Participatory digital approaches to embedding student wellbeing in higher education

Abstract

Student mental health and wellbeing are critical topics in higher education. In response to broader societal shifts in thinking around mental health and wellbeing, there are calls for universities to take a more proactive and holistic approach, working in partnership with students to embed mental wellbeing throughout learning, tuition and curricula. This paper presents two participatory projects from different United Kingdom higher education institutions, both of which took holistic, proactive and inclusive approaches toward supporting student mental wellbeing in higher education, using online and technology-based approaches. The first project is the digital “Wellbeing Pedagogies Library” at the University of Warwick, a digital repository co-designed with students to foster the sharing of pedagogical practices that support student wellbeing, and to offer a practical support to students and staff who want to create and/or sustain wellbeing-inducing teaching and learning environments. The second project is the “Mental Wellbeing in Distance Learning” project at the Open University, which piloted five digital subprojects, led by different practitioners in partnership with students, aiming to address barriers to wellbeing in different aspects of distance learning. This paper presents the participatory methods and approaches from each project, explores stakeholders’ perceptions of the value that participatory approaches added to the projects, and comparatively evaluates the projects’ outcomes in order to draw conclusions that can inform future participatory research. In doing so, it explores different types of participatory approaches that can be taken in different contexts, and how terms such as “holistic,” “proactive,” and “inclusive” may be interpreted and applied in practice. Drawing on the findings, it posits that participatory approaches and partnerships with students should be considered a priority when designing digital resources, interventions and solutions to support student mental wellbeing.

Activities, Achievements and Abilities: A Model for Embedding Mental Wellbeing in Technology-Enhanced Learning

“…The data discussed in this publication is drawn from three distinct stages of a wider project. More information about the wider project can be found in [10], [20], [21], [24].…”

“…• Situated in practice, with positive pedagogical activities, building of skills and abilities, and reflection on achievements included regularly in tutorials and classes [29] • Modelled in learning design, with positive activities, skills building, and space for recognition of achievements baked into curricula and virtual learning environments [21] • Tailored to student needs, e.g. via a differentiated or universal design for learning approach with additional adjustments as necessary [42], [43] • A ubiquitous, holistic approach, where the entire university adopts an inclusive and positive culture, and staff are supported by training, guidance and expert assistance [44]- [47] • Inherent in values and culture, so that this activity is valued, shared by staff and students, and is not tokenistic or individualistic • Built into institutional resource and strategy, so staff have sufficient time and support to undertake this work [11] • Embedded through partnerships with staff, students and other stakeholders, so this is a shared concern and no party is unduly burdened [2], [24]…”

“…Barriers and enablers to wellbeing may be environmental, physical, social or attitudinal [22]; in an HE environment they may relate to access [23], curricula and pedagogy [24], administrative processes and support [25]- [28], institutional culture and practice [12], [29], or other elements of student journeys [30]. Applying the social model to mental wellbeing means identifying and reducing systemic, environmental, and attitudinal issues that present barriers to mental health, and identifying and enhancing positive factors, or enablers to wellbeing.…”

“…The study aimed to identify barriers and enablers to student mental wellbeing, and explore how wellbeing can effectively be embedded in technology-enhanced learning. Barriers and suggestions for solutions arising from the study are shared in [10], [20], [21], [24], [31]; this paper takes a different perspective and explores participants' positive experiences, enablers to wellbeing and suggestions for how these can be embedded throughout technology-enhanced learning.…”

Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning

“…These studies generally show only limited or short-term success ( Winzer et al, 2018 ), and have not addressed the underlying issues in university norms and culture. There is a need to take a more social model approach ( Oliver, 1983 ), working in partnership with students ( Piper and Emmanuel, 2019 ; Lister, 2022 ) and adopting a lens of compassion ( Gilbert, 2016 ), and address the barriers to mental wellbeing within the HE environment, instead of a deficit model focusing only on individuals.…”