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.

University students wearing covid masks as they walk around campus

Engaging public health faculty to make healthier campus decisions

As universities move from a crisis response to ongoing management of Covid-19, this guide outlines why and how to engage public health faculty in campus decision-making

David Johnson, Sarah Walsh

University of Louisville, Eastern Michigan University

Sometimes quitting your PhD and leaving academia can be the most rational move for students

Thinking about quitting your PhD? Maybe that’s the right decision

Sometimes not completing a PhD is the rational choice, and having open conversations around it helps stop people feeling isolated and uncertain, says Katherine Firth

Katherine Firth

La Trobe University

University emoji friends: encouraging students to make friends on social media before starting university is a great idea, as long as there are protections in place

Social media can help new students make friends – but we must regulate it

There’s much to like about employing social media to help nervous students make connections before being dumped on campus, but universities must not overlook their duty of care

Andy Phippen

Bournemouth University

Opening the door to higher education requires a holistic approach for students from disadvantaged backgrounds

Universities must take a more holistic approach to social mobility

Financial support is only part of the equation – human and social capital are also crucial for helping students from disadvantaged backgrounds, says Andrew Burke

Andrew Burke

Trinity College Dublin

Healthcare professionals need help from universities and higher education when implementing new tech into their practice

Health workers need tech training – for themselves and their patients

There are huge risks involved if current and future healthcare professionals have to take up new forms of practice such as video consultations without sufficient training

Stefan Rennick-Egglestone

University of Nottingham

Advice on why and how to bring movement into your classes to improve learning outcomes

Why and how to bring physical movement into the classroom

There are multiple benefits to bringing regular movement into the classroom, research shows. Stephen Braybrook lists the concerns that prevent educators from doing so, and offers guidance to overcome them

Stephen Braybrook

Brain Move

How to stop unintentionally discriminating against international university students in your classroom through your pedagogy

How to stop unconsciously discriminating against international students

Using enquiry-based learning gives overseas students agency and helps them decide for themselves how they want to be included in the learning process, says Dylan Williams

Dylan Williams

Seoul National University

Cycling, running and other forms of exercise can be encouraged among university students by tutors who offer academic credits for exercise

Want students to exercise more? Make it part of their course

The body hears everything the mind says, so it is said. That is certainly true when teachers offer extra academic credits in return for physical activity, says Roberto Villaseñor-Roldán

Roberto Villaseñor-Roldán

Tecnológico de Monterrey

illustration of outline of heads showing different emotional states, detail, emotions and learning

Emotions and learning: what role do emotions play in how and why students learn?

If educators understand the factors that interplay with emotional states to affect learning, they can work with this to enhance the learning experience. Here are six strategies to manage the role of emotions in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Group of protesters illustrating article about vaccine hesitancy, difficult conversations, empathy, listening

How to disagree about Covid vaccination and manage other difficult university staff discussions

Jonathan Lord outlines the role of empathy and listening skills in navigating potential conflict when colleagues disagree about sensitive issues such as vaccination

Jonathan Lord

University of Salford

How to address breakout room anxiety: advice for teaching academics

Four ways to address breakout room anxiety

Ari Badlishah draws on her recent experience completing a master’s degree largely online to offer advice on how educators can help minimise students’ anxiety about virtual breakout rooms

Ari Badlishah

The University of Edinburgh

Advice for educators to take proactive steps that help students form social bonds and support networks, in person and online

WhatsApp and campus trails: supporting students in building peer-support networks

Group activities and social networks help students to feel supported. Here’s how to facilitate interactions that build peer-support networks

Kelly Edmunds , Helen Leggett, Becky Lewis

The University of East Anglia

Advice on taking a trauma sensitive approach to teaching

A trauma-sensitive approach to teaching and learning

A four-step framework for taking a trauma-sensitive approach to teaching in universities, explained by Kitty Wheater

Kitty Wheater

The University of Edinburgh

Arrow leading up steps illustrating article about Wordle, mastery experiences, the power of success

What Wordle teaches us about the power of success

Offering more mastery experiences will greatly reduce the mental and emotional fatigue that permeates so many post-Covid university classrooms

Thomas R. Guskey

University of Kentucky

Academia showed it can slow down in the early days of the pandemic, so why has higher education gone back to warp speed again now?

Slowing down earlier in the pandemic went well – so why speed back up?

The online tools adopted in the past two years do have positives, but they’ve also created a new kind of pressure – the pressure to be everywhere at once

Shari Boodts, Frederik van Dam

Radboud University

Meritocracy in higher education is not fit for purpose with minorities of all stripes finding an unsafe environment

Meritocracy in the academy isn’t fit for purpose – but we can fix it

Institutions need to think about who they’re picking and foster both literacy and competence around minority issues as the first steps to a true meritocracy

rashné limki

The University of Edinburgh

Recommendations for support measures universities could put in place to support working parents among their staff

What parents need to succeed in academia and how universities can help

From working hours that fit in with childcare to a place to pump, Nadia von Benzon explains how universities can support staff who are parents

Nadia von Benzon

Lancaster University

Early career researchers not let previously invested time and money impact the decision to leave university and research

Is the ‘sunk cost fallacy’ sinking your career?

Making the decision to move away from research can be daunting, but a big dose of rational thinking can help you make the right choice, says Emma Williams

Emma Williams

EJW Solutions

Advice on purposefully creating a sense of belonging among black students in majority white universities

How to create a sense of belonging for black students in a majority white academy

Taking active, practical and nuanced approaches to ensuring the belonging of black students in majority white universities, at a micro and macro level, is everyone’s responsibility, explains Edith Lewis

Edith Lewis

Canterbury Christ Church University

Advice on helping students to form social bonds and join clubs and societies after two years of isolation

Building student social networks offline

Becky Lewis explains how to purposefully encourage and support students in forming social bonds and groups after two years of remote learning, isolated from their peers and lecturers

Becky Lewis

The University of East Anglia

Advice on designing pedagogies that encourage positive psychological growth among students after such a challenging period

From struggle to strength: positive psychological growth through teaching and assessment

Kathleen Chim and Benjamin Chan offer practical advice on creating meaningful pedagogies, assignments and assessments that promote positive psychological growth in challenging times

Kathleen Chim, Benjamin Tak Yuen Chan

Hong Kong Metropolitan University

Yellow paper figure surrounded by headlines about health and money anxieties, Covid uncertainty

How educators can help manage Covid anxieties on campus

Simple strategies can allow teachers to connect more deeply with students and help prepare them for stressful professional environments

Michael Ellwood

The University of Queensland

The stress continuum is a traffic light system that might help university staff and students discuss well-being

Conversations around stress must move beyond ‘I’m fine, how are you?’

Sara Metz offers practical advice on adopting the ‘stress continuum’ – a shared language and system to help staff and students reflect upon and discuss their well-being

Sara Metz

Colorado State University Global

Advice on breaking down student anonymity to build relationships when teaching online and in person

Unmasking the scientist: breaking down anonymity to build relationships when teaching online

Simple solutions to link students’ names to faces and build a rapport with individuals in your class when teaching online, by Kelly Edmunds and Bethan Gulliver

Kelly Edmunds , Bethan Gulliver

The University of East Anglia

Advice on working with students to develop a well-being module that educates them in mental health and self-care

Co-creating an interdisciplinary well-being module for all students

Elena Riva and Wiki Jeglinska explain how academics can work with students to co-create well-being modules that span multiple disciplines and support students’ self-care, drawing on their own experience of collaborating on such a scheme

Elena Riva, Wiki Jeglinska

The University of Warwick

Even second-generation immigrants are in danger of losing their heritage language, but universities can help

Universities must help their communities preserve heritage languages

Language loss is a real danger among even second-generation migrants – here’s how to help, say Sender Dovchin and Rhonda Oliver

Sender Dovchin, Rhonda Oliver

Curtin University

Advice on using music as a way to bring students together and rebuild a sense of community on campus

Play on: how to build community on campus through music

Nick Merwitzer explains why and how music projects can help build a sense of connection and belonging on campus and outlines the key considerations for supporting student ‘bands’

Nick Merwitzer

Xi’an Jiaotong-Liverpool University

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

What is the long-term impact of online learning?

Online learning looks set to remain central to the delivery of higher education long after the pandemic. In this webinar Maryanne Dever and Diana Laurillard discuss what the long-term impact of this might be, on teaching, student support, well-being and the sector as a whole

Maryanne Dever, Diana Laurillard

Australian National University, UCL

Podcast discussing building resilience and protecting well-being among university staff and students

Campus talks: behind two of our most-read resources on diversity statements and student well-being

We speak to the authors behind two of the most popular resources of 2021, focused on drafting diversity statements and teaching practices that support student well-being, to find out what shaped their advice

Pardis Mahdavi, Scott Brooks, Elena Riva

Arizona State University, The University of Warwick

Advice from a doctoral student on overcoming common challenges while studying for your PhD

Transitioning to a PhD: common struggles and how to overcome them

Camille Bou outlines the key struggles she encountered during the first year of her PhD and shares useful insight on how she overcame them

Camille Bou

The London School of Economics and Political Science

If universities push staff towards social media, they must protect them, too

At the very least, there should be training on managing online discourse, blocking tools and recognising when ‘robust debate’ becomes abuse or libel, says Andy Phippen

Andy Phippen

Bournemouth University

Advice on embedding socio-emotional learning into curricula across disciplines

Mind matters: embedding socio-emotional learning in higher education curricula

Kathleen Chim and Benjamin Chan explain how universities can embed socio-emotional learning into courses across multiple disciplines to better prepare students for the future workplace

Kathleen Chim, Benjamin Tak Yuen Chan

Hong Kong Metropolitan University

Perfectionism has long been an affliction in academia for students and faculty alike

It’s time to tackle perfectionism head-on in the classroom

Perfectionism has long been the norm in academia. To combat it, we must offer help before it has to be asked for, say Laura March and Maggie Melo

Laura March, Maggie Melo

University of North Carolina at Chapel Hill

University researchers are too critical of themselves and others

Researchers are too critical – we need to give ourselves (and others) a break

It doesn’t have to be like this. Critical thinking means looking for the evidence – that is evidence both for and against, says Hugh Kearns

Hugh Kearns

Flinders University

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

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