In response to the graduate student mental health crisis and detriments to students' perceived quality of life (e.g., difficulty managing work-life balance), institutions need to examine opportunities for holistic support for professional and emotional needs. Our qualitative case study investigated how pedagogy courses impact perceived quality of life for doctoral students. We found courses promoted a sense of belonging and inclusion, a source of stability and support, and a greater self-confidence in teaching, research, and entering the job market. In this session, we discuss our findings and the role for pedagogy courses in supporting graduate students' wellbeing and professional development.
