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Examples of Embedding Mental Wellbeing

These resources have been developed as part of the Embedding Mental Wellbeing Collaborative Enhancement Project 2021, supported and funded by QAA Membership.


What approaches can we take to embed mental wellbeing across higher education providers, programmes and modules?
An ABC of Student Wellbeing: a framework for course leaders and module tutors
BENEFITS
  • Benefits for students:
    Belonging & communication
  • Benefits for practitioner(s) / programme(s):
    Class dynamic & student retention
  • Benefits for institutions:
    Equitable access
Course Specific Initiatives at DMU
BENEFITS
  • Benefits for students:
    Resilience & learning opportunity
  • Benefits for practitioner(s)/ programme(s):
    Practitioner preparedness & student engagement
  • Benefits for institutions:
    Whole University approach
The Vice Chancellors Task Force on Mental Health and Wellbeing
BENEFITS
  • Benefits for students:
    Belonging & resilience
  • Benefits for practitioner(s)/ programme(s):
    Student retention & practitioner preparedness
  • Benefits for institutions:
    Whole University approach
Life Tools programme: a psycho-educational programme for all students
BENEFITS
  • Benefits for students:
    Confidence & preparedness
  • Benefits for practitioner(s) / programme(s):
    Student engagement & student achievement
  • Benefits for institutions:
    Engagement
Embedding wellbeing via a curriculum framework
BENEFITS
  • Benefits for students:
    Reflection & learning opportunity
  • Benefits for practitioner(s)/ programme(s):
    Practitioner confidence & practitioner preparedness
  • Benefits for institutions:
    Reputational impact

Benefits of embedding mental wellbeing

This project acknowledges and identifies that there are benefits of embedding mental wellbeing for students, practitioners or programmes, and institutions (including Students’ Unions). Benefits are measurable improvements from outcomes as seen by stakeholders that may be realised during an activity or a long time after an activity has concluded. For example, a student may instantly acknowledge the learning gained from an activity but it may be some time before this is recognised by a ratified award outcome.


For each of the examples within this resource the project team have identified the primary benefits that you may experience if you replicate this example within your own context. The project team encourages you to explore examples that may be appropriate for your context, you may want to start by asking ‘what is the benefit I am are trying to achieve from implementing this activity?’.

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