How does university teaching shape student wellbeing?
Across five subjects, students said wellbeing hinged less on wellness slides alone and more on scaffolded challenge, support, and social connection.
Source
Understanding how the university curriculum impacts student wellbeing: a qualitative study
Study at a glance
- Design
- Qualitative / archival — Interviews and focus groups across five subjects with wellbeing-linked modules
- N
- N=57 · 57 undergraduates (plus 4-student nursing pilot interviews)
- Population
- Undergraduates across Psychology, English, Nursing, International Politics, and War Studies
- Outcome
- Wellbeing linked to scaffolded challenge, support, and social connection beyond wellness content
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How does university teaching shape student wellbeing?
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57 undergraduate participants
A convenience sample of fifty-seven students across these modules (see Table for participants’ demographics) were recruited via module forum posts, signposting from module leaders, short seminar presentations from the research team, university research participation systems, and student representatives.
How many undergraduates participated?
A convenience sample of fifty-seven students across these modules
What they did
Researchers interviewed and ran focus groups with a convenience sample of 57 undergraduates recruited from modules that already included wellbeing elements across Psychology, English, Nursing, International Politics, and War Studies at a large London university.
What they found
Three themes emerged: embedding wellbeing content; assessment, challenge, and academic support; and social connection. Students welcomed challenge when scaffolded and emphasized relationships with staff and peers as central to wellbeing.
The limits
What it doesn't show
Modules were not designed as a controlled wellbeing intervention for the study, and findings are qualitative perceptions from one university during 2020–2021. Causal effects on mental-health diagnoses are not measured.
Key terms
- Curriculum-embedded wellbeing
- Building wellbeing support into teaching, assessment, and course design rather than only offering separate counseling services.
- Scaffolding
- Structured support that helps students meet challenging academic demands successfully.
- Academic support
- Guidance and resources that help students understand expectations and improve their work.
- Social connection
- Meaningful interaction with peers and staff that reduces isolation and supports belonging.
- Setting-based approach
- Improving wellbeing by changing everyday environments and practices, not only treating individuals.
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Participant N was:
Common questions
Was adding wellbeing content enough?
Not always; some students struggled to see links between content and wellbeing, and teaching practices mattered heavily.
Do students want easy courses?
No — they said they are happy to be challenged if support and scaffolding are adequate.
Which themes appeared?
Wellbeing content; assessment/challenge/support; and social connection/interaction.
How many students took part?
Fifty-seven undergraduates across five program areas.
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