How to improve your well-being in higher education

On film, educators are often portrayed as being brilliant and inspirational. Consider the cases of A Beautiful Mind and The Theory of Everything in higher education or Stand and Deliver and Dead Poets Society in K12 schooling. But there are also deeper underlying themes in almost all serious portrayals of teaching, including challenge and adversity, struggle and support, love and kindness. Indeed, given the potential challenges that educators can and often do face, it seems clear that more institutional support can and should be provided in many cases.

The importance of mental well-being is in evidence in a range of other professions, as numerous high-performing and acclaimed individuals increasingly speak about their own professional and personal struggles. Examples include former athletes such as Jonny Wilkinson, presenters such as Alex Scott, writer and actor Stephen Fry, and musician Selena Gomez. There is now a wealth of literature about mental well-being to be found in the public sphere, with contributions from psychologists, lifestyle advocates, mainstream broadcasters and the general public. Almost without exception the suggestions made are backed up with personal case study examples and lived experiences.

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Higher education challenges

Staff working in higher education encounter a variety of challenges of their own, as we well know. For educational leaders, time demands, constant change and task complexity represent just a few. For lecturers, researchers and administrative staff, difficulties may arise in areas such as personal interactions, work demands, recognition and progression, alongside the employment package. Numerous academic studies also consider teacher demotivation, burnout and departures, among other related areas. Such undesirable levels of stress exceed the bounds that science (such as the Yerkes-Dodson law) suggests is desirable and sustainable.

Higher education suggestions

In light of such considerations, there are numerous ways in which mental well-being at work can be improved in HE, and raising awareness is simply the starting point.

The first suggestion, as per the UK’s National Health Service (NHS), is to build positive, supportive connections. This may seem obvious with so many colleagues on a university campus, but lecturing and researching can be highly pressurised and isolating at times, so taking time to reconnect and enjoy the company of others is very important. This can be achieved through something as simple as going for a coffee or meal with a colleague or by getting involved in institutional professional and social activities. The benefits of engagement in such seemingly simple things over time will often be feelings of greater relaxation, increased confidence and an enhanced sense of self-worth through a greater sense of belonging and support.

The next suggestion is to be physically active. Numerous researchers draw links between the body and mind, and certainly the science appears to suggest the chemical impact of dopamine and this neurotransmitter’s ability to enhance mood, motivation and action regulation. Exercise can be accommodated on most campuses and in a wide variety of forms. For example, a short burst of high-intensity interval training (Hiit), a gentle jog or walk, a trip to the gym to lift some weights or participating in a sports club are all distinct possibilities, whether on campus or working remotely, that do not have to require a significant time commitment.

Learning new skills is also heavily linked with improved well-being. Beyond having potentially longer-term career benefits, acquiring new skills can provide a sense of purpose and achievement, foster connections and boost confidence. In addition, learning new skills can enhance creativity and learning aptitude. And all this can help reduce fear and anxiety. For university educators, possibilities in this area could include improving IT skills, or perhaps something more creative and pride-inducing such as learning a new language or taking up poetry.

Altruism and helping others is one of the best means of improving one’s mental health. Beyond the (not inconsiderable) fact that it makes the world a better place, it can also promote positive reciprocal feedback that is emotionally rewarding to the social groups of which individuals are a part. Essentially, doing good for others also makes you feel good. Do not be afraid to embrace that element of philanthropy. It can be something small initially such as wishing someone a good day or offering help to a stranger and then, if realistic, build up to donating to charitable causes.

Finally comes mindfulness, now seen as a key element of well-being, although it’s clear this can present difficulty for busy academics. Paying attention to a given moment can help to offset worries about the future and concerns about the past. It is also the only point in time we truly occupy. Mindfulness can have the benefit of positively influencing how the world in which we operate is perceived and experienced. This might mean something as simple as observing the beauty of the campus as we pass through it, taking time to really listen to colleagues and students when they share (rather than potentially worrying about our own outstanding tasks that need completing) or switching off at the end of the day and enjoying the company of our family, friends and pets.

Gareth Morris is senior tutor in English for academic purposes at the Centre for English Language Education, University of Nottingham Ningbo China.

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