Mental health concerns are prevalent among undergraduate and graduate students and can have deleterious consequences (Chi et al., 2023; Venable & Pietrucha, 2022). In particular, students struggling with their mental health are less likely to pass their courses and more likely to drop out of their programs of study (Lister & McFarlane, 2021). While universities often provide support systems in the form of accessibility services and counseling centers, several significant issues can lead to the underutilization of available resources among students in general and online students in particular. First, students may need to be physically present on campus in order to access support systems (Lister et al., 2023). As a result, students enrolled in online programs may be unable to use them. Additionally, students may not capitalize on available resources due to logistical challenges (e.g., scheduling), feelings of discomfort in asking for help, or concerns about stigmatization (Venable & Pietrucha, 2022).
While institution-level initiatives are particularly well-suited to addressing these issues, course design choices can also augment student well-being and help foster a supportive cultural climate. Beneficially, many of the same fundamental best practices that support student well-being can also lighten the cognitive load of coursework for all students. By adhering to Universal Design for Learning principles, instructors can bolster student success in their coursework and beyond (Fovet, 2020).
How to Support Students’ Well-Being Through Course Design
The following course design best practices can help support students’ well-being:
Craft Clear and Measurable Learning Objectives
Crafting clear and measurable learning objectives is not only a general best practice for course design but also one that can specifically serve to support student well-being. Ensuring that students can readily understand the learning objectives set for your course can help reduce stress, anxiety, and other concerns that can arise from ambiguity in course expectations (Fovet, 2020). Additionally, we recommend carefully evaluating how the materials and assessments in your course align with your learning objectives and making adjustments to address any instances of misalignment that you discover. For example, if an assigned reading is no longer relevant to the objectives set for your course, consider either replacing it or repurposing it as a supplemental resource. Doing so can further enhance clarity and reduce ambiguity for your students.
Create Clear and Flexible Assessments
For all assessments in your course, develop clear, detailed instructions and provide rubrics whenever possible. Students may feel overwhelmed by complicated instructions or ambiguous grading criteria and miss assignment deadlines as a result. Additionally, incorporate opportunities for student choice where appropriate. This can involve offering multiple assignment prompts, means of participation, or submission options (Fovet, 2020).
Structure Engagement Opportunities With Well-Being in Mind
When developing opportunities for student-student engagement, consider that while community can support students’ mental well-being, interaction anxiety can also be a barrier. To reduce anxiety, provide multiple communication options for collaborative tasks and assignments. For example, if students are anxious about meeting synchronously, they might benefit from having the option to use Google Docs as an alternative mode of collaboration (Lister et al., 2023). When developing opportunities for student-content engagement, it can also be beneficial to include options for students to practice fundamental study skills. Students may struggle with taking notes, concentrating, taking breaks when needed, and managing their time effectively (Lister et al., 2023). Routine reminders and supports to reinforce effective study skills can thus be welcome—and broadly beneficial— course inclusions.
Signpost Resources as Early and Often as Possible
Use welcoming language in syllabi and include a statement on well-being. Students are more likely to communicate openly and feel included in the course when instructors take this approach (Centre for Teaching Excellence, n.d.). Additionally, provide information on on-campus mental health services at multiple junctures across the term. This will both signal support to students and enable them to seek help (Lister et al., 2023).
Conclusion
Given that many students struggle with mental health concerns, efforts to support student well-being within academic institutions are essential. At the course level, developing content in accordance with Universal Design for Learning principles can yield broad benefits and help ensure that students feel supported throughout the learning experience.
References
Chi, T., Cheng, L., & Zhang, Z. (2023). Global prevalence and trend of anxiety among graduate students: A systematic review and meta‐analysis. Brain and Behavior, 13(4), Article e2909.
Centre for Teaching Excellence. (n.d.). Supporting students' mental wellbeing: Course design. University of Waterloo.
Fovet, F. (2020, March 3). Exploring the potential of Universal Design for Learning with regards to mental health issues in higher education [Conference session]. Pacific Rim International Conference on Disability and Diversity Conference Proceedings, Honolulu, Hawaiʻi, Center on Disability Studies, University of Hawaiʻi at Mānoa.
Lister, K., & McFarlane, R. (2021). Designing for wellbeing: An inclusive learning design approach with student mental health vignettes. Open Praxis,13(2), 184–200.
Lister, K., Seale, J., & Douce, C. (2023). Mental health in distance learning: A taxonomy of barriers and enablers to student mental wellbeing. Open Learning: The Journal of Open, Distance and e-Learning, 38(2), 102–116.
Venable, M. A., & Pietrucha, M. (2022). College student mental health report. BestColleges.