How does university teaching shape student wellbeing?

Across five subjects, students said wellbeing hinged less on wellness slides alone and more on scaffolded challenge, support, and social connection.

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How many undergraduates participated?

A convenience sample of fifty-seven students.

What three themes were generated?

Embedding wellbeing content; assessment, challenge, and academic support; and social connection and interaction.

What did students say about academic challenge?

They are happy to be challenged when it is appropriately scaffolded.

Which programs contributed modules?

Psychology, English studies, Nursing, International Politics, and War Studies.

What larger project did this inform?

“Education for Mental Health,” a toolkit for supporting learning and wellbeing through curriculum and assessment.

How were data collected?

Online semi-structured one-to-one interviews and focus groups.

Why might wellbeing content fall flat?

Some students struggled to see connections between module content and their wellbeing.

What relationship practices mattered?

Fostering meaningful staff–student relationships and peer connections.

What incentive was offered?

A £10 shopping voucher.

When were students recruited?

Between September 2020 and April 2021.

What approach to wellbeing does the conclusion endorse?

A setting-based approach within the university curriculum.

Were themes limited to one discipline?

No; themes were shared across disciplines despite different contexts.