Chris Gilham, PhD

Associate Professor
Xavier Hall
(902) 867-3764

Chris Gilham, PhD is an Associate Professor in the Faculty of Education at St Francis Xavier University. Chris has been working in education for over 25 years. He taught grades 3 to 9 and was a school-board consultant. He enjoys working with others to create, implement and evaluate practical, school-based mental health programming for educators and students. Chris teaches courses on inclusion, mental health literacy, critical research literacy and the philosophy of education. He is now researching mental health literacy of educators (SSHRC), and boys-specific groups for developing healthy relationships (supported by Nova Scotia Status of Women).



EDUC 436: Inclusive Practices II; EDUC 508: Critical Research Literacy; EDUC521I: Approaches to Mental Health; EDUC 447: Mental Health Education

Recent Publications

Peer-reviewed publications:


Gilham, C., Green, M., Ternoway, H., Bakody, N., & Smith, D. “Preliminary Evaluation of GuysWork, a Gender-Transformative Healthy Relationships Program for Adolescent Boys.” Journal of Men’s Studies. 36 pages. In review.

Calcada, J. & Gilham, C. “Biodanza and other Dance Interventions as a Vehicle for Social-Emotional Learning (SEL) in the Primary Classroom - A Scoping Review.” Learning Landscapes. 21 pages. In review.

Yifeng, W., Gilham, C., & Kutcher, S. “Evaluation of Know Before You Go Using the Teacher’s Guide on Students’ Mental Health Literacy, Life Skills and Sense of Preparedness for Life After High School.” Journal of School Psychology. 33 pages. In review.

Gilham, C., Wei, Y. “Field Testing a Campus Preparation Mental Health Resource for Grade 12 students – The Implementation and Evaluation of Know Before You Go in two rural High Schools in Atlantic Canada.” McGill Journal of Education. 20 pages. (Accepted, forthcoming).

Wei, Y., Kutcher, S., Austen, E., Comfort, A., Gilham, C., Macdougall, C., McKenna, G., McKinnon, M., Yeo, E., Thompson, K., Zhang, M., Baxter, A., & Matheson, K. “The Impact of Transitions: A Mental Health Literacy Intervention with Embedded Life Skills for Post-Secondary Students.” Canadian Journal of Psychiatry. 29 pages. August 2021.

Gilham, C., Neville-MacLean, S., & Atkinson, E. “Effect of Online Modules on Pre-Service Teacher Mental Health Literacy and Efficacy Towards Inclusive Practices.” Canadian Journal of Education. 30 pages. July 2021.

Hansen-Ketchum, P., MacDonald, J., Austin, E., Gilham, C., Gougeon, L., & McKinnon, M. “Healthy Settings: Barriers and Facilitators to a Healthy Campus Community.” International Journal of Health, Wellness, and Society. 27 pages. April 2020.

Gilham, C., Thompson, K., & Ruckstuhl, S. “Improving girls Developmental Assets using a mentor-led approach in Atlantic Canada.” Gender Issues. 17 pages. January 2020.

Gilham, C., Austen, E., Wei, Y., & Kutcher, S. “Improving mental health literacy in post-secondary students: Field testing the feasibility and potential outcomes of a peer led approach.” Canadian Journal of Community Mental Health. 26 pages. August 2018.


Williamson, J., & Gilham, C. “Winning and re-winning: Recommendations for inclusive education reform for students labelled as disabled in Alberta’s schools.” Canadian Journal of Educational Administration and Policy. 34 pages. November 2017.

Berekowski, K., Gilham, C., & Robinson, D. “A mindfulness curriculum: High school students’ experiences of yoga in a Nova Scotia high school.” Learning Landscapes. 16 pages. July 2017.

Gilham, C., & Tompkins, J. “Inclusion as equity: Pre-service teacher education and disability studies in education.” Canadian Journal of Education. Vol 39, No 4, Dec. (2016). 25 pages.

Gilham, C., & Jardine, D. “Cultivating the possible in the understanding of human suffering: A brief on alternatives.” Canadian Association of Educational Psychologists, Dialogic (2014 – 2015). 3 pages.

Gilham, C. “Suffering ‘like this’: Interpretation and the pedagogical disruption of the dual system of education.” Paideusis, Vol. 22, No 1 (2015). 10 pages. 

Gilham, C. “Inclusion’s Historical Entanglements in Alberta.” Learning Landscapes, July (2014). 13 pages. (100% Contribution)

Gilham, C., Jardine, D., & McCaffrey, G. “The pedagogy of suffering: Four fragments.” Paideusis, Vol. 21, No 2 (2014). 9 pages.

Gilham, C., & Williamson, W. J. “Inclusion's confusion in Alberta.” International Journal of Inclusive Education, (2013), 1-14. doi: 10.1080/13603116.2013.802025: 15 pages.

Gilham, C. “From the “Science of Disease” to the “Understanding of Those Who Suffer”: The Cultivation of an Interpretive Understanding of “Behaviour Problems” in Children.” Journal of Applied Hermeneutics, (2012). 21 pages.

Gilham, C. “The Privileges Chart in a Behaviour Class: Seeing the Power and Complexity of Dominant Traditions and Unconcealing Trust as Basic to Pedagogical Relationships.” Journal of Applied Hermeneutics, (2012). 16 pages.

Gilham, C. “Talking to One Another in Education: The Importance of Bildung and Tact.” Disability Studies Quarterly, Vol. 32, No 1 (2012). 34 pages.

Gilham, C. “Beyond the Monster’s wanting and doing: Special Education as a barrier and diacritical hermeneutics as possibility.” Canadian Journal of Education, 34, 3 (2011). 17 pages.