‘The show must go on!’ Fieldwork, mental health and wellbeing in Geography, Earth and Environmental Sciences

  title={‘The show must go on!’ Fieldwork, mental health and wellbeing in Geography, Earth and Environmental Sciences},
  author={Faith Tucker and John Horton},
Fieldwork is central to the identity, culture and history of academic Geography, Earth and Environmental Sciences (GEES). However, in this paper we recognise that, for many academic staff, fieldtrips can be a profoundly challenging “ordeal,” ill‐conducive to wellness or effective pedagogic practice. Drawing on research with 39 UK university‐based GEES academics who self‐identify as having a mental health condition, we explore how mental health intersects with spaces and expectations of… 
Critical Reflections on Mental Well-being for Post-Secondary Students Participating in the Field of Global Health
The ways in which global health students experience trauma/distress while conducting global health fieldwork is understudied. No identifiable literature addresses the risks to students’ mental
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
ABSTRACT Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability
A mixed-methods investigation of mental health stigma, absenteeism and presenteeism among UK postgraduate researchers
This study presents the first large-scale survey of PGR experiences of mental health-related stigma and discrimination, and their associations with absenteeism and presenteeism, using cross-sectional data provided by 3,352 UK-based PGRs.
Health geographies 1: Unlearning privilege
Cultural safety means transforming systems and practices to enable different ways of knowing, providing a shift in our lens of inquiry – so that it includes privilege and advantage as well as the
Field-based learning in global migrant health: An evaluation of student learning outcomes
Increased migration and im/migrant (i.e. migrant and immigrant) inequities, particularly during COVID-19, call for experiential global public health teaching to adequately prepare future leaders. We
Exploring the importance of inter-departmental women’s friendship in geography as resistance in the neoliberal academy
ABSTRACT Friendship has potential as a key coping and self-care strategy among early career researchers (ECR’s) and has been shown to be crucial to overall well-being and sense of belonging, but its
Six simple steps towards making GEES fieldwork more accessible and inclusive
Fieldwork is a defining aspect of Physical Geography, Earth and Environmental Science programme curricula. At its best, fieldwork offers students valuable opportunities to develop independent
“Nothing about us without us:” The perspectives of autistic geoscientists on inclusive instructional practices in geoscience education
Abstract Increasingly more students with disabilities, including autistic or otherwise neurodiverse students, are studying for degrees in STEM field subjects. In recent years, there has been an
GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education
In 2019 the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the
A Place for Serendipitous Mistakes? Selling Mixed Methods Fieldwork to Students in a Digital Age*
abstract I draw on over a decade of experience teaching two required mixed methods geography field courses at my university. I reflect on teaching field-based courses in a digital age when a large


Cultivating an ethic of wellness in Geography
Drawing upon recent initiatives to highlight issues of mental health in the academy we focus in this special issue on work by geographers from Canada, the United States, England, and New Zealand that
Disabilities in academic workplaces: experiences of human and physical geographers
How diverse disabilities intersect with academic careers, lifestyles and workplaces is explored, focusing on some common disciplinary and institutional spaces of human and physical geography.
The emotional challenges of conducting in‐depth research into significant health issues in health geography: reflections on emotional labour, fieldwork and life course
This paper reveals emotions involved in this kind of research, drawing on perspectives from participants as well as the researcher, and draws attention to the lack of engagement with researcher's emotional labour within formal academic structures.
Lives in the Making: Power, Academia and the Everyday
There has been significant attention paid to the corporatization and neoliberalization of the University as an institution in North America. In this article we examine the everyday and corporeal
Breaking the silence: A feminist call to action
Mental health and wellness are issues of growing concern on campuses across North America. While feminist geographers have done important work over the years to organize, mentor, gather, and publish
Critical Reflections on Mental and Emotional Distress in the Academy
A rising number of students seeking mental health services across university campuses in Europe and North America has prompted faculty, administrators and student service providers to call attention
Women on the edge: Workplace stress at universities in North America
This article analyzes findings of semi-structured interviews with 21 women at different stages of academic careers in North America. I argue that work conditions in contemporary universities subject
What Has the Geography of Sleeping Arrangements Got to Do with the Geography of Our Teaching Spaces?
As geographers we are used to researching and teaching about those other than ourselves and it is timely to turn our gaze on the social and spatial practices of our own teaching spaces. One
Everyone is fed, bathed, asleep, and I have made it through another day: Problematizing accommodation, resilience, and care in the neoliberal academy
This viewpoint offers my experience as a graduate student and mother of two children, one with autism, as a starting point to problematize models of individual accommodation and resilience within
Disabled students¿ experiences of fieldwork
This commentary summarizes selected findings of a survey of disabled students in the Geography Earth and Environmental Science (GEES) subjects in six English universities (Hall et al. 2004). It