Wellbeing can be described as an overall “sense of happiness and fulfilment” constituted both by feelings of pleasure as well as the experience of self-actualisation (2). Importantly, a good sense of wellbeing does not exclude negative feelings, challenges and dissatisfaction as long as there is an imbalance towards the positive experience (1). Also, while wellbeing can be affected by physical and mental illness, they are separate concepts and it is possible to have a good sense of wellbeing while suffering from a disease (2).
Research focusing on student perspectives on their own wellbeing has stressed that in their understanding it is dependent on physical, mental and social factors in all parts of life as well as a balance between studies, private life and work, making it impossible to talk about student wellbeing as being affected academic environment only (1).
AU’s 2023 student survey shows generally high levels of wellbeing, but also highlights some areas of concern. 7% of students report not feeling well, 14% often or always feel lonely, and 16% experience frequent or constant stress symptoms.
A national study by the Danish Evaluation Institute (EVA) from 2023 also shows that nearly one in three first-year students are at risk of poor wellbeing. The study links wellbeing to both student dropout and levels of study motivation.
Pedagogically speaking student wellbeing is a both necessary condition and reinforcing factor for intrinsically motivated learning (3): positive feelings including a sense of autonomy and safety allow for engagement with new knowledge, the new learnings gained from such process heighten the sense of self-realization and the positive feelings derived from this fulfilment motivate to continue the journey (4). This is also reflected in educational statistics showing that higher levels of student well-being correlate with higher grades and lower dropout levels.
Student wellbeing and supportive learning environments are a shared responsibility. This means that action is needed at multiple levels – from the institution, study programmes, teachers, and students themselves.
Your role is primarily pedagogical – to create inclusive teaching and learning experiences. But you are also a key person in students’ everyday study lives, and at times, students may come to you with personal concerns. In these situations, your support can make a real difference for the individual student.
Sometimes, the most helpful thing you can do is to guide the student to further support. At AU, several free support services are available to students:
As a teacher you can create an academic environment that contributes to student wellbeing, and you can play an important role in situations in which your students´ wellbeing is affected by factors outside of this environment.
Recent research has stressed the importance of the teacher when it comes to maintain and enhance students’ wellbeing. Indeed, Baik et al. 2019 reported that when students were asked for how universities can contribute to improve students’ well-being, “most recommendations (made by over 37% of all students) related to academic teachers and teaching practices”.
More precisely, three factors have been pointed out as being at play:
Studies indicate that stressors in the learning environment can be considerably reduced via teacher’s approach- and availability, individual support and empathetic attention for the student (1;2). Importantly, research also stressed that what was expected from teachers in these interactions was not exceeding their professional boundaries (5).
...meaning how clearly and effectively they communicate, plan, structure and facilitate the everyday class work as well as the entire course.
Existing literature emphasizes that an essential key to student wellbeing at university is high teaching quality (5). It has also been pointed out that what students highlight as such coincides with what is recommended by educational research (e.g. Biggs & Tang, 2011, Ramsen 2003).
The content is written by Hanne Balsby Thingholm at Rådgivnings- og støttecentret in collaboration with Centre for Educational Development and student guidance counsellors (VEST).
Please contact the editors at AU Educate if you have any questions about the content of the platform or if you need consultation on your teaching from one of the many skilled professionals at the Centre for Educational Development.
