Published on: 07/07/2023 · Last updated on: 30/07/2024
Introduction
Student wellbeing has become a key priority for the HE sector in recent years. Whilst we often think of wellbeing as something that can be primarily managed beyond the curriculum, good teaching and learning design and delivery directly impacts the student experience and can in turn, support good wellbeing and help students to thrive.
“Universities ensure that curriculum takes a holistic view of learners, using secure scaffolding and evidence informed practice to enable all students to develop skills, confidence, academic self–efficacy and improve performance.” Mental Health Charter, 2022
This guide outlines how embracing the CT principles of course-wide design, assessment for learning and supporting the needs of all learners, will better align our teaching and learning practices with the themes set out in the University Mental Health Charter.
Teaching design and delivery can actively help to maintain good student wellbeing and therefore offers a preventative approach to supporting students’ mental health. In addition, signposting students to relevant professional services when required will also help to support good wellbeing (e.g. Academic Skills, Library).
Curriculum Transformation and mental wellbeing
Many courses are already implementing, or planning via Curriculum Transformation to implement, teaching and learning practices which support student wellbeing. The following design principles can directly support the themes of the University Mental Health Charter.