Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective
Brittany L. Lindsay, Emily Bernier, Jennifer Boman, Melissa Boyce
Abstract
Postsecondary students’ ability to learn is affected by their mental health and wellbeing. Research in the teaching and learning context, however, has predominantly focused on teaching practices that facilitate motivation, learning, and academic success while overlooking the importance of student mental health and wellbeing. The current study aimed to fill this gap by using qualitative interviews to explore student perspectives on current and possible future supports that can cultivate student mental health and wellbeing in the teaching and learning context. Through 14 one-on-one interviews with students, five major themes were developed: (1) prioritize mental health, (2) provide and guide to accessible supports, (3) increase mental health literacy, (4) foster connections and social support, and (5) strengthen best practices in teaching and learning. Students emphasized that the institution has a role to play in several of these areas and elaborated on what practices and policies were least and most supportive of student mental health and wellbeing in teaching and learning. This study has implications for higher education institutions, and how they promote mental health and wellbeing, disseminate information and resources, and how faculty and staff can support students through their policies (e.g., flexibility in deadlines), course materials (e.g., assessments), course delivery (e.g., equity, diversity, and inclusion [EDI] considerations), and interactions (e.g., normalizing mental health conversations).