Funded Research Grants
Inlight supports novel student mental health and wellness research at the University of Toronto through its annual funding programs. Projects align with Inlight’s guiding principles, with an emphasis on student engagement, interdisciplinary research, and knowledge mobilization.
2022-23 Research Grants
About the Program
The 2022 Inlight Research Grant program provided funding to support the connection of the University of Toronto’s diverse communities of students, researchers, staff and partners seeking to co-create and advance postsecondary student mental health and wellness through high-quality, impactful research and scalable research innovations.
Dalla lana school of public health
Mapping Services to Support the Mental Health Needs of Diverse 2SLGBTQ+ Students Across the University of Toronto
Primary Investigator: Professor Daniel Grace
About the Project
In this project, we seek to address the gaps in data regarding the unique mental health needs of diverse Two-Spirit, lesbian, gay, bisexual, trans, and queer (2SLGBTQ+) students at the University of Toronto. Working with and alongside students, we seek to understand to what extent the university has been able to meet the mental health care needs of 2SLGBTQ+ students and to understand how other aspects of students’ identities, such as gender, race, ethnicity, and socioeconomic status impact care. In addition to generating new data, this project will work with students directly to co-create accessible mental health resources for 2SLGBTQ+ students and will raise recommendations for how to increase and improve mental health services at the university.
Research Team
Dr. Daniel Grace, Associate Professor, Dalla Lana School of Public Health
Wren Gould, PhD Student, Dalla Lana School of Public Health
Dr. Dana Seitler, Professor, Department of English, & Director, Centre for Sexual Diversity Studies
Dr. Suzanne Sicchia, Associate Professor, Department of Health & Society, UTSC
Dr. Sarah Smith, PhD Research Associate, Centre for Sexual and Gender Minority Health Research
Ontario Institute for Studies in Education (OISE)
Anti-Black Racism and Mental Health in Higher Education: Perspectives of Current and Prospective Post-secondary Students in a Canadian Context
Primary Investigator: Professor Linda Iwenofu
About the Project
Exposure to anti-Black racism (ABR) in institutional and community contexts is associated with negative mental health and educational outcomes (e.g., depression, anxiety, low self-esteem, poor academic self-concept, premature dropout) for youth and emerging adults seeking higher education. In a collaboration between UofT and a youth-serving community organization, the purpose of this project is to explore current and prospective Black postsecondary students’ perceptions and experiences of racial discrimination within university contexts, identify ways in which these experiences impact their mental health, and explore their experiences of on-campus mental health supports for coping with ABR. This will aid with the identification of culturally responsive opportunities for improvement of campus mental health supports and advance knowledge on effective ways to prepare and support Black students aiming to attend university.
Research Team
Linda Iwenofu, Assistant Professor, Ontario Institute for Studies in Education (OISE)
Esther Geva, Professor, Department of Applied Psychology and Human Development, OISE
Shawna Grossman, PhD Student, School and Clinical Child Psychology, OISE
Harmoni Watson, Masters Student, School and Clinical Child Psychology, OISE
Esther Enyolu, Executive Director, Women’s Multicultural Resource and Counseling Center of Durham
University of Toronto Scarborough
Capturing the Diversity of Student Experience to Enhance the Validity of Measures of Mental Health Symptoms
Primary Investigator: Professor Anthony Ruocco
About the Project
Measurement-based care (MBC) is an empirically promising practice in mental health treatment that continually assesses the clients’ symptoms, behaviours, and functioning via questionnaires to help clinicians make treatment decisions. However, traditional student mental health questions are framed without consideration of the cultural and environmental contexts in which students are immersed. Thus, this project will develop and validate context-specific mental health questionnaires by asking students to report if they capture their experiences and identities more accurately than traditional assessments, while analysing which is superior in predicting key student-related outcomes. Ultimately, we hope to provide insight into students’ intersectionality with mental health experiences.
Research Team
Dr. Anthony C. Ruocco, Professor, Graduate Chair and Director of Clinical Training, Department of Psychological Clinical Science
Michael Carnovale, PhD Student, Psychology
Dr. Amanda Uliaszek, Associate Professor, Psychology and Psychological Clinical Science
Sheila John, Assistant Dean, Wellness, Recreation and Sport, University of Toronto Scarborough
Orly Lipsitz, Master’s Student, Clinical Psychology
Denise Silva, Student & President, Mental Unity Group
Zainab Issa, Student & President, Psychological Health Society
Faculty of Kinesiology and Physical Education
Exercise for Mental Health
Primary Investigator: Professor Catherine Sabiston
About the Project
Exercise is an alternative therapy for acute care of mental health symptoms among students. Individualized and supervised exercise programs are supported and deemed acceptable by on-campus professionals and help-seeking students, and we have developed a referral pathway. We have found significant improvements in mental health symptoms following six-week exercise programs. However, the long-term effects are unknown and less resource-intensive exercise programs may be beneficial. This study aims to address these important gaps for on-campus lifestyle management of student mental health by testing equivalence of group to individual exercise programs, examining exercise effects on mental health over time, and completing a process evaluation.
Research Team
Dr. Catherine Sabiston, Professor & Canada Research Chair in Physical Activity and Mental Health, Faculty of Kinesiology and Physical Education
Dr. Sandra Yuen, Professional Practice & Quality Assurance at Health & Wellness, Student Life Programs and Services, University of Toronto
Dr. Madison Vani, Post-Doctoral Fellow, University of Toronto
Knowledge Synthesis Grants
About the Program
Faculty of Arts and Science
Learning Resilience, envisioning well-being: Syncing mental health discourses and synthesizing knowledge
Primary Investigator: Professor Antje Budde
About the Project
This project explores potentials of arttech for well-being with a focus on student mental health at U of T. The Digital Dramaturgy Labsquared (DDL2) will test two prototypes of performance-based interactive and participatory interfaces/interspaces designed to help students engage in a playful and game-based self-learning process and better understanding of their status of mental health and well-being through active psycho-physical engagement. Through student interaction with these interfaces/interspaces, group feedback and mixed quantitative-qualitative interviews/surveys we hope to determine to what extent U of T students of diverse backgrounds finds these game-based and holistic interactions useful in understanding and maintaining good mental health in the challenging environment of a competitive university but also find a space for mindfulness, community and self-care.
Research Team
Dr. Antje Budde, Professor and artistic research director, Digital Dramaturgy Lab_squared (DDL2), Centre for Drama, Theatre and Performance Studies
Rahul Bhat, U of T Student Life, Resilience Program
Kate Bowers, U of T Student Life, Resilience Program
Renusha Athugala, Assistant Professor, RMIT University
Sebastian Samur, Postdoctoral Fellow, Centre for Drama, Theatre and Performance Studies
Dr. Mark Chignell, Professor, Mechanical and Industrial Engineering (MIE), FASE
Candy Otsíkh:èta Blair, Indigenous two-spirit community collaborator, Sketch
Dalla Lana School of Public Health
A systematic review and meta-analysis of the variation of mental health outcomes among post-secondary students during the COVID-19 pandemic
Primary Investigator: Professor France Gagnon & Altea Kthupi
About the Project
Our research examines changes in mental health symptoms of post-secondary students amidst the COVID-19 pandemic, a time marked by inconclusive findings. Despite numerous studies analyzing the pandemic’s effects on students’ mental health, discernible trends remain elusive. Some research points to exacerbated depression, anxiety, and other mental health symptoms, while others suggest improvement or stabilization. A literature review and meta-analyses are essential to synthesize evidence, identify patterns, and inform research, as findings highlight the need to understand context-dependent pandemic reactions, mental health shifts, and factors affecting student resilience and susceptibility. Our systematic review and meta-analysis findings could shape future postsecondary policies concerning resource allocation during various pandemic phases and identifying at-risk student populations.
Research Team
Dr. France Gagnon, Associate Dean of Research, Dalla Lana School of Public Health
Altea Kthupi, Doctoral Student, Dalla Lana School of Public Health
Dr. Shaza Fadel, Assistant Professor and Director of Operations at the Centre for Vaccine Preventable Diseases, Dalla Lana School of Public Health
Dr. Chloe Hamza, Associate Professor, OISE
Bill Liu, Dalla Lana School of Public Health
Antonio Lorenzo, Dalla Lana School of Public Health
Strategic Research Grants
About the Program
The Strategic Research Grants program builds on the existing infrastructure of the Inlight Research Grant Program to provide directed funding support to priority research topics. In March 2023 and in response to priorities identified during the Inlight strategic planning process and reiterated by the Student Advisory Committee, Inlight launched a Strategic Research Grant call to advance understanding and impact of the intersectionality of Equity, Diversity, Inclusion, Accessibility and Indigeneity (EDIAI) on student mental health and wellbeing at the University of Toronto.
University of Toronto Scarborough
The intersection of Mental Wellness and Disability Services in the Postsecondary Setting
Primary Investigator: Professor Amanda Uliaszek
About the Project
In postsecondary settings, the demand for mental health, wellness and learning support far exceeds the ability of students in need to gain access to these services. Like many service providers on postsecondary campuses, disability services have been confronted with increasing levels of severity, complexity, and frequency of mental health distress, without associated increases in resources, or adapted service models to address this growing issue. The current project will examine key academic and health outcomes for students registered with UofT’s tri-campus AccessAbility Services. This service model was developed to primarily address learning and physical disabilities, and as such, less is known regarding the impact of AccessAbility on student mental health, or the unique needs of students with a primary mental health disability. This study will allow for a better understanding of the unique needs of students, identify specific gaps in service delivery models and highlight possible areas for intervention.
Research Team
Dr. Amanda Uliaszek, Associate Professor, Department of Psychology (UTSC) & Graduate Department of Psychological Clinical Science
Maya Ahia, Graduate Student, Graduate Department of Psychological Clinical Science
Tina Doyle Director, AccessAbility Services UTSC
Elizabeth Martin, Director, AccessAbility Services UTM
Michael Nicholson, Director, AccessAbility Services UTSG
Faculty of Kinesiology and Physical Education
A Critical Race Analysis of Institutional Factors that Impact Mental Health, Retention and Academic Success Among Racialized Graduate Students – A Mixed Methods Study
Primary Investigator: Professor Janelle Joseph
About the Project
While preliminary research exists that examines the mental health experiences of racialized undergraduate students in the Canadian context, there is little information about the mental health experiences of racialized graduate students. The University of Toronto has flourishing diversity; however, many racialized graduate students continue to face significant challenges and barriers to their mental health which impacts their academic success. The current study employs a critical race theory (CRT) analysis to expose the institutional factors that shape the intersectional barriers faced by racialized graduate students in health–related research, course-based, and professional streams. By centring racialized graduate students’ experiences, this project will identify institutional barriers to EDIAI and develop evidence–based interventions and policies to improve their mental health outcomes and academic success.
Research Team
Dr. Janelle Joseph, Assistant Professor, Faculty of Kinesiology and Physical Education
Dr. Monica Aggarwal, Assistant Professor, Dalla Lana School of Public Health
Mrs. Zeana Hamdonah, PhD student, Faculty of Kinesiology and Physical Education
Dr. Kaleigh Pennock, Postdoctoral Scholar & Lab Coordinator, IDEAS Research Lab
2023-2024 Research Grants
About the Program
The 2023 Inlight Research Grant program provided funding to support the connection of the University of Toronto’s diverse communities of students, researchers, staff and partners seeking to co-create and advance postsecondary student mental health and wellness through high-quality, impactful research and scalable research innovations.
ontario institute for studies in education
Scoping Review on Information Anxiety Among Postsecondary Student Populations
Primary Investigator: Professor Megan Boler
About the Project
“In the context of the burgeoning influx of information generated by artificial intelligence (AI), this project aims to conduct a scoping review focusing on information anxiety among students—a form of distress caused by the overwhelming quantity and complexity of information available. The rise of generative AI has exponentially increased access to vast amounts of information, heightening the potential for such anxiety, especially among postsecondary students. The project aims to map the current landscape of information anxiety, identifying its prevalence, causes, and effects on student populations. This comprehensive review will analyze existing literature, highlight gaps in research, and propose areas for further investigation, laying the groundwork for subsequent research exploring coping strategies employed by postsecondary students to manage information anxiety. This future study will aim to develop practical, evidence-based interventions to assist students in navigating the ncreasingly complex information environment, thereby contributing to the enhancement of academic performance and overall well-being.”
Research Team
Noah Khan, PhD Student, Ontario Institute for Studies in Education
Faculty of arts and science
Moving VR, Moving Body and Mind – Play, Labor, and Learning to Be Well
Primary Investigator: Professor Antje Budde
About the Project
| This project builds on the previous “PLAYStrong – Mental Health and Interactive Prototypes for Self-Learning” project. This time the Digital Dramaturgy Lab_squared partners with the Interactive Media Lab (Engineering) and the Work and Play Lab (Psychology) at U of T. It further expands its collaboration with Indigenous collaborators and co-applicants as well as international (Munich, Zurich) and local (York U.) expertise. Having listened to and worked with student mental health activists, student focus group members, student interns, research assistants in our previous “PLAYStrong” research, we know of the desire by students to access a movement-based VR interactive, mixed-reality space that has the potential to provide arts-based prevention and mitigation of everyday mental health challenges. We are interested in what Michael Inzlicht calls “effortful forms of leisure and how they can be conducive to wellbeing” combined with the participatory model of Learning Plays (Bertolt Brecht) and guided by Indigenous trauma-informed and de-colonial practices of storytelling and story-making as a cultural practice of healing in/as community. |
Research Team
Noah Zijie Qu, PhD Student, Dept. Mechanical and Industrial Engineering, Faculty of Science and Engineering
Jill Carter, Associate Professor, Centre of Drama, Theatre, & Performance Studies, Transitional Year Programme, and Indigenous Studies
Don Sinclair, Associate Professor, Computational Arts Program, York U. School fo Arts, Media, Performance, & Design
Trina Moyan, Indigenous creator and story-maker, Freelancer
Shak Gobert, Indigenous creator and VR designer, Freelancer
Michael Inzlicht Professor, Faculty of Arts & Science, U of T, Rotman School of Management FAS,
Ilja Mirskyand, PhD student, University of the Arts, Zurich
dalla lana school of public health
Strengthening Services to Support the Mental Health Needs of Diverse 2SLGBTQ+ Students Across the University of Toronto
Primary Investigator: Professor Daniel Grace
About the Project
“This project aims to bring together key stakeholders (eg., counsellors, social workers, nurses, doctors, psychiatrists, and administrators) to inform our ongoing research about the experiences of 2SLGBTQ+ students with mental health care services at the University of Toronto. The purpose of this project is to support novel partnership development and knowledge mobilization strategies to supplement and extend existing knowledge regarding how diverse 2SLGBTQ+ students experience university mental health care at the University. By bringing together key stakeholders through an advisory committee and a series of in-person and virtual networking events, we seek to better understand the role of these key stakeholdersin the organization of mental health care at the university for 2SLGBTQ+ students, and to build relationships to facilitate the mobilization of knowledge gathered from students to better inform university policies and practices regarding 2SLGBTQ+ student mental health care.”
Research Team
Dr. Daniel Grace, Associate Professor, Dalla Lana School of Public Health
Wren Gould, PhD Student, Dalla Lana School of Public Health
Dr. Dana Seitler, Professor, Department of English, & Director, Centre for Sexual Diversity Studies
Dr. Suzanne Sicchia, Associate Professor, Department of Health & Society, UTSC
Dr. Sarah Smith, PhD Research Associate, Centre for Sexual and Gender Minority Health Research
university of toronto scarborough
Ubuntu: I Am Because We Are – The Black University Student Mental Wellness Project
Primary Investigator: Professor Notisha Massaquoi
About the Project
This student-led mixed methods study investigates the need for and access to mental health services for Black University of Toronto students. The administered survey (N=200) uses PHQ-9 and GAD-7 measures of general anxiety, the Everyday Discrimination Scale, and sociodemographic information to paint a picture of Black students’ experiences while attending U of T. The survey will be followed by qualitative interviews examining barriers and facilitators to accessing mental health services on and off campus. Combining quantitative data with qualitative insights provides a holistic understanding of Black students regarding mental health services. The study will allow for statistical analysis to identify patterns and prevalence rates of anxiety, depression, and experiences of discrimination while delving into the nuances of personal experiences, attitudes toward seeking help, and specific barriers. We hope to offer valuable insights that inform policies or interventions to support the mental health needs of Black students at U of T.
Research Team
Thabani Nyoni, Assistant Professor, Faculty of Social Work, Dalhousie University
Maryam Abdulganiyu, Project CoLead/Research Assistant, University of Toronto Scarbrough
Elijah Gyansa, Project CoLead/Research Assistant, U of T St. George
Ezra Ong’Ongo, Research Assistant, U of T St. George
Sierra Augustin, Research Assistant, U of T St. George
Tito Mafikuyomi, Research Assistant, U of T St. George
Precious Umogbai, Research Assistant, University of Toronto Scarborough
Zerihun Admassu, Post-Doctoral Fellow, Factor-Iwentash Faculty of Social Work
Muna Aden, Knowledge Translation & Exchange Expert, St. Michael’s Hospital MAPP Research Centre
Shainah Adolphe, Clinical Social Worker, TAIBU Community Health Centre
dalla lana school of public health
Residence-Based Mental Health Literacy Education for International Students
Primary Investigator: Professor Emily Seto
About the Project
“International students are a growing population at the University of Toronto, with further growth recognized as an institutional priority. Research highlights that international students encounter additional barriers to accessing mental health care and lower mental health literacy compared to their domestic peers. Despite this disparity, few mental health promotion strategies exist to address the unique needs of this diverse and heterogeneous population, especially in the residence context where many international students live. The objective of this project is to co-design targeted mental promotion strategies for international students living in residence. Utilizing a co-design approach, prototypes of mental health promotion strategies suitable for international students will be developed. To complement engagement with students, engagement with residence student leaders, staff, and student affairs professionals will promote the appropriateness of the designed mental health promotion initiatives, their integration with existing campus supports, and feasibility of delivery within a residence setting.”
Research Team
Tao Wang, PhD Student, Temerty Faculty of Medicine; Head Residence Advisor, Graduate House Residence
Nahla Fadl El Mawla, PhD Student, Temerty Faculty of Medicine; Head Residence Advisor, Graduate House Residence
Jacqueline Law, PhD Student, Temerty Faculty of Medicine; Residence Don, Knox College
Fatima Bah, MD Student, Temerty Faculty of Medicine; Residence Advisor, Graduate House Residence
Rifat Sajid, PhD Student, Temerty Faculty of Medicine; Residence Advisor, Graduate House Residence
Amika Shah, PhD Student, Dalla Lana School of Public Health
Dr. Quynh Pham, Assistant Professor, Dalla Lana School of Public Health
Dr. Gillian Strudwick, Assistant Professor, Dalla Lana School of Public Health
Klara Kovarova, Associate Dean, Residence Life, U of T St. George
Jessica Torchia, Residence Life Coordinator & UofT Residence Life Functional Group Co-Chair, Chestnut College
Michael Fernandes, Residence Life Coordinator, Knox Residence and Graduate House
2024-2025 Research Grants
About the Program
The 2024 Inlight Research Grant program provided funding to support the connection of the University of Toronto’s diverse communities of students, researchers, staff and partners seeking to co-create and advance postsecondary student mental health and wellness through high-quality, impactful research and scalable research innovations.
ontario institute for studies in education
Help-seeking for Nonsuicidal Self-injury in the Post-secondary Context
Primary Investigator: Professor Chloe Hamza
About the Project
Nonsuicidal self-injury (NSSI) is a significant mental health concern on post-secondary campuses. Despite its pervasiveness, students are reluctant to seek support. Students who are marginalized (e.g., racialized students, 2SLGBTQ+ students, students with disabilities) may experience additional barriers, though research on these students’ experiences is lacking. We plan to survey 1000 first-year university students about the factors that promote or hinder intentions to seek support, as well as help-seeking behaviour for NSSI. A subset of students with marginalized identities, will be invited to complete interviews to obtain a more nuanced understanding of these students’ help-seeking experiences. Findings will provide important new insight into the context in which help-seeking occurs, and potential barriers and facilitators. Our interdisciplinary team will work closely with a student advisory to optimize the potential impact of our work for research, practice, and policy aimed at supporting student mental health and well-being during the transition to university.
Research Team
Chloe Hamza, Associate Professor, Ontario Institute of Studies in Education
Abby Goldstein, Associate Professor, Ontario Institute of Studies in Education
Linda Iwenofu, Assistant Professor, Ontario Institute of Studies in Education
Jeffrey Ansloos, Associate Professor, Ontario Institute of Studies in Education
Amanda Uliaszek, Professor, University of Toronto Scarborough
Sandra Yuen Director, Professional Practice & Quality Assurance, Health & Wellness
Tin Vo, Assistant Professor, Factor-Iwentash Faculty of Social Work
University of Toronto mississauga
From Voices to Community: Relational Foundations for Studying Racialized Student Well-Being at University of Toronto
Primary Investigator: Professor Joanne Chung
About the Project
This project explores how university students build community and well-being throughout their time in higher education. Drawing on the Giving Voice project at UTM, which follows racialized students across their undergraduate years, this Research Development Grant will analyze existing data to understand how experiences of discrimination, identity, and belonging relate to student mental health. Indigenous students are currently underrepresented in Giving Voice, and therefore a key focus of this project is building relationships with Indigenous scholars and knowledge holders to guide meaningful inclusion in future community-focused work.
Research Team
Joanne Chung, Associate Professor, University of Toronto Mississauga
Jessica Dere, Associate Professor; Associate Chair, Equity, Diversity, and Inclusion, University of Toronto Scarborough
Myra Fahim, Assistant Director, Health Promotion and Evaluation, Health & Wellness
Tin Vo, Assistant Professor, Factor-Iwentash Faculty of Social Work
To learn more about our current and upcoming funding programs, please visit our Opportunities page.