Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum

Abstract

The Greenwich Students’ Union (2020) Covid-19 Impact Survey pointed to mental health as the number 1 priority for students, and the University of Greenwich ‘Principles for delivery of teaching and research in 2020/21’ identified staff and student wellbeing as the guiding principle for the current academic year. This paper is based on a developing area of scholarship in Greenwich Learning and Teaching on embedding wellbeing in the curriculum. Using a literature review of wellbeing interventions, it outlines ways we can consider wellbeing in the university curriculum, specifically around groupwork and collaboration, and informed by compassionate-focused pedagogy, to enhance practice