| Title | 31. Humanising student and instructor experiences to nurture relationships and improve engagement |
|---|---|
| Contributor | Umme Mansoory (author) |
| DOI | https://doi.org/10.11647/obp.0462.31 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.31 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Umme Mansoory; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | This chapter explores the impact of integrating authentic mental health check-ins into classroom practice as a means of humanising the learning environment. By openly sharing personal emotional states at the start of sessions, the instructor challenged traditional power dynamics and helped normalise the everyday struggles experienced by both educators and students. Initially met with surprise, this approach fostered trust and encouraged students to adopt similar language to advocate for their needs. The chapter argues that such candour not only deepens student–instructor relationships but also enhances student engagement, wellbeing, and academic performance through the creation of a more compassionate and responsive learning space. |
| Page range | pp. 377–384 |
| Print length | 8 pages |
| Language | English (Original) |
Umme Mansoory is a Learning Strategist and Sessional Instructor at Thompson Rivers University, a vocational, teaching, and research institution in British Columbia, Canada. She obtained her Bachelor of Arts from Simon Fraser University in 2017 and a Master of Education in Educational Leadership from the University of Calgary in 2020. Umme has over a decade of educational experience in museums, public libraries, children’s programming, and post-secondary advising and teaching. Umme’s areas of interest include equity, neurodiversity in adults, student retention, and student success. Umme is a mother to three strong-spirited boys and, when not working, Umme is an active member of her local community.