Objective. To review the literature assessing student pharmacist well-being and the impact of well-being associated interventions. Findings. Of the 15 studies included, six assessed student pharmacist well-being while nine evaluated the impact of a well-being intervention. There are various approaches to assessing student pharmacist well-being. The body of literature suggests poor student pharmacist well-being overall. Since well-being is multifaceted and individualized, some pharmacy schools identified various ways to incorporate tailored well-being activities, including mindfulness, into required, elective, and co-curricular experiences within the Doctor of Pharmacy program, with varying outcomes. Summary. This review highlights the limited and variable information available on the assessment of student pharmacist well-being as well as unique strategies to incorporate well-being initiatives into the doctor of pharmacy curriculum. Schools of pharmacy should identify student pharmacist well-being needs through a standardized well-being assessment instrument and provide meaningful well-being resources and interventions within the curriculum. There is a growing need for faculty to invest in student pharmacist mental wellness in addition to academic success. Future accreditation Standards will inform the Academy on how to advance well-being initiatives.