This page provides information for whole-of-university issues in promoting student wellbeing. It includes:
- A framework for developing a whole-of-university approach (the full framework can be downloaded here).
- A podcast discussion of university-related issues, drawing on academics, higher education experts, and students’ experiences; as well as an interview with higher education experts.
- Links to other useful whole-of-institution frameworks and policies in other contexts that have guided the development of our own framework.
Click on the links in the boxes below to read more about each section of the framework:
Listen to the podcast
Professor Raoul Mulder speaks with a panel of experts about student mental health and wellbeing
Hear from experts
Professor Raoul Mulder interviews Professor Glen Bates (Swinburne) and Mr Matt Brett (La Trobe) about whole-of-university issues.
Examples of Institutional Frameworks and Approaches
University of Sunshine Coast – Healthy University Initiative
Institutional Framework from York University
Harvard University Sustainability Plan
World Health Organization| Ottawa Charter
The wicked problem of university student mental health (by Ben Veness)
Action area: Foster engaging curricula and learning experiences
Research indicates that student mental wellbeing is supported when curriculum and teaching practices foster students’ intrinsic interests, and communicate the importance and value of the knowledge and skills being developed. Student mental wellbeing is also supported when curricula design and learning experiences build students’ self-efficacy, afford choice and flexibility in approach, and create social connections – among students, and between students and academic teachers.
Engaging curricula and learning experiences understand the needs of diverse students and adopt teaching practices that best support their learning. Curricula and learning experiences that engage students in these ways are known to enhance students’ sense of purpose for their studies and sense of belonging or connectedness to the institution.
Core activities (to undertake in the first year):
- Auditing the curriculum to ensure flexibility in course-load and progression pathways
- Reviewing assessment policies and practices to ensure that students receive regular, informative feedback on their learning and progress
- Designing learning experiences that enable students to work together to achieve common goals
Additional activities may include:
- Revising course descriptions and statements of learning outcomes and skills to communicate to students the applications and social value of the knowledge and skills they are developing
- Regular curriculum mapping in light of diverse students’ interests, capabilities and prior learning to ensure that learning is scaffolded and sequential and that tasks provide optimal challenge
- Promoting assessment design that affords students some flexibility in approach and meaningful opportunities to utilise strengths and explore emerging interests
Possible indicators of progress for institutional self-monitoring
- Proportion of degree programs that offer flexible course loads and progression
- Student feedback on university surveys on the quality of feedback they received
- Proportion of students who report having worked with their peers (in class or online) to complete learning tasks
- Proportion of students who report a sense of social connection with students and staff in their course (e.g. having made at least one or two friends within their cohort; being confident a staff member knows their name)
- Student feedback on university surveys on the extent to which subjects/courses stimulated their interest
Student feedback on university surveys on the relevance and applicability of their course to their future
Action area: Ensure access to effective services
Mental health difficulties and mental illness are surrounded by misunderstanding and stigma. This impacts the treatment of and responses to individuals who experience such difficulties; it also affects individuals’ acknowledgement of mental health difficulties when they arise and decisions to seek help or access support.
Core activities (to undertake in the first year):
- Ensuring diverse, visible and discreet student services to support wellbeing and learning (eg counselling, academic skills, careers)
- Collecting data for evidence-based evaluation of the accessibility and quality of services
- Active student involvement in the development, review and evaluation of services
Additional activities may include:
- Auditing and developing appropriate print and online guides to accessing relevant school, university and community-based services – health and non-health – that may assist students experiencing psychological distress (such as counselling, medical services, financial aid, childcare, chaplaincy, international student services, disability support, indigenous programs, LGBTIQ networks, academic skills, careers advice)
- Developing or reviewing strategies to ensure that students take up the available services
- Developing or reviewing guides for university staff on referring a student who may be experiencing mental health difficulties to relevant services
Possible indicators of progress:
- Number of, and participation in, diverse services to support wellbeing and personal development (eg counselling, academic skills, careers)
- Proportion of off-campus, part-time or distance students accessing services
- Feedback from students on the quality of services
- Average waiting times for services
- Ratio of the number of counsellors to the student population
- Proportion of students applying for special consideration related to mental wellbeing.
Action area: Develop students’ mental health knowledge and self-regulatory skills
While many students thrive at university, it is now known that a significant number experience mental health difficulties and struggle to manage the demands and pressures of their academic studies. These students need timely, personalised opportunities to develop relevant skills, such as time and task management, reflection and self-understanding, self-regulation, goal setting and help-seeking.
There is a growing of body research showing the benefits of integrating mental health skills education in the university curricula, in particular in helping students develop self-management skills, mindfulness and resilience (see Veness, 2016). These skills have also been linked to employability, and universities are increasingly including self-management and other skills related to wellbeing as learning outcomes in graduate attribute statements.
Core activities (to undertake in the first year):
- Providing opportunities within the formal curriculum for students to learn health promoting knowledge and skills – such as resilience, conflict resolution, emotional intelligence, mindfulness, and time and task management.
- Developing curricula and co-curricular offerings that build students’ self-knowledge (e.g. values and character strengths) so they are better able to make decisions and identify career pathways consistent with their values, interests and strengths
- Developing print and online information and resources that build students’ knowledge and skills for mental wellbeing (e.g. mental health essentials, stress-management, mindfulness, self-compassion, autonomous motivation, managing emotions)
Additional activities may include:
- Providing online tools and apps, customised to the local student experience and environment, that promote healthy behaviours, relationships, self-talk and goal-setting
- Collaborative development with students of programs, information and activities that build resilience and students’ capacities to hear and act on constructive feedback
- Developing strategies for students with histories of abuse, discrimination or trauma to engage with potentially distressing curriculum materials.
Possible indicators of progress for institutional self-monitoring:
- Proportion of subjects/units embedding health promoting knowledge and skills for mental wellbeing (e.g. building resilience, embedding mental health literacy, ,autonomy, self-management, employability competencies)
- Number of, and participation, in co-curricular programs/courses related to developing personal knowledge and self-regulatory skills (e.g. self-management, resilience, employability competencies)
- Availability (and take up) of online information and resources that build students’ knowledge and skills for mental wellbeing
- Availability (and take up) of customised online tools and apps promoting mental wellbeing (e.g. healthy behaviours, relationships, and goal-setting)
- Availability and take-up pf programs and information that build reliance and self-management.
- Availability of explicit guidelines/resources for academic staff teaching potentially distressing curriculum materials.
Action area: Cultivate supportive social, physical and digital environments
Empirical studies have identified social isolation from other students and lack of a sense of belonging to the institution as strongly associated with mental health difficulties. It is essential to create social, physical and digital environments that are strongly inclusive, promote respectful interactions and relationships, and meet people’s daily needs.
Core activities (to undertake in the first year):
- Providing cohesive, engaging extra-curricular activities that foster a sense of belonging for students from diverse backgrounds
- Auditing and enhancing physical spaces to ensure access to appropriate spaces for private study, social interaction, and relaxation activities
- Building partnerships with student societies and student groups at risk of isolation or discrimination – eg indigenous students; students with disabilities; international students; LGBTIQ students; and ‘mature age’ students
- Additional activities may include:
Auditing and enhancing student facilities to ensure access to: healthy food options and food preparation equipment; bicycle storage; and sporting facilities - Engaging students in the co-creation of a ‘code of conduct’ on respectful communications and appropriate use of information and communication technologies in a university environment, underpinned by institutional values that promote inclusion and diversity
- Ensuring all students are aware of policies to address discrimination, bullying and harassment and of complaint processes for redressing offensive, intimidating or discriminatory behaviour
Possible indicators of progress for institutional self-monitoring:
- Proportion of students who report a sense of belonging to the university community
- Proportion of students participating in extra-curricular group activities
- Ratio of quiet spaces for private study. Physical spaces for collaborative learning and social interaction, and facilities (e.g. food preparation equipment, bicycle storage) to (on-campus) student population
- Visible presence (e.g. office space, web presence) of student liaison officers for student equity groups – indigenous, LGBTIQ, mature age, students with disabilities, international students.
- Proportion of students who have actively engaged with resources (e.g. by completing online training module) on appropriate and respectful use of information and communication technologies
- Proportion of students who have actively engaged with resources(e.g. by completing online training module) on anti-discrimination policies and complaint processes for redressing offensive, intimidating or discriminatory behaviour
- Proportion of students using sporting and recreation facilities
Action area: Strengthen community awareness and actions
As identified in the Ottawa charter, health promotion works through empowering affected communities to take ownership and exercise agency in setting priorities, making decisions, and planning and implementing strategies to achieve better health (WHO 1986). For universities committed to better supporting student mental health, this means actively building the capacity of, and creating opportunities for, students and student organisations to effectively initiate, develop, contribute to and sustain activity and decision-making related to student life in general and student mental health and wellbeing in particular.
Resources, programs and activities to strengthen awareness of mental health among all members of the university community will help to support student mental wellbeing.
Core activities (to undertake in the first year):
- Running regular campaigns to raise awareness of mental health and wellbeing and redress stigma associated with mental health difficulties
- Developing or reviewing online and print resources that promote mental health literacy among students and staff
- Facilitating student involvement in activities and programs to raise students’ awareness of mental health issues and the academic benefits of mental wellbeing
Additional activities may include:
- Involving students in developing and delivering wellbeing activities at key points during the academic calendar such as orientation, interim assessment, swot vac and exams
- Organising, funding and promoting mental health training for student leaders involved in peer support programs
- Involving students in data collection and evaluation of wellbeing programs and activities
Possible indicators of progress for institutional self-monitoring:
- Number of, and student participation in, activities and campaigns related to mental health and wellbeing
- Number of, and participation in, student-led activities related to university life in general, as well as student mental wellbeing
- Proportion of faculty/department committees wiuth student participation and representation
- Number of, and participation in, mental health training programs for student leaders
- Proportion of staff participating in professional development programs related to student mental health and wellbeing
Meet the panelists
Panelist interviewer (top row, center): Prof. Raoul Mulder, Faculty of Science, the University of Melbourne
Panelists (clockwise from Raoul):
- Ms. Michelle Walter, PhD Student and Tutor, Melbourne Graduate School of Education, the University of Melbourne
- Mr. Matt Brett, Senior Manager, Higher Education Policy, La Trobe University
- Dr. Helen Stallman, Senior Lecturer, School of Psychology, Social Work and Social Policy, the University of Adelaide
- Prof. Rachael Field, ALTC Teaching Fellow, Faculty of Law, Queensland University of Technology (now at Bond University)
- Prof. Glen Bates, Pro Vice-Chancellor (Student Advancement), Swinburne University of Technology