Perceived educators’ roles in student well-being in higher education

This study addresses the role of teachers in students’ well-being in higher education, which has not been well defined in the literature. A qualitative study was conducted at a Dutch university of applied sciences. It explores student beliefs about educators’ roles in their well-being, and the requirements to fulfil such roles. In total, 27 students were interviewed. The variety in beliefs were reason to discuss results of the semi-structured interviews in a group discussion (n = 4). Thematic analysis of results shows that students distinguish between tutors and teachers and perceive tutors as the most crucial figures. The study identifies four roles: confidant, linking pin, a monitoring role (all three for tutors only), and a signaller role for both tutors and teachers. Requirements mentioned include the following: a close and informal teacher—student relationship, availability of time and timing of contacts, ability to provide structure, empathic attitude for both tutors and teachers and a high level of dependability mentioned for tutors only. Furthermore, findings suggest that students especially need involvement that targets their emotional needs and, to a lesser extent, their intellectual needs. Findings also show diversity in needs and preferences and highlight the importance of managing student expectations.</p

A REVIEW OF STUDIES ON MENTAL HEALTH PROGRAMMES TARGETING YOUNG ADULTS (18–24) IN EDUCATIONAL SETTINGS IN EUROPE

A review of studies on mental health programmes targeting young adults (18–24) in educational settings in EuropeAs students’ mental health and wellbeing are receiving increasing attention within educational institutions, this article presents a review of existing knowledge regarding the effectiveness of mental health and wellbeing programmes targeting young adults within educational settings in Europe. A literature search was conducted, and nine studies were found that matched the selection criteria. Programmes were analysed in terms of their characteristics, participant characteristics and study characteristics. All studies showed that such programmes have a small to moderate effect on at least some aspects of the students’ wellbeing that were targeted. Implications for bothpractice and research include: involving end users in the programme development stage; taking into account the drop-out rates of students participating in a programme; considering carefully whether a group-based or individual-based programme is best; and focusing on the importance of embedding a programme in the respective organization. More research is needed to verify the findings and to further determine what makes a programme effective

Well-being of students in higher education: The importance of a student perspective

Recently, there has been an increased interest in the well-being of students in higher education. Despite the widespread consensus on the importance of student well-being, a clear definition continues to be lacking. This study qualitatively examined the student perspective on the topic through semi-structured interviews at a university of applied sciences in the Netherlands (n = 27). A major recurring theme was well-being as a balance in the interplay between efforts directed towards studies and life beyond studies. This method of perceiving well-being deviates from theoretical definitions. Students mentioned various factors that influence their well-being. Responses ranged from personal and university related factors to external factors beyond their educational institution. This study contributes to the body of knowledge on the well-being of students in higher education and provides suggestions for educational institutions, such as incorporating a holistic perspective on students and learning; and focus points for the development of policies and practices

Well-being of students in higher education: The importance of a student perspective

AbstractRecently, there has been an increased interest in the well-being of students in higher education. Despite the widespread consensus on the importance of student well-being, a clear definition continues to be lacking. This study qualitatively examined the student perspective on the topic through semi-structured interviews at a university of applied sciences in the Netherlands (n = 27). A major recurring theme was well-being as a balance in the interplay between efforts directed towards studies and life beyond studies. This method of perceiving well-being deviates from theoretical definitions. Students mentioned various factors that influence their well-being. Responses ranged from personal and university related factors to external factors beyond their educational institution. This study contributes to the body of knowledge on the well-being of students in higher education and provides suggestions for educational institutions, such as incorporating a holistic perspective on students and learning; and focus points for the development of policies and practices