7.2 Wellbeing
Student wellbeing is closely linked to academic success (Keyes et al., 2012; El Ansari & Stock, 2010). As students work to achieve their academic goals in this new online learning environment, they may also be balancing challenges and competing priorities, including:
- navigating uncertainty,
- finances,
- mental health concerns,
- personal relationships, and
- living situations.
Each of these areas impact student capacity to learn and thrive. The learning environment that you foster, including your strategies for teaching and assessment, is a promising space to support student wellbeing and learning (Fernandez et al., 2016).
What we know from students
Students recognize the connections between teaching practices, their learning, and their wellbeing (Stanton et al., 2016; Baik et al., 2019; Lane et al., 2018).
“It is clear that, from the student perspective, university teachers and their teaching practice have the potential to enhance and support student mental wellbeing” (Baik, Larcombe & Brooker, 2019).
A recent project at UBC surveyed students on their wellbeing during the spring transition to remote learning (McPhee & Lyon, 2020). Key findings include:
- Student focus was compromised due to non-academic related challenges (e.g., anxiety, stress, uncertainty, low motivation, personal circumstances)
- Flexibility and choice matter to students
- Over half of students prefer a combination of synchronous and asynchronous activities
- Asynchronous content is viewed as flexible, resulting in the ability to balance course and personal demands
- Synchronous content is viewed as opportunities for connection and a sense of normalcy
- Over half of students prefer a combination of synchronous and asynchronous activities
- Communication is valued by students
- Examples include instructor availability via email or videoconferencing, opportunities to engage with other students, demonstrations of empathy from the instructor, and the integration of student feedback.
Teaching practices that support student wellbeing
"On the whole, students’ recommendations about teachers and teaching practice are consistent with the qualities of ‘good teaching’ identified in educational research (e.g., Biggs & Tang, 2011; Ramsden, 2003) suggesting that ‘good teaching’ practices would reduce the stressors that students experience in the learning environment." (Baik et al., 2019, p. 683)
Teaching Practices That Support Student Wellbeing: A Tool for Educators [pdf] highlights a variety of teaching strategies that have been shown to support student wellbeing. You may also find it helpful to connect with colleagues and share ideas for promoting student wellbeing online. You can also review the ideas generated by UBC faculty who attended Remote Teaching Institute sessions Download ideas generated by UBC faculty who attended Remote Teaching Institute sessions [pdf] for supporting student wellbeing in the online learning environment.
Taking care of your own wellbeing
Like your students, you may also be adjusting to the online environment or experiencing uncertainty and disruptions in your personal life. As you navigate these unprecedented times, it is important to consider ways to support your own wellbeing. We suggest you:
- Set reasonable work hours for yourself
- Communicate clear expectations for email response times and availability
- Take breaks, even when you don’t think you need them or have the time
- Acknowledge that work might be impacted
- Don’t let “perfect” be the enemy of the good
- Explore ways to take care of yourself and resources to help you thrive
The UBC Human Resources Health & Wellbeing website has information about how UBC supports the continuing health and wellbeing of faculty, staff and their families. Okanagan resources are also available at the UBCO Human Resources Workplace Health and Wellbeing site. Make time to review these resources and reach out for support.