Mental health and well-being

Advice on effective mental health support for students and staff to create a happier, healthier campus. Find out how universities and academics can promote well-being, protect their campus community from spiralling stress, minimise the risk of burnout and build resilience - from institutional practices that create a culture of care to personal self-care tips and healthy habits for overworked academics and students.

Advice on handling individuals' names with respect to create an inclusive learning environment

Say my name: the importance of correct terms, titles and pronunciation

Jane Bryan shares lessons in handling people’s names with respect and sensitivity, ensuring correct use and pronunciation to boost feelings of belonging within institutions

Jane Bryan

The University of Warwick

Female students looking at phone outdoors illustrating embodied learning

Embodied learning: how to bring movement into the classroom, and why it matters

Susan Hrach offers practical advice on using physical activity and outdoor space to enhance learning

Susan Hrach

Columbus State University

Being an early career researcher does not need to be lonely

Don’t believe the hype: being an ECR needn’t be a lonely existence

Finding ‘PhD pals’ in the same boat, but also learning to communicate your work effectively outside the research bubble, is crucial for ECRs, says Rebekah Ackroyd

Rebekah Ackroyd

University of Cumbria

Advice on using a free online mindfulness programme to support student well-being

How to foster student well-being with online mindfulness training

Adam Kay explains how educators can effectively use an innovative, freely available, research-backed online mindfulness programme for student well-being

Adam Kay

The University of Queensland

Supervisor bullying of PhD students is a stain on universities and higher education

Bullying by supervisors is alive and well – now is the time to tackle it

The arrangements that trap PhD students in toxic relationships with abusive supervisors must be reformed – here’s how, says Timothy Ijoyemi

Timothy Ijoyemi

UCL

20-something woman with hand over mouth illustrating article about addressing taboo subjects

Talking about taboos: how to create an open atmosphere for discussing difficult subjects

Lindsay Morgan offers practical, step-by-step advice for removing barriers to addressing uncomfortable topics such as consent and menstruation

Lindsay Morgan

Edinburgh Napier University

Microaggressions are often shrugged off due to lack of intent, but intent and impact are very different

So you don’t think microaggressions have an impact?

Microaggressions are often shrugged off by perpetrators because of a supposed lack of intent. But intent and impact are very different indeed, says rashné limki

rashné limki

The University of Edinburgh

Do EDI kitemarks provide any real protection for female academics subjected to online abuse?

Do EDI kitemarks help protect female researchers from online abuse?

While they allow institutions to claim commitment to gender equality, kitemarks do little to challenge them on their actual policies, say Andy Phippen and Emma Bond

Andy Phippen, Emma Bond

Bournemouth University, University of Suffolk

Advice on supporting students to manage and overcome culture shock after arriving at university

Taking the shock out of culture shock: helping international students navigate transitions, part two

Inga Ackermann shares advice on helping students manage and overcome culture shock after their arrival at a university overseas or far from home

Inga Ackermann

The University of Edinburgh

Making university campuses and courses more compassionate will lead to better student outcomes

How to make campuses and courses more compassionate

Telling students that you’ve considered their well-being in organisational culture and curriculum design can in itself bolster confidence, says Louise Lawrence

Louise Lawrence

The University of Exeter

Should universities follow the lead of business and think about demolishing hierarchy

Should we do away with hierarchy in higher education?

I’ve found myself questioning whether a holacratic system, in which there are no managers or leaders, would work in universities, says Aspasia Eleni Paltoglou

Aspasia Eleni Paltoglou

Manchester Metropolitan University

Higher education must face up to and answer some difficult questions over how it deals with mental health

Three big mental health questions that academia must talk about

A reckoning with how we handle mental health in higher education is long overdue, says June Gruber

June Gruber

The University of Colorado Boulder

Mindfulness education at university goes beyond pedagogy

It’s past time for a serious appraisal of mindfulness education

True mindfulness education goes beyond pedagogy and improving learning outcomes – it is a holistic approach for developing students and staff, says Christine Rivers

Christine Rivers

University of Surrey

UK universities have their heads in the sand when it comes to student addiction and recovery

UK universities have their heads in the sand on student addiction

Isolation and shame pose big risks to recovery from addiction problems, yet on-campus support programmes are rare in the UK, say Suzi Gage and Shahroo Izadi

Suzi Gage, Shahroo Izadi

University of Liverpool

Equality, diversity and inclusion strategies at universities should just be the start of the conversation, not an end in themselves

There are so many reasons why EDI is not the answer

If we wish to transform our institutions, we must see EDI not as an end but as a tool to start recognising the power that feeds oppressive structures, says Manvir Grewal

Manvir Grewal

University of Westminster

Stalk of broccoli cut down, illustrating responsibility for staff well-being

Broccoli and birdsong: the shifty discourse of ‘staff well-being’

When institutions put responsibility for wellness onto individuals, they also deflect their role in staff burnout and mental ill health, writes Madeleine Davies

Madeleine Davies

University of Reading

University leaders must build trust and create community

Leaders: how to build community and trust during a crisis

Charles Egbu, vice-chancellor of Leeds Trinity University, reflects on five key lessons he learned while taking the helm during the pandemic

Charles Egbu

Leeds Trinity University

Advice on preparing international students for potential culture shock when they arrive at an overseas institution

Taking the shock out of culture shock: helping international students navigate transitions, part one

Inga Ackermann outlines what steps institutions can take to prepare international students for the potential culture shock they may experience on arrival at their new university

Inga Ackermann

The University of Edinburgh

Advice on what mental health support universities should put in place for international students

Mental health support for international students: five key steps

Frank Haber explains what support mechanisms universities must put in place to protect international students’ mental health

Frank Haber

Oldenburg University, Constructor University

Advice on providing comprehensive support for remote students through academic advising

Building a community of support for remote students through academic advising

Janet Morrison details academic advising strategies that keep students feeling connected and supported throughout their educational journeys when learning online

Janet Morrison

Champlain College Online

The word ‘play’ and a downward arrow in neon

Ready, player one? How video games can help engage students

Engaging, rewarding and a great way to encourage active participation, games are a brilliant addition to a teaching and learning environment, says Chris Headleand

Chris Headleand

University of Lincoln

Advice on developing a pedagogy with care and compassion at its core

A pedagogy of kindness: the cornerstone for student learning and wellness

Fiona Rawle outlines a pedagogy founded on human connection, care and compassion that improves student learning outcomes

Fiona Rawle

University of Toronto Mississauga

We must help our students make this a ‘summer of self-love’

It would be wise to keep an eye on our students over the coming months, as the period after lockdown typically brings intense emotional responses, says Bertus Jeronimus

Bertus Jeronimus

University of Groningen

Advice on successfully scaling up student support services

Scaling up student support services

Suzanne Mitchell advises on how to scale up student support services, using technology that provides multiple communications channels and early warning systems to assist specialist staff teams

Suzanne Mitchell

Arden University

Advice for welcoming students back to campus

How universities can support students’ return to campus post-pandemic

Danielle McDonald and colleagues share advice on how universities can approach welcoming two student cohorts to campus for the first time, staying mindful of the vastly different attitudes among students relating to the post-pandemic transition

Danielle McDonald, Anita Sahgal, Jennifer DiPrete, Allison Crume

University of South Florida

We must admit that things are and have been bad during the pandemic and realise that people are at different stages of comfort with others

My first post-Covid conference showed me we need to prep for the campus return

At this conference, faculty were like the walking wounded, but we can and should learn from it because our students deserve our best selves, says Flower Darby

Flower Darby

Northern Arizona University

Three things to consider ahead of returning to campus

Three things to think about when returning to campus

Emily Walker puts forward three key considerations to help staff mentally prepare themselves for returning to a campus that may have a very different look and feel

Emily Walker

Liverpool John Moores University

Universities are heading for a mental health crisis following the pandemic, so they need to start preparing now

A student mental health crisis awaits. Here’s how we avoid a bad fall

Extra funding should be requested now to staff up wellness centres, counselling centres and campus ministries, says Todd Zakrajsek

Todd Zakrajsek

University of North Carolina at Chapel Hill

A stressed student prepares for an online exam. Assessment online brings a new set of problems for academics to be aware of

Are online exams better for student mental health?

Traditional exams under tightly invigilated conditions are highly stressful for students, but online alternatives bring their own issues, says Michael Priestley

Michael Priestley

Durham University

A female student logs in to a virtual campus.

Socialising is hugely important, but virtual campuses help learning, too

The social elements of university help students succeed academically, so we must start transplanting them online, says Elizabeth Lehfeldt

Elizabeth A. Lehfeldt

Cleveland State University

Advice on how faculty should be mindful of their attitudes in order to ensure better outcomes or reaction to challenges

How resetting motivations can help faculty achieve better teaching and well-being during challenging times

Faculty members’ personal motivations impacted their attitudes towards meeting the challenges of the pandemic, and in turn, their well-being and teaching quality, research suggests

Martin Daumiller, Raven Rinas, Julia Hein, Stefan Janke, Oliver Dickhäuser, Markus Dresel

University of Augsburg, University of Mannheim

Time pressure. Many in academia are putting in huge numbers of hours that are not rewarded or even recognised

Recognition of academia’s ‘invisible labour’ is long overdue

We must ensure that academic citizenship becomes a key part of our job descriptions, on par with teaching, research and management, say Shari Boodts and Fleur Jongepier

Shari Boodts, Fleur Jongepier

Radboud University

Learn how instructor featured videos can give your remote learning students a much needed sense of connection

More screen time: using instructor-featured video to create connection online

Aaron Smith explains why instructor-featured videos are such a powerful tool for keeping remote-learning students grounded and for providing a sense of human connection, based on his research

Aaron Smith

University of Waterloo

Steps universities should take to prevent cyberbullying among students

How to prevent cyberbullying from rearing its ugly head in universities

Christy Cheung presents preventive measures universities should take to tackle cyberbullying among students working online

Christy Cheung

Hong Kong Baptist University

Personal crises can strike students at any time, especially given the pandemic, and those who help them probably need help too.

The sector’s mental health workers need help too

More assistance must be offered to help students survive, let alone thrive – and the same goes for student crisis interventionists like me, says Lula Torres

Lula Torres

InsideTrack

Guidance on designing online courses for learning and well-being

Designing online courses for better learning and well-being outcomes

Matthew Barr describes how to design and deliver online teaching to support better learning and well-being for students who might otherwise feel isolated and disconnected

Matthew Barr

University of Glasgow

Designing and delivering courses to meet students emotional needs

Supporting students’ emotional needs in distance learning

Yanfang Si shares simple online teaching methods to make students feel connected and supported and so help meet their emotional needs from a distance

Yanfang Si

Xi’an Jiaotong-Liverpool University

Taking a human approach to providing support for student well-being online

Using online coaching to support student well-being

Helen Duff explains how a human approach to providing support online, in the form of coaching sessions, can have a powerful impact on student well-being

Helen Duff

Arden University

An atmospheric theatre. Beware the futility of wellness theatre

Beware the futility of higher education’s wellness theatre

Surface-level emphasis on self-care without discussing systemic problems in HE runs the risk of gaslighting students who face very real barriers, says Fiona Rawle

Fiona Rawle

University of Toronto Mississauga

Investigating academic misconduct takes time and resources. The latter are sorely lacking and it is students who bear the brunt of the delays

We ignore the administrative load caused by cheating at our peril

The switch online has brought renewed scrutiny of misconduct, but without adequate resources, the real losers are our students, says Amanda White

Amanda White

University of Technology Sydney

A computer lover embraces his machine. But cybersecurity is not just for the geeks in the IT department.

Cybersecurity is not just for the geeks in the IT department

Our first-year university students might have received no education on cybersecurity since the age of 13, say Andy Phippen and Emma Bond

Andy Phippen, Emma Bond

Bournemouth University, University of Suffolk

Advice on online teaching techniques that promote student well-being

Online teaching tips to support student well-being

Natalie Kopytko provides practical tips to address student well-being via online teaching practices that can also benefit faculty

Natalie Kopytko

University of Leeds

How to build resilience by taking on an explorer mindset

Developing an explorer mindset to build resilience

Developing an ‘explorer mindset’ can help faculty and students build resilience by moving from fear to curiosity, as Portia Hickey explains

Portia Hickey

Thrive Matters

An empty university lecture hall. The sector should come together to welcome students back to campus.

The sector should come together to welcome students back to campus

Universities wasted a lot of time developing individual online transition resources last year. Let’s not make the same mistake again, says Donna Murray

Donna Murray

The University of Edinburgh

A guide to introducing compassionate communication into your online teaching

Embracing a compassionate approach in higher education

Caroline Harvey and Frances Maratos explain how to embed compassionate communication into higher education when teaching online

Caroline Harvey, Frances Maratos

University of Derby

Tips on addressing student anxieties in the online learning space

Supporting students with Covid-related anxiety when teaching online

Helping students manage their anxieties is good pedagogy as it helps them learn. Alexandra Dufresne shares her tips for making students feel supported in the online learning environment

Alexandra Dufresne

Zurich University of Applied Sciences (ZHAW)

Using storytelling to boost student resilience and sense of connection online

Using the art of storytelling to help students build resilience when learning online

Judith Francois describes how she facilitates storytelling via online channels to help students build resilience and feel more connected

Judith Francois

Kingston University

Advice on ensuring the human side of teaching is not lost in the move to online education

Leading with humanity in your online classroom: Tips beyond tech

How to ensure the human side of teaching is not lost and that pedagogical practices promoting care drive decisions when instructing online, from research by Mary Candace Raygoza, Aaminah Norris and Raina León

Mary Candace Raygoza, Aaminah Norris , Raina León

Saint Mary’s College of California

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

Understanding attrition: what can be done to reduce student dropouts post pandemic?

How has the pandemic affected student dropout rates? And what can universities can do to boost student retention now and in the future? We discuss student attrition with a panel of experts from the UK and Australia

Sally Kift, Jacqueline Stevenson, David Woolley

The Australian Learning and Teaching Fellows, University of Leeds, Nottingham Trent University

Advice on managing strong emotional responses to difficult student communications

It’s been emotional: how to manage difficult student interactions

Student advisers often bear a heavy emotional burden when trying to assist students. Meg Cohen offers advice on how to manage such emotionally challenging situations

Meg Cohen

Georgetown University

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