As a non-traditional student who spent several years away from the classroom, I was surprised by how much reorientation I required upon returning to college. I forgot how my cheeks redden with the discomfort of speaking in class, even after public speaking during my time in the workforce. I struggled to ignore other distractions and discomforts, such as surrounding chatter, fluorescent lights, and my rumbling stomach. One day at the beginning of a lecture, my instructor expressed that she was experiencing similar sensations, and I considered how taxing the college experience can be on our bodies and minds, regardless of our role.
When student success is measured, it is tempting to assess metrics such as GPA, retention, and graduation rates, with less emphasis on emotional, social, and physical well-being. The same can be applied to faculty and staff: How often is well-being mentioned when discussing professional wins?
Consideration of well-being is essential to success in college. We cannot have meaningful, high-impact academic experiences when members of campus are unable to meet baseline needs.
My education has supported me in thinking systemically about care, which I have reflected upon as a graduating senior. I have observed how we can incorporate care for ourselves while considering our diverse experiences and backgrounds. We must acknowledge that some people have limited access to well-being practices.
I want to share well-being strategies for faculty, staff, and students, which can elevate the entire campus community. While I focus on the classroom experience, the principles apply to the broader higher education context and campus. For each of the strategies, I invite modification based on one’s unique social identities.
Strategies for faculty and staff
I have received well-meaning suggestions from faculty and staff that could have unintended implications. Some examples include: utilize campus resources (without any additional support or guidance); get plenty of sleep before an exam; or bring snacks to eat between classes. However, these well-intended ideas may fall short for some students. Some students might be balancing multiple jobs and other responsibilities; some might experience food insecurity or houselessness, preventing them from accessing snacks or sleep; and some could feel uncomfortable navigating campus resources.
Instead of promoting individual action, faculty and staff can encourage dialogue and prioritize students’ well-being. These strategies can be implemented in classrooms and other settings including student clubs, organizational meetings, and more.
“Getting to know you” survey: This low-pressure survey can encourage trust and can establish a baseline to understand challenges each student faces, what they hope to get out of the course or from working together, and how they learn best. It can be implemented into the first meeting, and conversation could continue throughout the semester through check-ins about evolving circumstances.
Examples of survey questions:
“To the extent you feel comfortable sharing, what kinds of responsibilities do you have apart from this class?”
“What is one thing that helped you learn in one of your previous classes?”
Inclusive icebreakers: When created with fun in mind, inclusive icebreaker questions can help promote trust and diffuse tension, without feeling awkward. It is best to avoid asking controversial questions that could prompt questioning one’s moral correctness. An icebreaker can begin by asking, “How are you today?” and following up with a non-academic question, demonstrating personal interest.
Examples of icebreaker questions:
“If you could go to any fictional place, where would you go?”
“What was a favorite movie as a child that you would still enjoy watching now?”
Reminders: It is meaningful for faculty and staff to remind students that they are on their side and they understand students are working hard and navigating challenges, such as dealing with emotional events.
Example of scripting:
“I recognize you showing up today and I invite you to attend office hours this week if you have concerns or want to discuss the upcoming assignment. I am here to support you.”
Strategies for students
What are your needs during a typical day? I found the physical demand of commuting between buildings and combined with mentally balancing course subjects and other responsibilities caused me to feel drained before the day’s end if I did not employ preemptive measures. I actively checked in with myself throughout the day to assess my feelings and needs, and to consider if I could meet those needs or if I could access support from peers or staff.
Here are suggestions for you to support your own well-being:
Connect: When you get to class, turn to your neighbor to ask how they are feeling, how they are progressing on an assignment, or what they are looking forward to this weekend.
Recenter: Take a moment to review your notes from the previous class session: What were your takeaways, questions, or thoughts you might share in today’s discussion?
Basic needs: Take a few deep breaths, drink some water, or stretch your legs. If needed, consider which faculty or staff you trust to ask for support in navigating resources to meet your basic needs.
Cover image by Nathan Dumalo.