1. Why are you running for this position?
I’ve learned, from experience, that school environments can be competitive and the pressure on students to succeed promotes unhealthy habits—sleep deprivation, procrastination, and unhealthy perfectionism. Especially during online schooling last year and the transition from high school to university, I often felt isolated, angry, and unsettled as I struggled to balance my well-being and academic responsibilities. Conversing with my peers, I realized many experienced similar emotions and would be grateful to have a place to express their feelings among other students. I am running for VUSAC Mental Health Commissioner to help create a more empathetic and tolerant environment by giving students a space to share their mental health experiences.
2. What sets you apart from other candidates?
To address poor mental health at school, I joined my high school’s Wellness Committee in ninth grade and took on the responsibility as an executive the following year. My experiences learning from and working with other students on the committee to improve wellness at school will be a great asset to VUSAC!
When I first joined, the club was only composed of a handful of students, but I was grateful to be surrounded by people who could empathize with my experiences and ideas. When I took on a bigger responsibility as an executive the following year, I suggested that we focus on connecting with the wider student body, and began organizing in-class workshops and schoolwide initiatives. As students opened up during these events, it became increasingly clear that many were willing to do whatever it takes to be academically successful. In response, I worked with staff and student volunteers to provide mental breaks from schoolwork through wellness breakfasts, mindfulness exercises at the start of class, and yoga lunch sessions.
As I worked to improve past initiatives and create new ones, I was able to observe what students benefited the most from – such as integrating wellness into classrooms and building connections through small, in-person workshops. These experiences have taught me that listening to the experiences of students is the most important part of being a leader, and I hope to use this knowledge to be a Mental Health Commissioner all of the students at Vic can be proud of!
3. Please summarize the main points of your platform.
My ultimate goal is to help make UofT a place where the mental well-being of students is always a priority.
Goals:
i. Consultation: Students are consulted on policies and initiatives that affect them, and have a meaningful opportunity to voice what aspects of UofT are harming their mental health.
ii. Transparency & Communication: Through monthly website and social media updates, regular emails, and flyers in communal areas, students are well-informed about wellness resources, policies, and initiatives.
iii. Community: Students (particularly those commuting and learning online) can develop a sense of belonging and community at Victoria College through wellness initiatives.
Initiatives:
i. Mental Health Survey: Students will receive a termly anonymous online survey where students can share their experiences; students can pinpoint specific areas of UofT (courses, clubs, environments) that are contributing to poor mental health. The results will be compiled into a digestible powerpoint and shared with students, teachers, and administration.
ii. Student Matching Program: A program to help students build relationships with other members of Victoria, especially commuter and online students. Students can complete a hobby and interest survey to be matched with like-minded peers!
iii. Mental Health First Aid Kits: Work with administration to purchase and distribute PASS kits to all students (e.g flashcards with mental health advice, earplugs, gum, etc.)
iv. Victoria Community Garden: A small garden run by students in the warmer months on the quad to lower stress levels and create a sense of community.
v. Communication & Social Media: Develop last year’s resource page on the VUSAC website, adding free COVID resources and resources specifically for low-income, BIPOC, and LGBTQ+ students. Post monthly on Instagram and Facebook and send bi-monthly emails containing important mental health updates and resources.
4. How do you plan on implementing programming and initiatives regarding mental health, within the context of a hybrid school year, with there being students on-campus and off-campus?
An important part of managing your well-being during the pandemic is having a sense of community and a support system to depend on. As students commute, learn remotely, and live in residence, I hope to offer a wide range of in-person and online initiatives accessible to students regardless of their situation! For example, the Student Matching Program is an online project geared towards commuting students who may find it more difficult to meet people with similar interests and passions.
5. What potential challenges do you see with taking on this role and how would you address them?
A key goal of mine as Mental Wellness Commissioner is increasing the access to mental health resources specifically for BIPOC, LGBTQ+, and low-income students. As our identity affects our wellness, I believe it is crucial to integrate it into our wellness initiatives at Vic. For example, VUSAC could work with the administrative team to increase access to BIPOC and LGBTQ+ counselors. We could also share resources dedicated to these groups on our social media pages and website.
6. What will you do if you do not win?
Although having a platform on VUSAC would help me reach a wider audience, promoting wellness does not require a leadership position! If I do not win, I hope to help create a more supportive and caring school community as a part of the Jack Chapter, Blu Matter Project, and Healthy Minds at UofT.
