Five University of Toronto researchers have been awarded Research Development Grants by the Inlight Student Mental Health Research Initiative. The 2025-2026 Inlight Research Development Grants are supporting early-stage research and knowledge mobilization activities that are key to building research projects, programs and teams.
2026 marks the fourth year of Inlight’s research grant competition supporting mental health research across the University of Toronto. Funded projects this year explore relational pathways to mental health, the experiences of health professional students in and beyond the classroom, effectiveness of health services and accommodations for students with mental health conditions, and mental wellness resources for First Nations students.
The Inlight Research Development Grant program continues to recognize cross-disciplinary approaches to mental health research, funding faculty experts in public health, psychology, physical therapy, psychiatry, and management. The funded research teams include faculty, student, and knowledge users partners from six University of Toronto divisions and three external partner organizations, including the Centre for Addiction and Mental Health.
See below for a full description of the 2025-2026 funded research projects.
Professor Emily Impett
Professor, Department of Psychological and Brain Sciences
University of Toronto Mississauga
“Relational Pathways to Mental Health in Neurodivergent Students”
Neurodivergent university students, including autistic students and those with ADHD, often experience higher levels of stress and burnout than their peers. Most mental health research and campus services focus on students as individuals, even though well-being is strongly shaped by close relationships—especially romantic partners during young adulthood. This project examines how everyday partner behaviors influence the daily mental health of neurodivergent students. First, we will analyze Reddit posts discussing relationships involving neurodivergent partners (e.g., r/Autism, r/ADHD) to identify common challenges and supportive behaviors, such as attentive listening, clear communication, and accommodation of sensory or emotional needs. Next, undergraduate couples at UTM will complete a 14-day daily experience study to test how these behaviors predict day-to-day mood, stress, and mental health outcomes. By identifying which partner behaviors buffer stress and promote well-being, this research will inform more inclusive, relationship-based approaches to supporting neurodivergent students on campus.
Professor Soo Min Toh
Professor, Organizational Behaviour & HR Management
University of Toronto Mississauga
“Work-based violence (WBV) experienced by nursing students during clinical placements”
Nursing students frequently experience violence, harassment, and mistreatment during their clinical placements. More than half report some form of work-based violence, which can affect their confidence, mental health, and decisions to remain in the profession. This study explores how these early experiences shape nursing students’ developing professional identity and long-term career wellbeing. Importantly, not all clinical environments respond to violence in the same way. Some workplace cultures may minimize or normalize harmful behaviour, worsening stress and increasing the likelihood that students disengage or leave the field. Other cultures may provide strong mentorship, accountability, and support, helping students process difficult experiences and even grow from them. By partnering with nursing students to co-develop the research, this project will examine how different clinical placement cultures influence these outcomes. Findings will inform education and workplace policies aimed at improving student safety, retention, and wellbeing in Canada’s healthcare workforce.
Professor Euson Yeung
Associate Professor, Teaching Stream
Department of Physical Therapy
Temerty Faculty of Medicine
“Uncertainty by Design: Exploring System-level Educational Conditions that Shape Student Well‐Being in Rehabilitation Training”
Students in rehabilitation sciences (Occupational Therapy, Physiotherapy, Speech‑Language Pathology) regularly face uncertain clinical situations that feel very different from neat classroom examples. When this uncertainty accumulates without support, it can threaten students’ mental health and well‑being. This project explores how program‑ and system‑level factors, such as curriculum design, assessment practices, communication norms, and supervision models, create or moderate uncertainty for students. We will first interview faculty and students to map structures that shape uncertainty; then, we will run arts‑based photovoice sessions where students use images to talk about how these structures are experienced in daily learning. The result will be a practical map of modifiable system-level conditions and a set of design principles to normalize uncertainty, strengthen psychological safety, and protect student mental health. Findings will inform future efforts to redesign curriculum and clinical supervisory models at U of T and contribute recommendations for instructors and program leaders.
Professor Sophie Soklaridis
Professor & Vice Chair, Mental Health and Addiction Equity and EDIIA
Department of Psychiatry and Department of Family and Community Medicine
Temerty Faculty of Medicine
“Mapping the evidence for the effectiveness of health services and accommodations for postsecondary students with mental health related conditions and disabilities: A scoping review”
The number of postsecondary students seeking support for mental health conditions is increasing. Mental health conditions and disabilities are linked to decreased retention rates, academic challenges, and poorer overall health. Existing postsecondary supports are largely divided into two models: mental health services and academic accommodations. However, these are often disconnected and measure success differently. Through engaging students with lived experience of mental health services and accommodations, this comprehensive literature review will map the range of postsecondary services for students with mental health conditions and disabilities, and their effectiveness. Drawing on frameworks that critically investigate how disability and mental health are institutionally defined and responded to, and by meaningfully collaborating with those most impacted, we will examine the assumptions underlying different services, their outcomes, and their potential effects on students. Through our findings we will provide recommendations on how institutions can best mobilize a range of services to support students.
Professor Billie-Jo Hardy
Assistant Professor
Dalla Lana School of Public Health
“Co-Developing Culturally Grounded Mental Wellness Resources for First Nations Students at the University of Toronto”
This seed project will gather preliminary knowledge to support future First Nations student mental wellness initiatives at the University of Toronto. Indigenous post-secondary students experience disproportionately high levels of psychological distress and often encounter barriers accessing culturally safe campus mental health services (Wo et al., 2019). Through structured consultations with First Nations students and selected knowledge holders, including Elders and student-facing staff, the project will explore student experiences of stress, help-seeking, and navigation of university supports. These discussions will identify priority wellness concerns, barriers to accessing services, and culturally grounded principles that should guide future mental health initiatives for First Nations students. Findings will be synthesized into a concise discussion paper and planning brief that outlines priority areas for future resource development, programming, or research. The project focuses on knowledge gathering and community engagement as a foundation for future mental wellness initiatives at the University of Toronto.