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.

Aerial view of students sitting on steps

Perfect doesn’t exist and other lessons from developing a whole-university well-being strategy

Challenges to staff and student well-being are part of university life, regardless of how much support is in place. But iterative strategies can improve the entire community’s experience, write Ben Goose and Cassie Wilson

Ben Goose, Cassie Wilson

University of Bath

Supported social groups and student belonging: how do I get started?

Connecting students who share a lived experience such as bereavement, family estrangement or loneliness can help to foster a sense of community and belonging at university, explains Hannah Moore

Hannah Moore

University of Bath

Four ways to make support for student well-being comprehensive and inclusive

Student well-being is made up of a complex array of elements that include physical, spiritual and emotional wellness as well as mental health. In this video, Luoluo Hong reflects on four ways institutions can make an impact

Luoluo Hong

Georgia Tech’s Center for 21st Century Universities

Young women campaigning for more action on climate change

A practical approach to tackling eco-anxiety

We induce eco-anxiety by teaching students about climate change, so training them in practical and achievable solutions to it are needed, too, write Helen Hicks and Dawn Lees

Helen Hicks, Dawn Lees

The University of Exeter

An eviction notice on a student's rented accomodation

Food insecurity and homelessness affect all our campuses. Here’s what we should do about it

Nearly a quarter of undergraduate students will experience food and housing insecurity in the US. Sara Goldrick-Rab suggests ways faculty and institutions can intervene before it’s too late

Sara Goldrick-Rab

Education Northwest

A whole-campus approach to boost belonging for student success

Joint efforts among faculty, staff and students themselves can support first-year and transfer scholars to feel included and engaged, write Lorett Swank and Catherine Thomas

Lorett Swank, Catherine Thomas

Georgia Tech’s Center for 21st Century Universities

How to improve your well-being in higher education

Gareth Morris considers the importance of well-being in HE and offers realistic suggestions on how this can be achieved by busy academics

Gareth Morris

The University of Nottingham Ningbo China

A man and a woman expressing shock at something they have seen on their phones

The power of precaution: navigating content warnings in academia

Basic principles to guide the use of content warnings in higher education, based on a student-led day-long workshop which invited input from university staff and students

Andrea Namirembe , Ella Taviner

The University of Exeter

A month of highs and lows: the impact of menstruation on HE

Universities need to better accommodate the challenges faced by menstruating students to promote educational equity, write Mays Imad and Kerri Maron

Mays Imad , Kerri Maron

Connecticut College

A male student moving into his college bedroom

How to create a home from home for students at university

Supportive steps that a university can take to help students adjust to life away from home

Adeola A. Matthew , Kerrie-Faun Nathan

The University of the West Indies

How to embrace change as a spectrum

In a complex, ever-evolving environment, faculty may need strategies to navigate their fluctuating comfort levels. Here are ways to lean into change – from reflection and curiosity to active participation

LaTrese Ferguson, Rachel Watts, Bryan Harber, Tim Edmonds-King

Georgia Tech’s Center for 21st Century Universities

A group of students sitting in a group talking

Break the ice early to build student belonging

Ice-breaking activities borrowed from the performing arts that can help students form bonds and build belonging from the start of a course

Kelly Edmunds , Leanne Fridd

The University of East Anglia

Engaging in controversial topics in teaching and research

Sensitive subjects such as trolling and sexual assault require a careful approach at all points – from examining your motivation before you begin and setting up support to sharing findings, writes Ekant Veer

Ekant Veer

University of Canterbury | Te Whare Wānanga o Waitaha

Which specific Covid disruptions impacted motivation and engagement?

Lockdowns, isolation, remote learning and more have impacted various aspects of students’ lives. Knowing what and how puts educators in a better position to offer support

Andrew J. Martin

UNSW Sydney

Students chatting to friends outside a university building

Build students’ sense of belonging to build graduate skills

Why a sense of belonging is crucial to learning and how we can rebuild it within universities, following the disruption of the pandemic, in ways that also boost graduate skills

Hilda Mulrooney

Kingston University

Young female Asian student holding laptop

Helping students transition to university life

Starting university is a major milestone for new undergraduates. Teachers can offer encouragement, guidance and empathy to help students with practical and emotional challenges, writes Cheong Fan

Cheong Fan

Macau University of Science and Technology

An Asian school girl working at a laptop

How can universities reduce stress for students during the application process

Simple steps universities can take to make the applications process less stressful for aspiring students

Rosemary Bai

Chinese University of Hong Kong, Shenzhen

Depressed young black man on a park bench

Why students and faculty alike need mental health first-aid training

Basic knowledge and skills could empower university communities to promote and destigmatise mental health issues and empower individuals to recognise risks and seek assistance, writes Noam Schimmel

Noam Schimmel

University of California, Berkeley

Asian male student happy with hands raised

Preparing students to succeed in a volatile, uncertain, complex and ambiguous world

University campuses can act as an incubator, giving students a secure environment where they feel nurtured and cared for and where they can come to terms with who they are, writes Cheong Fan

Cheong Fan

Macau University of Science and Technology

From cohort to community: how to support student-led initiatives

Building a strong cohort starts with supporting students directly. Here, we, as student and staff co-authors in the humanities, share insights on how to encourage solutions designed for students by students

Ranita Thompson, Joanne Walmsley, Ben Graham

The University of Queensland

Written feedback for students – keep it clear, constructive and to the point

James Derounian offers tips for giving compassionate feedback that will enable students to understand where their work went right and wrong

James Derounian

De Montfort University

Female Asian students studying for an exam

Exam skills instruction: fostering a sense of self-efficacy

Practice, regular feedback and opportunities to experience mastery can help students develop sound exam technique and improve their performance, writes Cheong Fan

Cheong Fan

Macau University of Science and Technology

Apply the social model of disability to HE: viewing inclusion as a social good

William E. Donald and Marius Frank present 10 benefits to applying a disability framework that empowers individuals to create a more inclusive society

William E. Donald, Marius Frank

University of Southampton, Ronin Institute, Microlink

How to enhance recruitment and retention at your university

Gareth Morris and Junhua Mo outline ways to address the twin critical factors of motivation for new employment and boosting job satisfaction

Gareth Morris, Junhua Mo

The University of Nottingham Ningbo China, Soochow University

Struggle, strength and growth: preparing students for the changing future

Struggle, strength and growth: preparing students for the changing future

How to emotionally prepare students for uncertainty and complexity in their future lives by helping them recognise their strengths and embrace change

Kathleen Chim, Lai Tsz Chui, Benjamin Tak Yuen Chan

Hong Kong Metropolitan University

A young woman expressing disappointment over her work

Six steps to overcoming setbacks and rejection

Rejection is an inevitable part of being an academic, so it is vital to develop strategies to cope with and learn from setbacks in order to succeed in the longer term. Paul A. Walcott shares six such strategies

Paul A. Walcott

The University of the West Indies

Pride in HE: how to create an inclusive community online

With more university education now being delivered digitally, Richard Senese offers advice on how leaders can make sure they are building an LGBTQ+ inclusive community online

Richard Senese

Capella University

Key knowledge to be a good manager in higher education

Academics are the most important asset for any university, though they are often the most neglected, making it even more vital to be a good manager, says Şerife Eyüpoğlu

Şerife Eyüpoğlu

Near East University

University students belonging, on a city walk

Build community into the curriculum to improve in-person attendance

If the lecture theatre is empty, it’s time to get more innovative in our delivery, says Gemma Ahearne. Here, she offers approaches that show students the value of attending

Gemma Ahearne

University of Liverpool

A diverse team of colleagues in an online meeting

Prioritising equity in higher education: the impact of individual identities

Recommendations for improving equity in higher education, informed by research into the impact of individual identities upon staff experiences of the pandemic

Sam Illingworth, Jamie Zike

Edinburgh Napier University

Decolonisation to Indigenisation: how can institutions centre Indigenous knowledge?

Beyond the concept of decolonisation is the process of Indigenisation. Here, Raelee Lancaster provides four reflective questions that institutions can ask themselves when considering how to respect and elevate Indigenous knowledge

Raelee Lancaster

The University of Queensland

A team of colleagues celebrating a work success

How to find passion in your work – and sustain it

A simple strategy to sustain passion and enthusiasm for your work by keeping big dreams in view while celebrating each small step

Eleanor Cook

The University of Exeter

Ease students’ climate anxiety by encouraging climate action

Climate anxiety is a mental health issue and universities can help students overcome it through climate action, multiplying their own impact along the way, writes Cecil Scheib

Cecil Scheib

New York University

Spinning the multiple plates of being an academic

How to spin the plates of academic visibility, engagement and pleasing yourself

Think like a journalist. Think like a content creator. Think like a musician. Jonathan Wilson gives tips on getting ahead in your career without sacrificing personal satisfaction

Jonathan Wilson

Regent’s University London

Illustration of young woman with tangled arrows representing decisions above her head

One thing at a time: tips for making decisions

Academic life is rife with everyday choices that can sap your bandwidth. Here’s why this is exhausting and how to ease the load

Yaniv Hanoch

University of Southampton

Three diverse students talking on a university campus

Steps to promote LGBTQ+ students’ well-being on campus

What can universities do to promote greater LGBTQ+ student well-being and positive academic outcomes? Kristen A. Renn provides some answers

Kristen A. Renn

Michigan State University

HE has its head in the sand on long Covid, and it could prove costly

Long Covid is far more common than most people let on, so institutions must be ready to support its students, staff and faculty – here’s how

Mays Imad , Skylar Magee , John Nugent

Connecticut College

Breaking the homonegative life cycle for lesbian, gay and bisexual students in Jamaica

Lesbian, gay and bisexual students in Jamaica experience education punctuated by discriminatory treatment. Craig McNally looks at what university leaders must do to break this homonegative cycle and create inclusive campuses

Craig McNally

University of Technology, Jamaica, The University of the West Indies

American football team starting a new play

Making male athletes key players in preventing sexual assault on campus

Young sportsmen have the influence to shift campus attitudes away from rape culture and misinformation towards accountability and support for survivors. A US-wide programme aims to empower them to do so

Tracey Vitchers

It’s On Us

Group activities can help HDR student belonging

We must help HDR students experience a sense of community and belonging

A University of Adelaide team on what can be done to enhance community for higher degree by research students and how to ensure they see this culture from the outside

Multiple authors

Adelaide University

Five simple ways to make your classroom more LGBTIQ+ friendly

From encouraging the use of pronouns for all to utilising the power of narrative, Lucas Lixinski marks IDAHOBIT day by offering tips on LGBTIQ+ inclusion

Lucas Lixinski

UNSW Sydney

Illustration of young people in different coloured tops illustrating pronoun use

Creating an environment where staff and students feel comfortable sharing their pronouns

Using the correct pronouns is a key part of respectful communication – so where do we begin with creating a university environment where sharing pronouns becomes a natural part of our workplace culture?

Kat Smith

University of the Arts London

A ‘grocery store’ model can help your campus food bank reduce waste

A move from pre-packed hampers can make university food banks more efficient and the space more welcoming – and build a stronger community. Erin O’Neil offers tips for switching to a grocery-store model

Erin O’Neil

University of Alberta

Normalised failure depicted in a baby bird learning to fly

Lead by example and share your failures

Rejection is part of academic life. Leaders should share their own stories of failure to help others through theirs, says Tracy Nevatte

Tracy Nevatte

Keele University

Young woman sitting under grey sky with head in hands

What happens when we can’t help a student when they need us most?

The job of university personal tutor is not nine-to-five, and academics in support roles are fallible and don’t always get it right. Catherine Lee shares advice for those times from personal experience

Catherine Lee

Anglia Ruskin University

A tired looking man at his laptop rubbing his eyes

Understanding compassion fatigue and how to prevent it

Tips and strategies for reducing compassion fatigue among university faculty and staff

Catherine Wehlburg

Athens State University

Careers services must prepare students for workplace abuse

Careers services: how to prepare graduates for workplace abuse

University career services must do a better job of helping students identify and manage psychological abuse following entry into the labour market

William E. Donald, Sucheta Das

Ronin Institute, University of Southampton

Illustration of hands raised with hearts in the palms

Look after the intangibles and the metrics will look after themselves

Unmeasurable elements such as enthusiasm, belonging and motivation are valuable parts of the university experience. Sue Lee looks at ways to embrace these intangible assets

Sue Lee

University of Staffordshire

I’m finally ready to admit that I’m an academic who suffers from depression

I’m opening up because those of us hounded by mental health issues should not have to add fear of job loss and stigmatisation to our list of concerns, says James Derounian

James Derounian

University of Bolton

Depressed student hiding face on arms in front of laptop

Generation Z presents new challenges for medical education

Digitally savvy and adapted to rapid change, this cohort of future doctors needs emotional support and help managing expectations and setbacks

György Purebl

Semmelweis University

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