This seminar presented an overview of current policy, research and practice relating to student wellbeing in higher education and how the curriculum can be leveraged to enhance wellbeing. It showcased a range of innovative curricular wellbeing initiatives in UCC and MTU.
Benefit of this resource and how to make the best use of it
Concern for the increased levels of student mental ill health, mental distress and low wellbeing has been recognised nationally and internationally (Higher Education Authority, 2020; Worsley, Pennington & Corcoran, 2020; Thorley, 2017; USI, 2019), not least because it is known that three-quarters of all mental illnesses begin by the mid-20s (Kessler et al., 2005 as cited in Higher Education Authority, 2020). Poor mental health and wellbeing can affect students’ academic performance and desire to remain in higher education (Duffy et al., 2019). Against this backdrop, primary prevention and promotion of positive mental health is now widely accepted (Work Research Centre/LSE, 2017).
Hughes (2019) makes the case that the curriculum is the only guaranteed point of contact between a university and its students. As such, curricular approaches to wellbeing should be considered (Houghton & Anderson, 2017; Hill, Farrelly, Clarke & Cannon, 2020), while acknowledging that this is complex (Ecclestone, 2019). Staff (Hughes, Panjwani, Tulcida & Byrom, 2018) and students’ perspectives (Baik, Larcombe & Brooker, 2019) should inform such developments.
It is intended that the sharing of resources and information between HEIs, arising from this seminar, will lead to increased knowledge of curricular approaches to student wellbeing and in turn lead to improved mental health promotion and prevention across higher education.
This work is licensed under a CC BY-NC-ND license, permitting redistribution for non-commercial use with proper attribution but prohibiting modifications.
?
This citation is automatically generated and may require adjustment. Always verify it against your style guide.
Hunt, E., & O'Mahony, J. (2022). Curricular approaches to wellbeing in higher education. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/curricular-approaches-to-wellbeing-in-higher-education/ License: Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND).
Adapting this resource? Share your version!
If you have modified or adopted this resource, share your version here. Tracking adaptations helps us measure impact and connects others with useful updates.
This poster offers educators an overview of designing a syllabus on the Canvas learning management system that supports personalised learning pathways. It highlights (1) a gamified pedagogy grounded in gaming principles and (2) adaptive learning strategies using MasteryPaths.
In 2018, the Glucksman Library at the University of Limerick launched Leganto, a reading list management tool designed to streamline access to academic resources for students. Leganto ensures equitable access to academic content, helping students engage with reliable sources and easing their transition into university-level study.
This toolkit draws on our experiences facilitating a SATLE-funded community-engaged learning project that brought students of the School of Languages, Literatures, and Cultures (UCC) together with people in Cork seeking international protection for a series of three wellbeing and creativity workshops.
The HEA Education for Sustainable Development Spotlight Series 2025: Case Studies Compendium brings together 115 case studies from higher education institutions across Ireland. It showcases how universities and colleges are integrating sustainability and the UN Sustainable Development Goals into teaching, research, curriculum design, assessment practices and community engagement. It offers a comprehensive picture of national ESD activity and provides an accessible resource for educators and policymakers seeking examples of practice-based innovation.
