Fall/Winter 2021-2022
University-Mandated Leave of Absence Policy (UMLAP)
In 2018, the University of Toronto Governing Council approved the University-Mandated Leave of Absence Policy (UMLAP). Following its approval, the policy became a source for student and wider community concern about its potential to create stigma and be a barrier to help-seeking at the University. Given these concerns, the Presidential and Provostial Task Force on Student Mental Health underscored that the policy's period review was essential to ensure continual dialogue. In 2021, the Innovation Hub was tasked to support the Review Committee in its student consultation process to provide an opportunity to foster education understanding of the policy's background. In addition, the consultation set out to collect student feedback of U of T students' thoughts beliefs, experiences, and suggestions of and for UMLAP.
How do students perceive the UMLAP policy?
Tasked to collect qualitative data in a student-led manner and context, the Innovation Hub hosted 6 feedback sessions, with two devotes to the graduate student body, one to each campus, and one open to all students. The data was analyzed using grounded analytical techniques aimed at generating themes and insights, with the report providing a brief overview of the thematic findings as well as key takeaways in the areas outlined by the Review Committee.
Policy (In)Accessiblity: Students reported that they found the policy to be inaccessible, resulting in their lack of understanding of its terms, details, and implications as it pertains their interaction with the policy at the University. This inaccessibility produces confusion and uncertainty, resulting in students’ hesitancy and, at its worst, hostility towards the policy and the University
Expanding Identity as a Global Citizen: Embracing their cultural heritage allowed students to be grounded while navigating unfamiliar environments. In addition, they excitingly explored their identities as independent individuals within the context of becoming residents in Canada to study.
Student Power & Disempowerment: Students were repeatedly concerned about that the policy was not intended in their favour. As a result of this perception of disempowerment, they expressed anger and frustration with the University, feelings which translate into how they felt about their meaningful consultation. Students wanted to be included and heard in the processes at the University in order to feel respected and cared for.