Attending to Student Well-Being

• Thoughtful assessment practices that consider clarity, fairness, accessibility, and students’ emotional experiences can support student well-being in higher education.
  
  • Daniels, L. M., & Wells, K. (2025). Connecting students’ descriptions of classroom assessment in higher education with wellness. Assessment & Evaluation in Higher Education, 50(3), 366–380. https://doi.org/10.1080/02602938.2024.2402956
• The climate of a learning environment plays an important role in supporting student wellbeing in terms of factors such as self-esteem, sense of belonging, and confidence.
  • Boman, J., Lindsay, B., Bernier, E., & Boyce, M. A. (2025).Fostering student wellbeing in the postsecondary teaching and learning environment. Journal of Further and Higher Education, 49(2), 230–242. https://doi.org/10.1080/0309877X.2024.2447852 
• Educators can attend to student well-being by incorporating accessible resilience and wellness supports into the learning experience.
  • Hughes, C., O’Neill, D., Mitchell, G., Close, C., Stark, P., Mallon, A., & Brown Wilson, C. (2024). The wellbeing shelf: A mixed methods study exploring the impact of a resilience web resource for first year nursing and midwifery students. Nurse Education Today, 140, 106265. https://doi.org/10.1016/j.nedt.2024.106265

1. Use transparency and clear communication: Help students feel more secure and confident by being transparent about your expectations, assignments, and feedback. Share clear learning objectives, explain how and when feedback is given, and provide rubrics for assessments. When flexibility is limited, explain your reasoning to build trust and clarity.
2. Be flexible when possible: Consider incorporating reasonable flexibility in your course—for example, allowing deadline extensions or penalty-free late submissions in certain cases. Open communication around course policies helps reduce stress and supports well-being.
3. Incorporate student check-ins: Use regular check-ins to understand how your students are doing—both personally and academically. Decide on your goal for each check-in (e.g., gauging general well-being, stress around a major assignment, or reaction to recent events), and choose a format that works for your setting. Options include in-class verbal check-ins, anonymous surveys using Microsoft Forms, or visual tools like mood boards or the Fist-to-Five technique.
4. Invite student input: Involve students in shaping elements of the learning experience. This might include feedback on the syllabus, course structure, or classroom norms. Giving students a voice can enhance their sense of agency, well-being, and connection to the course.
5. Share student support resources: If students bring up challenges—whether during check-ins or in one-on-one conversations—be ready to refer them to appropriate campus or community services. These might include counseling services, Learning Specialists, Student Success Resources, the Campus Cupboard, or local shelters. Remember, your role is to guide students toward help—not to take on the role of a counselor yourself.

Faculty Guide to Supporting Student Mental Health. The Jed Foundation. 

Support the Mental Health of Your Students. Five Minute University. Dr. Lauren Woods, College of Health Professions.

The Importance of Caring. Five Minute University. Dr. Bill Callahan, College of Dentistry.

Student Well-Being Toolkit. Teaching Support and Innovation, University of Oregon.