Staff profile
Overview
Michael Priestley
Research student

Affiliation | Room number | Telephone |
---|---|---|
Research student in the School of Education | ||
Postgraduate Associate of the Wolfson Research Institute for Health and Wellbeing |
Biography
Michael’s research interests include the political epidemiology of student mental health and wellbeing. In particular, his research explores how higher education policies impact on student wellbeing.
- ESRC-funded.
- Student Research Team and Advisory Member for the Student Mental Health Research Network (SMaRteN)
- Researcher for the University Mental Health Charter.
- Student member on the Charlie Waller Memorial Trust Advisory Board.
- Postgraduate Associate of the Wolfson Research Institute for Health and Wellbeing.
- Editor of the Student Minds Blog.
Research groups
Publications
Conference Paper
Journal Article
- Slack, Hannah R. & Priestley, Michael (2023). Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being. Assessment & Evaluation in Higher Education 48(3): 333-349.
- Priestley, Michael, Hall, Angela, Wilbraham, Susan J., Mistry, Virendra, Hughes, Gareth & Spanner, Leigh (2022). Student perceptions and proposals for promoting wellbeing through social relationships at university. Journal of Further and Higher Education 46(9): 1243-1256.
- Priestley, Michael, Broglia, Emma, Hughes, Gareth & Spanner, Leigh (2022). Student Perspectives on improving mental health support Services at university. Counselling and Psychotherapy Research 22(1): 197-206.
- Brewster, Liz, Jones, Emma, Priestley, Michael, Wilbraham, Susan J., Spanner, Leigh & Hughes, Gareth (2022). ‘Look after the staff and they would look after the students’ cultures of wellbeing and mental health in the university setting. Journal of Further and Higher Education 46(4): 548-560.
- Jones, Emma, Priestley, Michael, Brewster, Liz, Wilbraham, Susan J., Hughes, Gareth & Spanner, Leigh (2020). Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education 46(3): 438-450.