The purpose of this paper is to explore Ontario education professors’ perceptions of well-being, document ways in which they support graduate students’ well-being and discuss perceived challenges in doing so.,A basic interpretative design was used, with participants consisting of seven (four females, three males) tenured professors from five faculties of education in Ontario, Canada. Participants completed one to two semi-structured interviews. Interviews were audio recorded, transcribed for member checking and read holistically to identify emergent themes across participants.,Participants provided multifaceted representations of well-being and reported that supporting graduate students’ psycho-socio-emotional well-being was a critical aspect of their role. They discussed the intentional use of specific strategies including creating inclusive learning environments, nurturing caring relationships, providing academic accommodations and promoting relevant on-campus supports and services. Finally, participants identified factors that challenged their abilities to support graduate students’ wellness including institutional norms and expectations, shifting student demographics and uncertainties with respect to professional capacities.,Graduate student mentorship should be included in the faculty reward system. The provision of private, specialized services offered by trained personnel is also recommended. Future research is needed to explore faculty experiences supporting and mentoring diverse groups of graduate students.,While limited in participant numbers and educational jurisdiction, this research extends current mentoring models by adding a mental health and well-being component, thus bridging gaps between well-being and graduate mentorship in higher education.

中文翻译：

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探索教授在安大略省教育学院支持研究生福祉的经验

本文的目的是探索安大略省教育教授的幸福感，记录他们支持研究生幸福感的方式，并讨论这样做的挑战。采用了基本的解释性设计，参与者包括来自加拿大安大略省五个教育学院的七位终身教授（四位女性，三位男性）。参与者完成了1-2个半结构化访谈。访谈被录音，转录以供成员检查，并进行整体阅读以识别参与者中出现的主题。参与者提供了幸福感的多方面表示，并报告说支持研究生的心理社会情感幸福感是其作用的关键方面。他们讨论了特定策略的有意使用，包括创建包容性学习环境，培育关爱关系，提供学术住宿以及促进相关的校园内支持和服务。最后，参与者确定了挑战其支持研究生健康的能力的因素，包括机构规范和期望，转变的学生人口统计以及职业能力方面的不确定性。应将研究生的学生指导纳入教师奖励体系。还建议由训练有素的人员提供私人的专业服务。需要进一步的研究来探索教师经验，以支持和指导各种研究生群体。尽管参与者人数和教育管辖权有限，