Wellbeing journaling empowers students to create their own proactive plans and techniques to manage their wellbeing through stressful periods at University and beyond. By identifying a module where students make regular records, and embedded wellbeing journaling into this record keeping it makes it natural for students to make wellbeing a regular part of their schedule and makes them accountable for taking action on it. Regular supervision helps with accountability and encouragement to act and reflect.

This pedagogy involves creating an audio or visual rubric for assessment briefs to replace the traditional written style. This aims to facilitate a more inclusive environment for those students who learn in different ways and encourages a less daunting feeling when it comes to assessments.

Guidance, warnings and ground rules are all designed to make learning spaces welcoming and inclusive for all students. By taking into account individual students’ needs and experiences, and setting clear parameters for content, dialogue, and classroom interactions, all students know that the classroom is a space in which they can share their ideas in a collegial and constructive environment.

Feeling good is how we feel physically, mentally and emotionally. Everyone will have times where they do not feel good. You may feel physically poorly, or mentally and emotionally drained and struggling. There will be times when you may not feel good or function well and at these times, it is important to have a toolkit that you can use to help yourself and to make positive changes. The more you practice these skills, the more you will understand what works best for you. Subsequently it is important to promote these strategies and focal points to colleagues and students.

The use of electronic devices can be disruptive in any learning environment, despite their utility to some students (i.e., note taking, vocabulary support of ESL etc.). However, non-essential use of personal devices (e.g., mobile phones, social media monitoring) in class, can be especially counterproductive- disturbing not only the student, but their learning environment ‘neighbours’ and ultimately, their instructors. This pedagogy involves requesting ‘radio silence’ -except for emergency or pre-arranged academic reasons, gives a theory-driven rationale for the request, and also facilitates student choice in response to the request.

Acknowledging emails is a very simple wellbeing practice to put in place. It takes very little time to send a quick response acknowledging receipt of an e-mail. Within a learning and teaching context, it helps to set boundaries and expectations. The acknowledgement of an e-mail reassures the recipient that you have received their communication, but also gives you a little more time to respond, helping you to manage your own workload.

A module design tool and accompanying video that aims to help plan workload expectations and assignment deadlines around the assortment of the expected student work hours.

In order to improve student inclusion in teamwork, student experience and learning from the outcomes associated with group work, and student access to help and support, team formation methods should be considered. This pedagogy advises the use of personality profiling, and consideration of student’s ‘minority status’ to form well-balanced teams.