Fostering student wellbeing in the postsecondary teaching and learning environment

Abstract

The mental health and wellbeing of postsecondary students can affect motivation and academic success; however, research that examines how the academic learning environment contributes to students’ wellbeing is limited. The current research used mixed methods to explore students’ perceptions of the intersection between their learning environment and mental health and wellbeing. In Phase 1, 247 students indicated how often they experienced various supportive instructional practices. In Phase 2, in-depth interviews (n = 13) explored possible improvements in teaching and learning environments to benefit wellbeing. We developed seven key factors that contributed to a sense of wellbeing: (1) effective promotion of resources, (2) instructor care, (3) course and assessment design that considers workload, (4) flexibility in policy and practice, (5) reducing stigma, (6) peer support, and (7) recognising mental health as a shared responsibility in the university community. Our findings have implications for how instructors and institutions can foster student wellbeing in learning environments through course design, instructional strategies, and cultivating awareness and openness around campus mental health.