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Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

Osenieks, L., Westacott, M., Jaceglav, M., Lisciandro, J., Olds, A. and Crawford, N. (2018) Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors. Student Success, 9 (1). pp. 23-33.

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Abstract

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

Item Type: Journal Article
Murdoch Affiliation: Centre for University Teaching and Learning
Publisher: Queensland University of Technology
Copyright: 2018 Crawford et al.
United Nations SDGs: Goal 4: Quality Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/40378
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