Wellbeing In Higher Education Research Articles

Wellbeing in the higher education sector: A qualitative study of staff perceptions in UK universities

The Higher Education (HE) sector is beset with mental ill-health, stress and burnout, negatively impacting staff productivity and retention. These challenges are due to a reduction in financial support for HE coupled with a growing number of students and increased workloads, as evidenced by recent strike actions in the UK. While research on mental ill-health in HE is extensive, our understanding of wellbeing in higher education is limited. Yet understanding wellbeing in the workplace can foster positive experiences and resilience, counteracting more negative experiences. This paper presents findings from 21 in-depth semi-structured interviews with employees (academic and professional staff) in UK universities to understand staff perceptions of wellbeing and the impact of the HE context. Five themes were identified: (1) factors contributing to staff wellbeing, such as colleague support; (2) fragility and duality of staff wellbeing, on how wellbeing can be damaged as well as its changing nature; (3) the dichotomy of collegial peer and organizational support, on university and staff actions toward wellbeing; (4) outsider from within, on an experienced lack of belonging; and (5) creativity and growth, on opportunities for staff development. Gaps in our understanding of Black, Asian, Minority, and Ethnic staff experiences were also identified. Implications for bolstering wellbeing in practice and future research are discussed.

Indigenous youth wellbeing in higher education: a systematic literature review of qualitative studies

ABSTRACT Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18–25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth to identify the enablers of and barriers to youth’s wellbeing when undertaking higher education. Twenty-eight studies met our selection criteria. Major enablers of youth’s wellbeing included social connections and support. Barriers included: lack of culturally appropriate support, home sickness, financial stress and negotiating with family. These findings have highlighted a significant gap in research and practice and point to the importance of hearing Indigenous higher education youth’s voices for identifying salient strategies for respectful promotion of wellbeing in higher education.

Humanizing Higher Education via Digital Wellbeing with Spiritual Construct

The field of digital wellbeing is gaining importance in higher education because of the global push for digital transformation in this sector. While most research has focused on mental, physical, social, and emotional aspects of digital wellbeing in higher education, there has been little exploration of the spiritual dimension. This paper aims to address this gap by discussing the significance of spiritual wellbeing and its role in promoting digital wellbeing in higher education. The paper emphasizes the importance of incorporating spiritual wellbeing in research and educational practices to achieve sustainable development. In conclusion, incorporating spiritual wellbeing as an indicator of digital wellbeing in higher education can benefit students and promote a holistic approach to wellbeing.

Enhancing Psychological Well-being in Higher Education Post-Covid-19 Pandemic. The Role of AI-Based Support Systems—Bibliometric Reviews

Psychological well-being is a cornerstone of student success in higher education. However, many students struggle with mental health challenges like stress, anxiety, and depression during and even after the Covid-19 pandemic. These challenges, often stemming from academic, personal, social, or career concerns, negatively impact student learning and development. This underscores the need for robust support systems within higher education (HE). Artificial intelligence (AI) emerges as a promising field in educational technology, offering students readily available guidance on their path to well-being. This research, guided by the PRISMA Statement 2015, provides an overview of AI applications in higher education through a systematic review. From an initial pool of 270 publications identified between year 2021 and 2023, finally, 24 articles met our inclusion criteria and were analyzed for the final synthesis. This paper revealed three key areas where AI-based systems can support student well-being: i) AI’s Advancement and Potential: Exploring the evolving capabilities and promise of AI in this context. ii) Building Effective AI Systems: Identifying crucial components for successful AI-based well-being interventions. iii) Barriers to Implementing AI in Higher Education: Addressing ethical considerations and challenges unique to academic settings. The conclusions and the road ahead from this research is the critical need for ethical, well-designed AI-based systems to overcome existing barriers and deliver exceptional student well-being support services. By prioritizing student mental health and providing them with the necessary tools and resources, we can empower them to achieve their full potential and thrive in their academic endeavors.

Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education

Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship, with a particular emphasis on the barriers and enablers to independent learning and the implications for the wellbeing of university students as part of a whole university approach. Drawing on data from a large national student survey and nine focus groups with university staff conducted during the formulation of the University Mental Health Charter, the findings demonstrate important intersectionalities between independent learning and student wellbeing. In particular, they highlight that facilitating independent learning has the potential to allow students to flourish in higher education but only when factors relating to accessibility, inclusivity, expectations, and goals are explicitly addressed. Going forward, it is imperative that these links are more widely acknowledged and addressed within higher education research, policy, and practice to ensure that students are supported to develop as learners during both their transition into university and their journey through and beyond their studies.

Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement.

Psychological well-being of students is an area of concern in higher education institutes across the world. Although several studies have explored the factors associated with students' psychological well-being, limited research has focused on the relation between the overall support for students and psychological well-being. Students of higher education may get formal support, in the form of team environment and institutional support; and informal support, in the form of family and friends' support. The purpose of this study is to examine the relation of these four kinds of support with psychological well-being of management students. We also examine the intervening role of academic engagement in this relationship. Analysis using structural equation modeling and hierarchical regression on data collected from 309 management students from Indian universities, shows that positive internal team environment, and institutional and family support positively relate to students' psychological well-being. Academic engagement partially mediates the relation between positive internal team environment and psychological well-being, and family support and psychological well-being. Also, academic engagement fully mediates the relation between institutional support and psychological well-being. The study highlights the significance of internal team environment and institutional support for students' academic engagement and psychological well-being, and the role of academic engagement in determining well-being. Based on these findings, we suggest interventions that can be undertaken by educational institutions to enhance psychological well-being of students. Theoretical implications and research avenues are discussed.

Embedding mental wellbeing in the curriculum: a collaborative definition and suite of examples in practice

The sector-wide challenge of student mental wellbeing within higher education (HE) requires universities to systematically and holistically enhance their practice and approaches. This paper recounts how an interdisciplinary team of academics, senior leaders, professional services and Students’ Union representatives across seven institutions responded to this need by collaboratively identifying definitions, good-practice for replication, and benefits of activity to embed mental wellbeing in the curriculum. Considering and exploring definitions across HE, our study provides clarity and reference points for definitions, particularly around the nature of “embedding” in relation to mental wellbeing for students. Five core themes for mental wellbeing in HE were identified and defined through this study: flourishing or thriving, balance, community and belonging, dynamic, and inclusive. Furthermore, a five-point definition of embeddedness developed; it being modeled in practice, tailored to needs, inherent in values, ethos and culture, a holistic partnership approach, and represented in strategy supported by appropriate resource. These are represented as a Mental Wellbeing Embeddedness Framework. The study sought good-practice examples from across seven HE providers, presented as example resources for replication by others in the sector seeking to address similar challenges within their institutions. Twenty-seven examples were developed into an online open educational resource toolkit, providing clear examples for use in a range of settings and responding to different needs around student mental wellbeing. Each example sharing its original rationale for development and clear list of benefits to be seen from replicating the initiative. Sector feedback to date indicates referencing the definitions activity and expanding this for use in other contexts, replication of good-practice examples in different settings, and support for identification of the benefits that can be achieved from embedding mental wellbeing in the curriculum. This paper is a call to action, shaping the future direction of student mental wellbeing, supported by policy, practice, and constant innovation.

Phenomenology of Student Wellbeing in Higher Education: Challenges and Strategies

The present qualitative study explores challenges that influence student wellbeing and possible strategies to handle these challenges. Semi-structured interviews were conducted with university students from the faculty of sports sciences in a foundation university. The researchers applied phenomenological approach through snowballing and purposeful sampling. The findings reveal five main challenges that impact wellbeing of students negatively. These are loneliness, academic pressure, anxiety about uncertainties, lack of facilities and financial difficulties. The research also highlighted five main strategies to maximize wellbeing. These are time management, stress-relief techniques, cultivating a growth mindset, academic support mechanisms, and having a part-time job. The research underlines the importance of pointing out challenges of student wellbeing and applying efficient strategies to boost it. If universities address these challenges in a comprehensive perspective, it is more likely to create a more conducive environment for students who want to be engaged academically and emotionally.

A systematic review of peer support interventions for student mental health and well-being in higher education.

Higher education institutions (HEIs) are seeking effective ways to address the rising demand for student mental health services. Peer support is widely considered a viable option to increase service capacity; however, there are no agreed definitions of peer support, making it difficult to establish its impact on student mental health and well-being. This systematic review aims to better understand and evaluate peer support in HEIs. Five databases, OpenGrey and Grey Matters were searched in May 2021. Included studies were quantitative, longitudinal (with and without a control) or cross-sectional with a control. The vote-counting method was used for synthesis. The risk of bias was assessed with the National Institutes of Health Quality Assessment Tool. Three types of peer support were represented in 28 papers: peer-led support groups, peer mentoring and peer learning. Peer learning and peer mentoring had more positive, significant results reported for the outcomes of anxiety and stress. Peer-led support groups were the only type targeting students with mental health difficulties. The heterogeneity of measures and outcomes prevents firm conclusions on the effectiveness of peer support for mental health and well-being. Most studies were rated 'poor' or 'fair' in their risk of bias. There is not a solid evidence base for the effectiveness of peer support. Nonetheless, HEIs can use the terminology developed in this review for shared discussions that guide more robust research and evaluation of peer support as an intervention.

Guest Editorial: Educator Wellbeing in Higher Education

Research has repeatedly shown that quality of instruction and positive student–faculty interaction are significant contributors to student success and wellbeing in higher education. However, as additional workload expectations and resource constraints continue to impact higher education globally, there are growing concerns about stress, workload, burnout and intention to leave academia which have significant implications for the wellbeing of both students and educators. This special issue of Student Success explores the vital contribution of educator wellbeing to student success, and approaches to improving it. Image: Staff on strike at the University of Newcastle, Australia, 2022. https://betteruniversities.work/uon Image used with the permission of the NTEU Office (NSW)

Defining and Advancing a Systems Approach to Achieving Educator Wellbeing: An Integrative Review of Wellbeing in Higher Education

Educators are crucial for student success in higher education, yet they often experience high levels of occupational stress which threaten their wellbeing. Informed by a conceptual framework initially developed for addressing worker wellbeing in the healthcare sector, another sector where workers experience high levels of occupational stress, this article explores how educator wellbeing is influenced by factors within the teaching environment, institutional environment and the external environment. Through an integrative review of existing literature, this article synthesises their findings to identify work system factors, individual factors, and outcomes and consequences of educator wellbeing across these domains. The resulting framework offers practical guidance for universities to identify, assess and respond to potential threats to educator wellbeing, ultimately enhancing the prospects of student success and meeting organisational goals without compromising the wellbeing of educators.

The Well-being Social Constructionist Leadership Model: Advancing Well-being in Higher Education

Using qualitative, collective case study data about the Chief Wellness Officer (CWO) role and how CWOs lead well-being programs in relationship to others, this article discusses leadership in higher education settings. Drawing on a framework associated with social constructionism, CWOs were found to lead through a variety of relational skills. Findings enhance the understanding of how CWOs facilitate campus well-being efforts and provide insight into the strategic, relational and communications skills necessary for success.

Engagement and emotional exhaustion among higher education students; a mixed-methods study of four student profiles

ABSTRACT A decline in both student well-being and engagement were reported during the COVID-pandemic. Stressors and internal energy sources can co-exist or be both absent, which might cohere with different student needs. This study aimed to develop student profiles on emotional exhaustion and engagement, as well as examine how profiles relate to student participation, academic performance, and overall well-being. Survey-data from 1,460 Dutch higher education students were analyzed and resulted in a quadrant model containing four student profiles on engagement and emotional exhaustion scores. Semi-structured interviews with 13 students and 10 teaching staff members were conducted to validate and further describe the student profiles. The majority of the survey participants were disengaged-exhausted (48%) followed by engaged-exhausted students (29%). Overall, the engaged-energized students performed best academically and had the highest levels of well-being and participation, although engaged-exhausted students were more active in extracurricular activities. The engaged-exhausted students also experienced the most pressure to succeed. The qualitative validation of the student profiles demonstrates that students and teachers recognize and associate the profiles with themselves or other students. Changes in the profiles are attributed to internal and external factors, suggesting that they are not fixed but can be influenced by various factors. The practical relevance of the quadrant model is acknowledged by students and teachers and they shared experiences and tips, with potential applications in recognizing students’ well-being and providing appropriate support. This study enriches our grasp of student engagement and well-being in higher education, providing valuable insights for educational practices.

Editorial: Teaching wellbeing in Higher Education

Editorial: Teaching wellbeing in Higher Education

Perceived educators’ roles in student well-being in higher education

Perceived educators’ roles in student well-being in higher education

Health and Well-Being in Higher Education: Student Perception of an Australian University

The health and well-being of university students is a priority agenda, given the need to advance health in the university system and the United Nations Sustainability Development Goal regarding quality and inclusive education. However, current literature lacks adequate insights regarding health and well-being considerations. This study investigated students’ perceptions concerning how university students experience health and well-being. The study is underpinned using the biopsychosocial model of health and was conducted via a cross-sectional student survey with quantitative and open-ended questions at an Australian university in 2021. A hierarchical regression model with 625 respondents indicated health and well-being are significantly influenced by mental (t-value = 15.7, p < 0.001), physical (t-value = 9.48, p < 0.001), university learning (t-value = 5.16, p < 0.001), and economic (t-value = 4.78, p < 0.001) domains regardless of the demographic and study characteristics of students. Students’ perception of their health and well-being varied according to student age, the college of study, and whether they were an international student. Both the quantitative and qualitative findings supported that the mental, physical, university learning, and economic domains of students’ health and well-being are interdependent. There is a case for a proactive, continuous, inclusive, and holistic health and well-being approach to support student success in higher education.

Editorial: Introduction to giftedness, disability, gender and well-being in higher education: A socio-psycho-pedagogical perspective

This introductory paper explains the background to the special collection entitled Giftedness, Disability, Gender and Well-Being in Higher Education: A Socio-Psycho-Pedagogical Perspective and provides an overview of the five selected articles. The authors approach the topic of higher education from different perspectives, focusing on student well-being, inclusive education and social inequality. This special collection aims to enable the community of scholars, policy-makers and practitioners to consider the latest approaches to these areas. The papers are based on empirical data and theoretical perspectives. Collectively, the articles highlight the centrality of well-being in the educational journey, arguing for its consideration alongside academic achievement.

Enabling Indigenous wellbeing in higher education: Indigenous Australian youth-devised strategies and solutions

Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians’ wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth (N = 7; aged between 18 and 25 years) studying at three higher education institutions in Australia participated in semi-structured interviews. Thematic analysis identified strategies and solutions for supporting and enhancing Indigenous youth wellbeing in higher education. Participants suggested that their wellbeing would benefit from increased opportunities for them to gain role models. They also suggested culturally supportive higher education environments were critical and could be achieved by employing more Indigenous academics and Indigenous mentors to implement personalised student support, introducing mandatory cultural competency training for all staff, and employing culturally safe counselling services. Indigenous youth also suggested strategies for enhancing institutional policy such as ensuring Indigenous culture and perspectives were taught across all faculties; developing reconciliation action plans, financial support, and scholarships to require proof of Aboriginality and evidence of hardship; and an institutional wellbeing strategy designed to support Indigenous students’ wellbeing.

Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration

Research suggests that unpleasant emotions induced by feedback may reduce its efficiency in enhancing students’ performance, which is a crucial issue to address in education. In the context of Chinese language instruction in higher education, this study sought to investigate how students regulate their emotions as a result of feedback through the lens of individuals’ feedback orientation. In light of the feedback orientation lens and its conceptual framework, we applied in-depth qualitative interviews to explore how students experienced feedback, the negative emotions they experienced, and the emotion regulation strategies they used. Eleven undergraduates across years one to five joined our in-depth interviews. Students reported negative emotions when they received feedback that did not live up to their expectations or was unrealistic for them to accept. However, students’ feedback orientation supported their emotion regulation techniques, which in turn supported students’ adaptive feedback processing to interpret and take action to use feedback for academic performance improvement. Students also actively sought further teacher feedback or peer support to deal with a wide range of negative emotions. These findings imply the significance of fostering in students a high level of feedback orientation and the necessity of additional empirical investigation into the relationships between feedback orientation and emotional well-being in higher education. By shedding light on how students regulate the emotions that external feedback causes in them, the study adds valuable qualitative findings to the existing literature on positive psychology research in terms of emotions and emotion regulation. It also emphasizes how crucial students’ personal feedback orientation is for improving emotional well-being in the context of feedback.

Developing a logic model to support creative education and wellbeing in higher education

University students are at higher risk than the general population of becoming mentally unwell. Dominant risk factors are to do with relationships, work load, the university environment and approaches to learning and teaching. Over recent decades higher education has been increasingly influenced by rules of commodification, however less commercially driven foci relating to wellbeing and mental health are increasingly being prioritised in higher education. This paper describes the development of a multifaceted logic model that can be adapted to university contexts to support wellbeing and creative approaches to learning. A socioecological approach refers to considering the group as a microsystem representative of larger systems and integrating emotionally focused and creative learning experiences that enhance subject relevant content. We implemented and evaluated a series of workshops to improve psychological safety and learning experience. We used a logic model design as an evaluation framework to map the inputs, activities, outputs, and outcomes. The pre and post outcome measure of psychological safety demonstrated significant change, where students could be more open and explorative in their learning experience. We also used a survey evaluation that demonstrated students found the project acceptable, delivered to a high standard, and that the content was relevant to their subject area. Given that the changing culture and ethos of a University can have a major influence on the wellbeing of the students, a flexible programme design as mapped through a logic model, provided us with a framework for introducing and evaluating a complex model for improving learning and wellbeing.