On Thursday 23 July 2020, the NCSEHE hosted a panel discussion with Professor James Smith (Menzies School of Health Research), Dr Bep Uink (Kulbardi Aboriginal Centre, Murdoch University) and Professor Daphne C. Watkins (University of Michigan).

1. 23 July 2020

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Promoting the social and emotional
wellbeing of Aboriginal and Torres Strait
Islander higher education students:
Towards a new normal
Professor James Smith
Father Frank Flynn Fellow (Harm Minimisation),
Menzies School of Health Research
Adjunct Professorial Fellow, NCSEHE

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Acknowledgment
I would like to acknowledge the Larrakia
people and pay respects to elders past,
present and emerging.

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• What do we know about the social and emotional
wellbeing of Aboriginal and Torres Strait Islander
people?
• What can we do to address the social and emotional
wellbeing needs of Aboriginal and Torres Strait
Islander students in higher education?
Overview

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(Bainbridge et al., 2018)(Australian Government, 20130

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1. Health as a holistic concept
2. The right to self-determination
3. The need for cultural understanding
4. The impact of history and trauma and loss
5. Recognition of human rights
6. The impact of racism and stigma
7. Recognition of the centrality of kinship
8. Recognition of cultural diversity
9. Recognition of Aboriginal strengths
Nine guiding principles:
(DPMC, 2017)

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• Connection to family, culture and country are
important (David et al., 2018; Smith et al, 2018)
• Students have developed personal strategies
relating to resilience and self-efficacy (Toombs &
Gorman, 2010; Frawley et al 2017; Smith et al., 2017)
• Social and emotional wellbeing is broader than
Western concepts of mental health (Toombs &
Gorman, 2010; Murrup-Stewart et al, 2018)
• University settings can be harmful to social and
emotional wellbeing of students, if staff are not
appropriately trained and supported (Toombs &
Gorman 2010)
What do we know about the social and emotional wellbeing
of Aboriginal and Torres Strait Islander students?
Emerging Evidence

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• Social and emotional wellbeing impacts Aboriginal and Torres
Strait Islander participation, achievement and completion at
university (Behrendt et al, 2013; Shalley et al., 2019; Wood et al., 2019)
• Aboriginal and Torres Strait Islander students are often First in
Family to attend university (Behrendt et al, 2013; O’Shea, May & Stone, 2017;
Stahl, McDonald & Stokes, 2020)
• Aboriginal and Torres Strait Islander students (and staff) face
structural and systemic racism on a daily basis while at university
(Craven & Mooney, 2013; Buckskin et al., 2018; Frawley, Russel & Sherwood, 2020)
• Culturally responsive environments are important for Aboriginal
and Torres Strait Islander learners (Buckskin et al., 2018)
What does recent Indigenous higher education
research tell us?
Emerging Evidence

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• Family support is critical to the
Indigenous student success (Tachine 2017;
Smith et al., 2018)
• Supporting digital literacy development
for online learning is important (Prayaga et
al., 2017)
• Aboriginal and Torres Strait Islander
students have a strong sense of self-
efficacy and have often developed
resilience strategies across their life-
course (Frawley et al., 2017)
What does recent Indigenous higher education
research tell us?
Emerging Evidence

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• The role of self-efficacy: Rippling stories of success (Frawley et
al., 2017)
• Understanding completion rates of Indigenous higher education
students from regional universities (Shalley et al., 2019)
• Higher education aspirations, participation and achievement of
Indigenous males (Smith et al., 2020)
• Recruitment and support practices of Aboriginal and Torres Strait
Islander health studies students (Simpson, 2020)
Recent and current NCSEHE projects of
relevance:

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• Recognise that past trauma impacts
social and emotional wellbeing
– Colonisation has intergenerational impacts
– Trauma Informed Care/Support is critical
– Healing programs are legitimate
• Recognise that people of colour face
multiple health and social inequities
that prevent access to, and
participation in, higher education
– Inequities are often felt across the life-course
– There are cumulative impacts of inequities
What can be done (from a health perspective)?
Emerging Evidence
Promising practice guide - SEWB among
Aboriginal and Torres Strait Islander
youth

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• Call-out all forms of racism at
university, and embed anti-racism
messaging into curricula
• Interventions need to be gender-
sensitive, culturally-responsive, and
age-appropriate (and address
this complexity)
What can be done
(from a health perspective)?
Emerging Evidence

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Promising practice guide - SEWB among Aboriginal and Torres Strait
Islander youth (Orygen, 2019)
Strategies and practices for promoting the social and emotional wellbeing of
Aboriginal and Torres Strait Islander people (Closing the Gap Clearing House, 2013)
Healing Foundation
Spirituality and Aboriginal people's social and emotional wellbeing (Poroch et
al., 2009)
National Strategic Framework for Aboriginal and Torres Strait Islander
Peoples' Mental Health and Social and Emotional Wellbeing (Department of
Prime Minister & Cabinet, 2017)
Indigenous pathways, transitions and participation in higher education: From
policy to practice (Frawley, Larkin & Smith, 2017)
Improving social and emotional wellbeing for Aboriginal and Torres Strait
Islander people (Bainbridge et al., 2018)
Useful Resources

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Professor James Smith
Father Frank Flynn Fellow (Harm Minimisation),
Menzies School of Health Research
Email: james.smith@menzies.edu.au
Ph: 0455088501
Contact Details:

16. I acknowledge that I am speaking to you today from the lands of the
Nyungar people. I pay my respects to my ancestors and their
enduring and dynamic culture and the leadership of Nyungar elders
both past and present. I would also like to acknowledge First
Nations people in attendance today.

17. Aim: Share strategies that an Indigenous Education Unit used to support
Indigenous student wellbeing during COVID-19 and beyond
• Current Indigenous student enrolments and completions
• Historical and current context
• Impacts of COVID-19 on Indigenous student wellbeing
• Kulbardi Centre responses to support wellbeing
• Lessons for the future

18. —
• Ever widening area of investigation
Figure 1: Indigenous Bachelor Enrolments

19. 0
10
20
30
40
50
60
70
80
90
100
2008 2009 2010 2011 2012 2013
%CompletingStudents
Indigenous Bachelor Students - 6 year completions

20. • Recent analysis of regional and remote Indigenous students suggests
average Bachelor completion rate is 10 years (not 6 years) (Shalley et al.,
2019)
• Greater counselling around being at university
• University-level factors
• Student wellbeing

21. Bodkin-Andrews G, Carlson B. Racism, Aboriginal and Torres Strait Islander Identities, and higher
education: reviewing the burden of epistemological and other racisms. Seeding success in
Indigenous Australian higher education. 2013 Jan 1:29-54.
http://education.abc.net.au/home#!/digibook/2827360/the-colonisation-of-perth
https://australianstogether.org.au/discover/australian-history/get-over-it/
https://www.naccho.org.au/about/aboriginal-health

22. “A contested space between the two knowledge systems…. things are not
clearly black or white, Indigenous or Western.”
(Nakata, 2007, p. 10)
“Indigenous students often feel the contradictions and tensions within
having to align to one or the other” (Nakata, 2007, p10).
Coming to university means navigating both ‘Western’ and Indigenous ways
of thinking, being and knowing
• Hill, Woods, & Winmar (2018) — students initially made to feel as if
coming to university was going against their Aboriginal identity, but
university can be a transformative experience where students reflect on
the cultural interface.

23. • Social distancing guidelines saw the closure of universities in Australia
and a rapid migration to online learning
• Own institution — given two weeks to prepare online teaching
• By and large, equity groups including Indigenous Australians were initially
overlooked in planning and discussions
• Concern that students generally would struggle with online teaching and
learning
• Evidenced by university wide ‘Academic Safety Net’ – unit fails for the
semester would not be recorded on student transcripts

24. What would be the impact for an already educationally disadvantaged
group?
• Social restrictions brought about by COVID-19 place Indigenous higher
education students at risk for 3 forms of isolation:
• Cultural isolation
• Digital isolation
• (further) educational isolation
Bennett, R., Uink, B., & Cross, S. (under review). Beyond the Social: Cumulative implications
of Covid-19 for First Nations university students in Australia. Social Sciences and Humanities
Open

25. • RELATIONSHIPS ARE KEY

26. —
• Practical impacts
• Family members unable to help with childcare
• Additional stressors on top of study load
• Psychological impacts
• Less easy to access family and friends for a debrief
• Additional stressors on top of study load
• Loss of the Kulbardi community
• Loss of connection

27. • Digital divide
- Lower access to digital technology which impaired online learning
- Issues around device ownership and internet connection
- One tablet or laptop per family … home schooling children
- Unstable internet connection
- Access extends beyond device ownership and internet connection
- How to engage with online learning
- Low motivation
- Non-Indigenised curriculum

28. “Bringing Indigenous worldviews and perspectives into curriculum”
(Howlett, Ferreira, Seini, & Matthews, 2013)

29. • Dreamson et al., (2016). Culturally inclusive learning for Indigenous
students in a learning management system (LMS). National Centre for
Student Equity in Higher Education
• Reviewed guidelines for using LMS across 10 universities
Assessed against criteria of
• Communication
• Collaboration
• Community
• Interculturality
• Concluded that Learning Management Systems are not designed with
principles of Indigenous education in mind.

30. • Cultural and Social isolation converge to increase Indigenous students’
educational isolation via two pathways:
1. Loss of support community
2. Loss of Learning Communities

31. Kulbardi transition to fully online teaching approximately two weeks into
semester
Primary concern — how are we going to maintain contact and relationships
with students?

32. • Group staff discussion resulted in agreement to extend our Transition
Academic Pastoral and Support (TAPS) model
• TAPS involves regular ‘check-ins’ with students at pressure points throughout
the semester (Week 1, Week 5, Week 10)
• 10-15 minute conversation (or via email)
• Are you ready for the transition to online learning? Is there anything you need to
help prepare (Transition)
• Have you set up to meet with your ITAS tutor, any assignments you are worried
about ? (Academic)
• How are you feeling about COVID-19 and online learning? (Pastoral)
• How else can I help you? (support?)

33. • Increased frequency to weekly email/phone/social media check-ins with
students for the whole length of the semester
• Daily text messages to ‘at-risk’ students
• Reached out to 235 students total
Had contact with 178 (76% of cohort) of students by end of semester, most
students had multiple contacts.

34. 1. Issues with online learning
“Has computer problems. Will need help”
“no computer so can't complete assignments or watch online lectures”
“Unsure about final teaching prac going ahead. A bit anxious with that”
“Can't get into collaborate but sorting it out”
“Feeling the effects of isolation, worried about rest of semester — meeting
ITAS tutor, follow up to see how it went. Will Facetime regularly to socialise”

35. “doing well but losing motivation. I asked him if he is doing things to help
motivate him?”
“Feeling a bit stressed and not sleeping. Offered H&C, if he wants me
to organise”
“Stressed about studies and is grateful for weekly checkins”
“Thanks for this email so appreciated to help me stay on track”

36. • Hosted regular virtual ‘cup of tea’ session over Teams — chance to catch
up with peers and debrief, get social support (5-10 students attended each
session)
• University-wide scheduled regular online activities:
• yoga and cooking classes, game nights, hosted through Murdoch
University Facebook page

37. • Providing students with data credit, borrowing laptops, usual laptop
scheme, IT support
• Advocated for students with unit co-ordinators
• Murdoch university student support package:
• Technology bursary
• Essentials bursary
• up to a $1,000 payment for students who are studying full-time, or a $500
payment if they are studying part-time or through the OnTrack and K-Track
programs.
• IT equipment and loans (laptops, wireless internet dongle)

38. • ‘Tips for parenting during COVID-19’
• ‘Maintaining mental health during COVID-19’
• App suggestions
• ‘Tips for dealing with COVID-19 anxiety’
• Contact details for internal and external support services
• Worked with H&C to make FDV resource

39. https://healthinfonet.ecu.edu.au/keyresources/resources/?kw=&kw=LGBT&searchIn_title=1&joiner=OR&website=aih

40. Whole of university approach
“By embedding Indigenous issues within core policies, universities
commit to ensure that central administration and Indigenous education
units do not have sole responsibility for effecting these policies.
Faculties, schools and divisions across universities will be equally
responsible and accountable for progress” (Universities Australia
Indigenous Strategy 2017-2020, p28).
• ALL university staff have a role to play in supporting Indigneous
student progression and completions

41. • Relationships are key
• Don’t assume digital competency
• Indigenising both offline and online spaces
• Students will engage in digital communication methods with
some prompting
• Acknowledgment of broader societal events on student wellbeing

42. Bennett, R., Uink, B., & Cross, S. (under review). Beyond the Social: Cumulative implications of Covid-19 for First Nations
university students in Australia. Social Sciences and Humanities Open
Uink, B., Bennett, R., Tanoa, A., & van den Berg, C. (in prep). Creativity in Reactivity: Using technology to support
Indigenous higher education students during COVID-19, Global Journal of Indigeniety
Dreamson, N., Thomas, G., Lee Hong, A. & Kim, S. Culturally Inclusive Learning for Indigenous Students in a Learning
Management System (LMS). Report submitted to the National Centre for Student Equity in Higher Education
(NCSEHE), Curtin University: Perth. 2016 October 7 [cited 2020 May 01]. Available from
https://www.ncsehe.edu.au/publications/culturally-inclusive-learning-for-indigenous-students-in-a-learning-management-
system/
Gee G, Dudgeon P, Schultz C, Hart A, Kelly K. Aboriginal and Torres Strait Islander social and emotional wellbeing. Working
together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice. 2014;2:55-68.
Howlett, C., Ferreira, J. A., Seini, M., & Matthews, C. (2013). Indigenising the Griffith School of environment curriculum:
Where to from here?. Australian Journal of Indigenous Education, The, 42(1), 68.
Australia, U. (2017). Indigenous Strategy 2017-2020 (pp. 1-39). Universities Australia.
Shalley, F., Smith, J., Wood, D., Fredericks, C. B., Robertson, K., Miller, A., ... & Fredericks, B. (2019). Understanding
completion rates of Indigenous higher education students from two regional universities.
Hill B, Winmar G, Woods J. Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal
University Students. The Australian Journal of Indigenous Education. 2018:1-2.
Nakata MN. Disciplining the savages, savaging the disciplines. Aboriginal Studies Press; 2007.
Bodkin-Andrews G, Carlson B. Racism, Aboriginal and Torres Strait Islander Identities, and higher education: reviewing the
burden of epistemological and other racisms. Seeding success in Indigenous Australian higher education. 2013 Jan
1:29-54.

43. Physical
Distance, Social
Connection:
The Practice and
Potential of the
YBMen Project
Daphne C. Watkins, PhD
Professor and Director
University of Michigan School of Social Work
Vivian A. and James L. Curtis Center for Health Equity
Research and Training
The Young Black Men, Masculinities, and Mental Health
(YBMen) Project

44. Black men live 7 years less than other
racial groups
Black men have higher death rates than
women for all leading causes of death
Black men ages 18 to 44 are less likely to
report feelings of anxiety or depression
Black men are less likely to seek help for
their mental health challenges
Black men are 5 times more likely to die
from HIV/AIDS
Suicide is the #3 leading cause of death
for Black males ages 15 to 24
Sobering
Statistics

45. Header
Previous Research

46. Socioeconomic
status
Racial &
masculine
identity
Stressors
Kinship &
social support
Self-esteem
& mastery
Quality
Healthcare
Differences acknowledged
“Becoming” oneself
Family/Friends School/Neighborhood Community/Workplace Society
Adult
Life
Course
Retirement
Fixed Income
Workplace stress
Discrimination
YOUNG
MIDDLE
OLDER
Watkins, D. C. (2012). Depression
over the adult life course for African
American men: Toward a framework
for research and practice. American
Journal of Men’s Health, 6(3), 194-
210.

47. Header
Previous Research

48. Black Men and Social Media

49. What would happen
if we used social
media as a tool to
improve mental
health, promote
positive definitions
of manhood, and
increase social
support for Black
men?

50. The Young
Black Men,
Masculinities,
and Mental
Health Project
The Young
Black Men,
Masculinities,
and Mental
Health Project

51. (1) who may be less likely to discuss
sensitive topics face-to-face;
(2) whose distress has not
reached clinical severity; and
(3) who want to have
conversations about mental
health, manhood, and social support
in a private social media-based
setting.
We enroll Black
men:

52. The YBMen Project
Action Plan
Data from the
2017-2018 iteration

53. Who are the YBMen participants?
350 Black college men

54. 40 self-selected into the
YBMen program
Who are the YBMen participants?
350 Black college men

55. 40 self-selected into the
YBMen program
Who are the YBMen participants?
350 Black college men

56. Sample YBMen
Facebook
Curriculum

57. What did our YBMen
participants
experience?

58. What did our YBMen
participants
experience?

59. What did our YBMen
participants
experience?

60. YBMen Intervention Results
0
2
4
6
8
10
12
Before YBMen (40) After YBMen (40)
Decrease in Depressive Symptoms (Means)
PHQ-9 Scores GMDS Scores
7.55
5.50*
10.15
8.11*
* Change was statistically significant

61. YBMen Intervention Results
0
3
6
9
12
Winning Emotional Control Self-Reliance Playboy Primacy of Work Heterosexual Self-
Presentation
Decrease in [Traditional] Masculine Norms (Means)
Before YBMen (40) After YBMen (40)
8.55 8.88 9.13
8.03
8.50
4.58*3.98
8.50 8.25 8.18
6.296.13
* Change was statistically significant

62. YBMen Intervention Results
0
2
4
6
8
10
Overall Total Score Appraisal Belonging Tangible
Increase in Social Support (Means)
Before YBMen (40) After YBMen (40)
No changes were statistically significant
9.50
3.00
8.93
2.903.22 3.19 3.02 3.08
YBMen Intervention Results

63. Intervention Results:
Meaning of mental health and depression
“When I think of depression, I think of it across a
spectrum. I think a lot of times when people talk about
depression, we only talk about it in the most severe
stage of it. We don’t talk about the early phases of it
and other forms of mental health challenges that can
lead to depression. So I think they are two very
complex issues and words, and I honestly don’t know if
there is one real definition to define them.”

64. Intervention Results:
Masculinities are different
“From my personal experience, I think Black men’s
experience with masculinity is more severe than some
other cultures…. I feel like other cultures, especially
White cultures… are more likely to talk about
counseling and getting professional help, or talking to
a therapist with their children, growing up, versus in a
black community….it’s like no, you deal with it…You go
deal with it on your own…You don’t let things that
happen in your family get outside that family…”

65. Intervention Results:
Stress is different
“…They call stress the silent killer that will build up,
and that eats away at you over time. Also, in a land
where you’re supposed to be able to do things such as
protest freely… in a peaceful manner, you have people
saying ‘You can’t do this.’ Many see other people
getting away with other types of activities, and just not
being condoned for it.”

66. Intervention Results:
How did they like YBMen?
“… what you guys are doing, the actual program and
trying to spread awareness about mental health to Black
men. I think it's really good…”
“… the [YBMen group] was definitely a safe space… where
you could talk about your ideas as Black men... And talk
about your opinions on things without judgement, without
backlash. Because this was a private group, only we could
see what we were saying. It just felt good, and— it showed
me what having a social support group would be like…”

67. The YBMen Project
Current Reach
(2013-2020)
Community College, Undergrad, & Graduate
18-30 years old
Black College Men
Middle School Students
13-15 years old
Black boys
High School Students (In progress)
14-18 years old
Black boys
B C
D
E
F
A
G
H

68. The YBMen Project
Future Reach

69. Header
YBMen Project Publications
Watkins, D. C., Goodwill, J. R., Johnson, N. C., Casanova, A., Wei, T., Allen, J. O., Williams, E. G., Anyiwo, N.,
Jackson, Z., Talley, L. M., & Abelson, J. M. (2020). An online behavioral health intervention promoting mental
health, manhood, and social support for Black men: The YBMen project. American Journal of Men’s Health.

70. Acknowledgements
Vivian A. and James L. Curtis
Center for Health Equity
Research and Training
University of Michigan
Comprehensive
Depression Center
University of Michigan
School of Social Work
The Steve Fund
The Skillman Foundation
The YBMen Project Team
Email me: daphnew@umich.edu
Follow me on Twitter: @DrDaphneWatkins
Visit us at: YBMenproject.com
Thank You

71. Professor Daphne C. Watkins, PhD
Email: daphnew@umich.edu
Twitter: @DrDaphneWatkins
Visit us at: YBMenproject.com
Dr Bep Uink
Email: b.uink@murdoch.edu.au
Twitter: @BepUink
Professor James Smith
Email: james.smith@menzies.edu.au
Phone: 0455 088 501