Mental wellbeing in higher education is where all staff and students can work and learn productively, contributing to and engaging with university life and their community while coping with life’s normal stresses. It is important to consider that poor mental health and mental wellbeing do not need to exist in parallel. An individual can have a good sense of mental wellbeing yet be living with a diagnosed mental illness.
Institutions should strive to maintain the optimum wellbeing of their staff and student population by providing the appropriate tools and support to allow them to engage productively with the learning experience.
我們能為您提供的協助方式
- Pinpoint areas where mental health and wellbeing issues impact retention or attainment and student success.
- Review, develop and support the implementation of your mental health strategy.
- Train your staff on trauma-informed pedagogies and inclusive curriculum design.
- Develop the leadership of mental health and wellbeing within your institution.
- Redesign your services to streamline resources and create agile responses to user needs.
我們的服務
We partner with institutions to develop and deliver transformational and sustainable strategies that promote mental health and wellbeing in higher education. Our experts can help you create inclusive policies, supportive practices, and evidence-based interventions that enhance staff and student wellbeing, build resilience, and improve overall performance.
關於評量與回饋的資源、報告及出版物
專業發展機會
我們的課程系列將協助您在整個職涯中建立或更新教學法。以下是我們即將推出的進修機會：
認識我們的專家
斯圖爾特·諾頓，PFHEA
Head of Educational Excellence , Advance HE
史都華在高等教育領域擁有超過 20 年的資歷，在規劃與推動全校性的戰略變革方面經驗豐富。
身為Advance HE 的教育卓越總監，他致力於發揮思想領導力，並提供以實證為基礎的解決方案，以支持各教育機構、教育工作者及學生。
Dr Elliott Spaeth
Senior Consultant in Inclusive Education , Advance HE
Dr Elliott Spaeth is a visionary leader in the field of Inclusive Practice in Higher Education, with a particular focus on empowering staff to create psychologically safe environments for disabled and/or neurodivergent students.
Belonging is a difficult term to define and it is unclear from our data whether the project directly improves student belonging. However, it is clear that students welcome the opportunity to meet outside of the formal teaching space and all institutions should be thinking how they may facilitate this.
Building Belonging Change Impact Programme participant
