Creative mentoring: A dramatherapeutic approach to supporting university students’ well-being during COVID-19 and beyond

This article discusses the use of a novel creative programme involving postgraduate students acting as graduate teaching assistants in a UK-based higher education (HE) institution during the COVID-19 pandemic. The programme took place virtually and utilized dramatherapeutic practices to help participants reflect on their dual role as students and teaching staff creatively and introduce them to methods they can use to safeguard their well-being. Following a description of the programme, implications of its effectiveness and recommendations for future research are discussed to signify the importance of utilizing creative interventions to support well-being in academic settings during COVID-19 and beyond.