Promoting Student Flourishing and Enhancing Staff Capability: “You Matter”—A Co-Designed Approach to Embedding Wellbeing in University Curriculum

Abstract

Universities face a dual challenge: supporting student mental health while equipping staff to respond effectively. To address this, we co-designed and embedded the “You Matter, Prioritize Your Wellbeing” intervention within the university curriculum using a participatory action research framework. The program was developed through co-design workshops and a student needs survey, piloted across six undergraduate courses, and refined into a scalable Facilitator’s Toolkit. Data were collected from co-design workshop participants (n = 23 staff, n = 7 students), student survey respondents (n = 109), academic facilitators’ interview (n = 5), and student post-pilot feedback (n = 61). Purposive sampling was used for co-design workshops, and convenience sampling for both surveys. A mixed-methods approach was employed: qualitative data were analysed using reflexive thematic analysis, and quantitative data using descriptive statistics. Evaluation showed strong student engagement, with 82% planning proactive self-care. Academic facilitators reported enhanced confidence and competence in facilitating wellbeing conversations, valuing the structured approach for normalizing the topic while maintaining professional boundaries. Synchronous delivery and authentic facilitator sharing were perceived as especially impactful. Despite systemic barriers, all facilitators expressed commitment to continued use. This study presents a practical, scalable model for a whole-of-university approach to wellbeing, moving beyond siloed support services to foster a proactive culture of care in higher education.