Capstone Practicum, B. Education Queensland University of Technology (Chapter): Enhancing Student Mental Wellbeing: A Handbook for Academic Educators.

Enhancing Student Mental Wellbeing: A Handbook for Academic Educators.
Chi Baik, Wendy Larcombe, Abi Brooker, Johanna Wyn, Lee Allen, Matthew Brett, Rachael Field, & Richard James

This handbook offers research-based guidance for academic teachers and leaders – as
the drivers of innovation in university teaching and learning – to understand how and why
particular curriculum choices or pedagogical approaches might support or undermine
the psychological needs and academic outcomes of university students. By providing
easily adaptable and transferable ideas for designing curriculum and assessment, and
by fostering teaching and learning practices that support student mental wellbeing, this
handbook aims to assist academic educators to promote mental health through the
curriculum, not only within or alongside it.
The five chapters of this handbook present research findings and expert advice
addressing the following questions:
1 Mental wellbeing – Why are so many students experiencing poor mental health?
Do students’ high levels of psychological distress have anything to do with university
education? What is the role of universities in supporting student mental health and
wellbeing?
2 Curriculum design – How does academic curriculum affect student mental health?
Can curriculum be intentionally designed to better support student wellbeing? If so, how?
3 Teaching strategies – How can academic educators create learning
environments that support student wellbeing? What can research supervisors do to
better support the wellbeing of PhD candidates?
4 Difficult conversations – What is helpful to say to a student who is distressed or
discloses personal trauma or abuse? What is and isn’t your role?
5 Your wellbeing – How are you managing your own wellbeing?
The objectives of this handbook are to increase academics’ confidence to interact
and engage with students who may be experiencing mental health difficulties, as well
as assist academic teachers in their roles as curriculum designers and teachers of
diverse students. We argue that the understanding and strategies academic teachers
develop will benefit all students, not only those at risk of experiencing mental health
difficulties.

This handbook is part of a larger project, Enhancing Student Wellbeing, that aims to
promote sector-wide conversations, a whole-of-institution approach and pedagogical
innovations that enhance mental health and wellbeing, enabling all students to realise
their academic potential.
The project outcomes include online professional development modules for educators
(on which this handbook is based), a whole-of-institution Framework for Promoting
Student Health and Wellbeing, and links to mental health resources and information are
available in an interactive online format at http://www.unistudentwellbeing.edu.au