Staff profile

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.

• Higher and Further Education

Conference Paper

• Priestley, Michael (2019), Sick of Study: Student mental ‘illness’ and neoliberal higher education policy, in Shao, Xin & Dobson, Emma eds, Imagining Better Education. Durham, England, Durham University, School of Education, Durham, England, 183-199.

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.