Implement a formal support system for trades students
Have a trades-specific support system, whether it’s an apprentice specialist, trades mental health liaison, or mentor, whether it is another student, peer supporter, or an experienced journeyperson, who is there to act as a formal mentor and provide support and guidance throughout a student’s apprenticeship in order to provide them with additional support and resolve potential issues.
Have community resources readily available
Ensure relevant community resources are available and that community organizations are promoted to students so apprentices can reach out to them outside of on-campus counselling hours. If available, reach out to organizations that specialize in working with tradespeople, or programs on campus they could benefit from (i.e. registered massage therapist (RMT) programs), to ensure the right services are available for trades students. Keep an accurate and evolving list of available community resources.
Utilize digital technology
Increase access and promotion of e-health technology to promote health and provide timely support for trades students. Utilize online platforms to inform students about resources and make getting support more accessible. Post-secondary staff may want to explore online discussion forums, virtual office hours, and social media to ensure students connect with the right support in a timely manner.
Early outreach to enhance awareness of Accessible Learning Services
Through early outreach, apprentices will become aware of the scope of services provided by accessibility service offices on their campus. Apprentices can learn about the process to register and set up accommodations as early as possible to support them in their studies.
Support staff should be aware of the unique challenges students can face in apprenticeships
Ensure support staff have relevant information and strategies to support the mental health and wellbeing of skilled trades students. This can include awareness of trades students’ learning styles, hands-on approaches, their academic scheduling, and the unique challenges they may face that can affect their mental health and wellbeing. Support staff may also consider having slotted time for drop- in counselling appointments that are compatible with apprentice school schedules.
Develop relationships with local trades employers and community mental health organizations
Developing relationships within your town/city will improve trades students’ access and pathways into an apprenticeship. Having a partnership would support placement opportunities for students and strengthen the campus-community connection.
