clarity, reduce symptoms of anxiety and depression, and improve academic outcomes. Conversely, poor dietary habits—characterized by processed foods, high sugar intake, and nutrient deficiencies—are associated with cognitive fatigue, mood disorders, and impaired learning. We advocate for integrative health approaches in HE, especially in student support services and proposes actionable recommendations for campus-based interventions. Actions:  Exploring of key nutrients for better brain function and emotional/cognitive performance and ideas of meals. Conclusions:  Quality of diet is positively associated with school performance. Mediterranean diet is associated with slower cognitive decline and improved memory. Consistent breakfast consumption supports better learning outcomes in terms of memory, attention and executive function tasks. Eating omega-3 fatty acids or supplementing with it, improves attention and cognitive performance. Mild dehydration is related to poor performance in students. 

Workshop: Serious Play Meets Positive Psychology: Building Resilience Through Embodied Learning 

Dr. Briony Supple, Senior Lecturer in Design Thinking, Pedagogy & Praxi, University College Cork, Dr. Zelda Di Blasi, Lecturer, School of Applied Psychology, University College Cork, and Sinead Moynihan, Researcher in School of Education, University College Cork

How can we teach psychological resilience in ways that are active, inclusive, and transformative? At University College Cork, we’ve developed an innovative module within the MA in Positive and Coaching Psychology that combines Positive Psychology theory with LEGO® Serious Play® (LSP) to support student well-being and deeper engagement. Each session uses metaphor, storytelling, and hands-on model building to explore core resilience-building themes—such as purpose, growth mindset, and gratitude. Students don’t just reflect on these ideas abstractly; they externalise them, physically construct them, and share stories that foster empathy, psychological safety, and community. Grounded in constructivist and narrative psychology, the module is co-taught by trained LSP facilitators and culminates in students designing and delivering their own resilience-focused workshops. Feedback consistently describes the module as joyful, empowering, and transformative. This workshop will share how embodied learning approaches like LSP can support student mental health, build belonging, and foster confidence and connection across diverse learners. As one of the few higher education programmes globally to embed LSP so deeply, this work offers a model for reimagining how we teach and live well-being in universities—moving from ideas to authentic, student-centred action.

Presentation 1: U-WELL:  A collaborative approach to university student mental health and wellbeing research on the Island of Ireland
Dr. Margaret McLafferty, Research Fellow in Mental Health, Atlantic Technological University and Sarah Hughes, PhD Candidate Ulster University

The mental health and wellbeing of university students is a growing concern globally. Untreated mental illness can have a detrimental impact on academic performance, retention, and social connectedness. While some institutions on the Island of Ireland conduct mental health and wellbeing surveys, little collaborative work has been conducted to date, with different measures utilised, making it difficult to compare data. The Research Ireland funded, U-WELL project aims to provide a better understanding of student mental health and wellbeing in Ireland. This initiative includes the setting up of a network for those with an interest in student mental health research, and the development, promotion, and co-ordination of a large-scale, standardised, longitudinal survey, addressing the current gap in this important area of research. A pilot study was conducted in Autumn 2024 in three universities (ATU Donegal, UCC, Ulster University), with feedback obtained from student participants. A stakeholder engagement study was also conducted with key stakeholders. The next step in the project is to launch the standardised survey in a number of universities in Autumn 2025, and to extend it year-on-year. Resources such as documents for ethical approval will be shared with participating universities and the aim is to create a large-scale database which provides a broad picture of university student mental health and wellbeing across the island of Ireland. The development of a standardised, longitudinal survey, will provide robust evidence-based data, related to student mental health, which will be of great benefit to students, educators, student wellbeing services, policy makers and clinicians.

Presentation 2: Practical strategies to address the impact of technology on wellbeing

Dr. Suzanne Stone, Educational Developer, University of Limerick

Digital wellbeing, broadly understood as the impact of digital technologies on mental health and wellbeing, has emerged over the last decade in the literature and discourse across a range of sectors as a key ‘subset’ of wellbeing (Calvo & Peters, 2018; Gui, Fasoli & Carradore, 2018; Biggins & Holley, 2020). This presentation will focus on practical strategies for participants to manage the impact of digital technologies on their wellbeing in the context of the higher education workplace, thus connecting to the conference theme of: Prevention and Early Intervention: shifting from Crisis to Support. Actionable insights from a doctoral study on digital wellbeing of higher education staff will be presented including strategies to manage work-home boundaries; manage digital overload; and prevent digital distraction. The presentation will also explore the potentially positive impact of digital technologies on workplace by reminding participants of the benefits of digital technologies. Participants will be introduced to a suite of universally designed Open Educational Resources (OERs) which can be used to support their own digital wellbeing or to support the development of professional learning in their own contexts. The OERs could also be adapted to support students’ digital wellbeing.

Presentation 3: Designing Mental Health Interventions that Optimise Student Success: A Peer Support Perspective 

Ralph Armstrong-Astley, S2S Coordinator, Trinity College Dublin 

This presentation will take participants step-by-step through the 3Set Model for Innovation in Student Mental Health and Wellbeing, and how the 6 influences identified in the model work together to optimise the impact any intervention can have on student success. First, we will cover how student success has been defined by compiling definitions from the HEA, the National Forum for Teaching & Learning and from US reports. Using the S2S Mentoring and Peer Support Programme in Trinity College Dublin as an example, we will then discuss how programmes can be optimised to strengthen each of the 6 influences:

• Meet student needs more effectively

• Improved quality of services

• Targeted, evidence-based interventions

• Increased collaboration

• Student belonging

• Improved Mental Health and Wellbeing.

We will also emphasise the power of harnessing student partnership and co-creation not just to improve the intervention being designed, but as an intervention in its own right. Finally, we will outline what is meant by a “whole of institute approach,” and encourage some reflection of the role of all student services, and of students themselves, in mental health and wellbeing promotion and early intervention work, concluding that “mental health is everybody’s business”. The 3Set model is an evidence-based, tested example of how to design Innovation in mental health and wellbeing support for students, and highlights the importance of student partnership, leadership and engagement. The examples used in the presentation will spotlight best practice in building resilient campus communities, creating inclusive mental health supports and early intervention initiatives.

Presentation 4: A Student’s Perspective on Trauma Informed Education
Fiona Alexander, MSc Student in University College Cork 

This autoethnographic paper explores the student experience of belonging, agency and cognitive engagement. It draws on experiences across diverse learning modalities including apprenticeship, face-to-face, blended and 100% on-line courses, and is framed within trauma-informed teaching and learning principles (Carello and Butler, 2015). The analysis engages with the Community of Inquiry Framework (Garrison, Anderson and Archer, 2000), pedagogies of care ( (Noddings, 1992; hooks, 1994) and active learning principles (Prince, 2004). These reflections are then considered with regard to the findings identified in the National Forum for the Enhancement of Teaching and Learning (2016) report on excellence in teaching from a students perspective. The purpose of this paper is to encourage reflection on how trauma-informed and care-centered approaches can transform higher education experiences.  

Presentation 5: Trauma Informed Considerations in Higher Education

Caitriona Kearns, Dean of Academic Affairs, CCT College Dublin/PhD Candidate Maynooth University and Pamela Patchell, Psychotherapist in Private Practice

Adverse childhood experiences are linked with a range of deleterious outcomes, including a negative impact on education (Rooseby & Gascoine, 2021). Nearly a third of adult learners bring with them into the classroom a history of abuse, neglect, developmental chaos or violence that influences their capacity to learn (Perry, 2006, p.21). Trauma survivors may present in a variety of ways, including dissociation, difficulty managing perceived or real threats, avoidance and consistently being in a higher state of arousal. They are more likely to grapple with a range of other mental health difficulties including depression, anxiety and substance use disorders.  Unfortunately, such learners are likely to exhibit higher rates of educational drop out (Ochoa & Constantin, 2023), lower levels of overall higher education attainment (Hardner et al, 2018) and lower household income (Barrett et al, 2014; Assini-Meyton et al, 2022). The purpose of this paper is to explore the impact of trauma histories on a learner’s education trajectory. It aims to examine the knock-on effect on their ability to engage effectively in teaching and learning, and to critically consider how we, as educators, can recognise and support such learners in our classrooms.

Presentation 1: The mental health of students transitioning from secondary school to university on the island of Ireland 

James Sweeney, PhD Student, Atlantic Technological University

The transition from secondary school to university is a significant time during which students are at increased risk of developing mental health disorders or exacerbating any pre-existing conditions. The U-WELL project aims to explore students’ experiences of this transition by conducting a longitudinal study, examining potential differences between students from Northern Ireland (NI) and the Republic of Ireland (ROI), and identifying risk and protective factors. This study sought to establish a pre-transition baseline of mental health and wellbeing among final-year secondary school students. Following ethical approval, 234 final-year students (53.6% female) were recruited from multiple schools across NI and ROI between November 2024 and April 2025. Participants completed a pseudonymised online survey including validated measures of mental health, wellbeing, and parenting behaviours. Data was analysed using SPSS v29. Baseline findings will be presented, focusing on students’ mental health profiles and regional differences. Students’ main concerns about the transition centred on four key areas: friendships, academic worries, and managing finances and time. These findings highlight the need for targeted support from parents, secondary schools, and universities during the months preceding and following the start of university life. Planned follow-up with the original cohort, alongside additional incoming university students in Autumn/Winter 2025, and at the end of their first year in Spring/Summer 2026, will further examine the transition experience and aid in identifying key risk and protective factors. Secondary school educators and parents will also be consulted to inform the development of effective support strategies for students navigating this important life stage.

Presentation 2: Embedding Healthy Campus in a compulsory Education for Sustainable Development Curriculum

Sophie Matabaaro, Healthy Campus Officer, Trinity College Dublin, Prof Cecily Roche, Prof. Sarah-Jane Cullinane, Prof. Norah Campbell, Martina Mullin, Eleanor Colreavey, Patricia Murphy, Prof. Brendan Kelly, Trinity College Dublin 

Aim: Embed Healthy Campus course materials in a compulsory Education for Sustainable Development Module. Objectives: Develop an activism handbook aimed at teaching students how to use the theory of behaviour change to act on upstream change. The Healthy Trinity: Mental Health group created a resource called “Anxiety and Action – A handbook on political organising for systems change” and approached the newly appointed Education for Sustainable Development Fellows in Trinity Sustainability, requesting that the handbook be included in the new compulsory module that was under development. 

Presentation 3: Promoting student inner sustainability, the potential of a mindful teaching strategy for chef wellbeing and self-care practice

Annette Sweeney, Senior Lecturer in Culinary Arts TU Dublin/ PhD Scholar RCSI Centre for Positive Health Sciences, Technological University Dublin 

Whilst there is an ongoing focus on sustainability strategies in higher education linked to the UN Sustainability Goals for 2030, in 2024 a non-profit initiative co-created the Inner Development Goals Framework. Aimed at fostering inner development towards a more sustainable future, the framework includes five inner skills, one of which is ‘Being’ which centres on the relationship to self though the lens of: an inner compass, authenticity and integrity, self-awareness, presence, openness and a learning mindset. Alongside this there is an increasing interest in exploring the pedagogical approach for teaching inner sustainability. The use of a mindful approach to achieve this has been proposed in recent studies and in many ways in turn reflects the elements of the Inner Development Framework. The Mindful Kitchen-Health and Wellbeing for Chefs module, at Technological University Dublin was introduced in 2019 to enable culinary arts students, explore and apply mindful approaches to support their wellbeing and self-care practice in the professional kitchen. Modern kitchen sustainability practices need to include the inner sustainability of the chef as kitchens have long been regarded as stressful environments with many having long working hours that prioritise professional tasks over subjective wellbeing. An evaluation of the interrelationship between the applied wellbeing, self-care practice and learning mindset that results from using a mindful approach in the culinary arts classroom is presented from the student’s and educator’s perspective. The potential of this pedagogical practice in supporting student wellbeing as an inner sustainability strategy in the higher education classroom is discussed.

Presentation 4: Identifying At-Risk Students Early: Predictive Analysis of Academic and Behavioral Indicators to Shift from Crisis to Support 

Abhishek Kumar, Programme Director, Holmes Institute Dublin, Sudipta Saha, Project Officer, Health Research Board, and Eileen Buckley-Dhoot, Academic Dean, Holmes Institute Dublin

Student attrition and academic underperformance remain critical challenges in higher education, necessitating proactive strategies to identify at-risk students before crises emerge. This study develops and validates an early warning system (EWS) using measurable academic and behavioural indicators—including GPA decline, attendance drop, late/missing assignments, course withdrawals or resits, and mitigating circumstances—to predict student risk status accurately. Prior studies demonstrate the efficacy of early warning systems, yet binary classification models often misclassify students due to oversimplification. This study proposes a refined, tiered approach and compares its predictive performance against binary flags using logistic regression and machine learning techniques by analysing historical academic records through a tiered risk model. This study identifies attendance drop, late assignments, and course withdrawals as the strongest predictors of academic risk. Attendance drops significantly increased risk odds, while late submissions more than doubled them, highlighting procrastination's impact. Notably, GPA decline showed no statistical significance, possibly due to delayed effects, and mitigating circumstances yielded unreliable results from data gaps. These findings underscore the value of behavioural indicators, particularly real-time attendance and assignment patterns, over static academic metrics in early warning systems. Using predictive analytics, the research confirms these behavioural markers effectively flag at-risk students, urging institutions to monitor them proactively. While GPA trends alone proved less predictive, combining them with behavioural data could strengthen risk models. The unstable results for mitigating factors call for improved tracking of external challenges. By refining risk detection through actionable indicators, this study advances learning analytics and offers practical strategies for timely interventions