Flexible deadline policies and practices to support mental health and academic success

Flexibility in post-secondary education has been gaining traction for years; however, the COVID-19 pandemic accelerated its adoption and visibility, particularly through policies such as extended deadlines and student self-reported absences. Despite the growing presence of these approaches, little is known about the specific skills students need to successfully navigate flexible deadline policies. In this study, we used quantitative and qualitative approaches to investigate student and educator perspectives and experiences with flexible deadline policies at a large Canadian institution. Both surveys and semi-structured interviews were conducted to collect data from consented participants. Quantitative data were analyzed using descriptive statistics and qualitative data were thematically analyzed using NVivo. This study received ethics approval. Findings revealed both shared and divergent perspectives. Students and educators agreed that flexibility reduced stress and improved the quality of submitted work. However, the success of these policies often depended on how, when, and by whom they were used. Students emphasized the need for time management, emotional regulation, and prioritization skills, whereas educators focused on organization and self-motivation. Although students expressed a desire for support and resources to build these skills, educators noted increased workloads and questioned whether this responsibility should fall on them. Participants in this session will gain insight into how flexible deadline policies influence student mental health, what specific skills support effective use of flexibility, and where misalignment exists between student and educator expectations.