Chris Gilham, PhD

Associate Professor
Xavier Hall
(902) 867-3764

Chris Gilham, MA, PhD has worked as an educator for over 20 years. He has taught grades three to nine in regular and special education settings in Japan, Ontario, and Alberta and he has worked as a Behaviour and Mental Health Consultant for the Calgary Board of Education. Chris very much enjoys the supervision of pre-service teachers during their internships as well as supervising MEd thesis and doctoral dissertation students. Chris teaches courses related to: programming for students with different, often complex needs; mental health literacy; and critical research literacy. His current research is focussed on mental health literacy for educators and boys-specific groups for developing healthy relationships with themselves and those around them. His committee service focusses on the university’s teaching awards, departmental evaluation of colleagues, and benefits and contracts committee for the faculty association.



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

Recent Publications

Christopher M. Gilham: Peer-Reviewed Publications (17)

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. (2021, In Review). The impact of transitions: A mental health literacy intervention with embedded life skills for post-secondary students.” Canadian Journal of Psychiatry.

Gilham, C., Neville-MacLean, S., & Atkinson, E. (2021. Forthcoming). Effect of online modules on pre-service teacher mental health literacy and efficacy towards inclusive practices. Canadian Journal of Education.

Gilham, C., Wei, Y. (Accepted. Forthcoming). 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.

Hansen-Ketchum, P., MacDonald, J., Austin, E., Gilham, C., Gougeon, L., & McKinnon, M. (2020). Healthy settings: Barriers and facilitators to a healthy campus community. International Journal of Health, Wellness, and Society.

Gilham, C., Thompson, K., & Ruckstuhl, S. (2020). Improving girls’ developmental assets using a mentor-led approach in Atlantic Canada.” Gender Issues.

Gilham, C., Austen, E., Wei, Y., & Kutcher, S. (2018). Improving mental health literacy in postsecondary students: Field testing the feasibility and potential outcomes of a peer led approach.” Canadian Journal of Community Mental Health.

Williamson, J., & Gilham, C. (2017). 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.

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

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

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

Gilham, C. (2014). Inclusion’s historical entanglements in Alberta.” Learning Landscapes.

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

Gilham, C., & Williamson, W. J. (2013). Inclusion's confusion in Alberta. International Journal of Inclusive Education, doi: 10.1080/13603116.2013.802025:

Gilham, C. (2012). 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.

Gilham, C. (2012). 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.

Gilham, C. (2012). Talking to one another in education: The importance of bildung and tact. Disability Studies Quarterly, Vol. 32, No 1.

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