Using Listening Rooms as a method to engage and understand male ethnic minority student views of seeking university mental health support

Purpose Research has consistently shown that ethnic minority individuals are underrepresented in mental health research. Concurrently, university-based well-being support services are often either underutilised by male ethnic minority students or accessed at the point of “crisis”. This study aims to highlight how a somewhat novel method of data collection can support ethnic minority male students to engage with research about a university-based well-being mental health support service, including discussing potential barriers to access. Design/methodology/approach This research used a qualitative, Listening Rooms (LR) approach. Participants took part in a conversation with a friend, guided by researcher designed prompts and questions, but without researcher presence. Fourteen pairs (n = 24) participated in conversations. The LR Round Table Analysis took place, before a more in-depth thematic analysis using NVivo. Findings The LR method led to high levels of interest in the research from the male ethnic minority student population in the university. Those taking part were able to have unfiltered, peer-to-peer conversations, discussing mental health support. Findings led to university-based interventions related to facilitating student peer-to-peer support and ensuring students are directed to well-being support as smoothly as possible. Practical implications The LR method, or similar, could be considered as a way to engage demographics that have typically been neglected in research. Originality/value The novel approach to data collection and analysis is a potential way to overcome the lack of inclusion of ethnic minority participants in mental health research. This paper has focussed on male ethnic minority students’ specific needs related to the use of university well-being support services, with examples of newly implemented interventions to support this demographic.