Addressing Mental Health and Well-Being in Higher Education: Insights from Educational Psychology

Dear Colleagues:

Today, universities are changing how they approach mental health, embracing a more comprehensive, institution-wide strategy. This transformation is evident in initiatives like the University Mental Health Charter from Student Minds in the UK.

This approach recognizes that mental health is influenced by a multitude of societal and environmental factors. It goes beyond simple individual treatment and focuses on prevention and overall wellbeing, seeking to change the very culture of higher education institutions. What does this mean for the way we teach and interact with our students?

At least in principle, it indicates that every student connects with their teachers, curriculum, and assessment processes. Universities are obliged to ensure that their teaching methods are accessible to all students. This might involve providing alternative course materials, adjusting assessment methods, or accommodating different ways of attending classes. A truly inclusive approach to education requires curricula design to take a holistic view of learners and use evidence-based practices to support students' skills, confidence, and academic performance.

In this Special Edition, we wish to explore the research behind this approach—asking, how can education practices positively impact student mental health?

Topics might include, but are not limited to:

• How effective are holistic interventions? Do they need to be embedded within the curriculum to be accessible?
• How can initiatives be tailored to specific student needs, supporting inclusive approaches for neurodivergent students, students with disabilities, as well as students who may feel less comfortable in Higher Education?
• What is the perspective of international students? Do they face unique challenges?
• How do different pedagogic approaches, e.g., collaborative pedagogy, problem-based pedagogy, impact student wellbeing?
• What are the interactions between curricula design, cognitive load, workload, and wellbeing?
• Do different assessment types impact student wellbeing? Are some more beneficial than others and if so why/ not?
• What are student expectations of academic staff and the dynamics of that relationship?

Dr. Nicola Byrom
Dr. Michael Priestley
Dr. Hannah Slack
Dr. Neil Armstrong
Guest Editors

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• student mental health
• inclusive curriculum
• neurodivergence
• international students
• collaborative pedagogy
• problem-based pedagogy
• workload and wellbeing