{"id":1786,"date":"2021-05-18T09:00:48","date_gmt":"2021-05-18T08:00:48","guid":{"rendered":"https:\/\/blogs.manchester.ac.uk\/itl\/?p=1786"},"modified":"2026-03-31T10:15:49","modified_gmt":"2026-03-31T09:15:49","slug":"5-things-to-read-on-wellbeing","status":"publish","type":"post","link":"https:\/\/blogs.manchester.ac.uk\/itl\/2021\/05\/18\/5-things-to-read-on-wellbeing\/","title":{"rendered":"5 things to read on… wellbeing"},"content":{"rendered":"

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\"FreddieIn May\u2019s feature we\u00a0consider how wellbeing can be incorporated into your\u00a0inclusive teaching practice.<\/b><\/p>\n

(Please note that several of these hyperlinks to suggested reading open as external links)<\/p>\n

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The events of the past year have made us more aware than ever of our own and our students\u2019 health and wellbeing. Whilst the University has made a\u00a0large investment in student support, mental health and wellbeing services<\/a>, research shows that teaching approaches and pedagogies can be a major contributing factor to students\u2019\u00a0welfare.\u00a0\u00a0<\/p>\n

If you\u2019re a fan of podcasts, be sure to read until the end for something a little different\u00a0to fill your TEA break.\u00a0\u00a0<\/p>\n

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Student Support- Taking Care of Your Wellbeing<\/b>\u00a0<\/h5>\n

Connect, Give, Take Notice, Be Active, Be Healthy, Learn and Discover. The University of Manchester\u2019s\u00a0six ways to wellbeing<\/a>\u00a0offer our students\u00a0different \u2013 though complementary \u2013 approaches\u00a0<\/span><\/span>to feeling good and living well. It is important that we all set aside some time for ourselves and our wellbeing; even if a student is faced with a busy schedule and\u00a0multiple commitments, building just one of the ways to wellbeing\u00a0into their daily life can have\u00a0a\u00a0positive impact.\u00a0\u00a0\u00a0<\/p>\n

Wellbeing pedagogies: activities and practice to improve the student experience online<\/b>\u00a0<\/h5>\n

Although May 17th\u00a0signalled the possibility for staff and students to return to in-person teaching, some students will struggle to, or may not wish to, return immediately.\u00a0Whilst we persevere with\u00a0elements\u00a0of online delivery, Elena Riva advises how you can\u00a0foster\u00a0a learning environment which has a positive impact on student wellbeing<\/a>.\u00a0\u00a0<\/p>\n

Please note: access to this article requires a Times Higher Education account. Sign up is free.<\/i>\u00a0<\/p>\n

Taking breaks during a lecture<\/b>\u00a0<\/h5>\n

After 20 minutes (or thereabouts) of constantly absorbing information, your students\u2019 ability to\u00a0concentrate\u00a0is likely to wane.\u00a0This\u00a0article by The Economics Network<\/a>\u00a0highlights the benefits of building short breaks into your lectures and suggests how breaks might continue to offer learning opportunities.\u00a0Keep an eye out for the \u201cTop Tips\u201d encompassed in green text boxes!\u00a0<\/p>\n

Promoting mental wellbeing through the curriculum: a focus on process<\/b>\u00a0<\/h5>\n

Noting the tendency to\u00a0assume\u00a0that students with mental health problems are already in receipt of appropriate support, Ann-Marie Houghton and Jill Anderson consider how teaching activities and pedagogical approaches can be adapted to support student wellbeing. In their\u00a0report for\u00a0AdvanceHE,\u00a0Embedding mental wellbeing in the curriculum: maximising success in higher education<\/a>\u00a0(see\u00a0in particular\u00a0pages 20 to 25),\u00a0the authors advocate approaching feedback as dialogue, helping students to see the relevance of their studies to other areas of life, building staff-student connections and including opportunities for students\u00a0to give \u2013 either to\u00a0<\/span><\/span>one another or to people beyond the module.\u00a0<\/p>\n

Teaching quality and its impact on student wellbeing<\/b>\u00a0<\/h5>\n

Less than a month before the UK was plunged into its first lockdown, panellists\u00a0on\u00a0The\u00a0WonkHE\u00a0Show<\/i><\/a>\u00a0were discussing the worrying notion that students with few or no helpful teachers were 146% more likely to report a high level of dissatisfaction with life.\u00a0Research suggests that teaching\u00a0quality \u2013 specifically<\/span><\/span>\u00a0teachers\u2019 attitudes and the ways in which they offer\u00a0support \u2013 is a<\/span><\/span>\u00a0key contributing factor to a student\u2019s self-assessment of their health and wellbeing. Whilst further research is required, the panellists question\u00a0whether\u00a0universities have in place the right support to cover the diversity of the student body.\u00a0<\/p>\n

Listen between 13:13 and 22:12 to hear this discussion<\/i>\u00a0<\/p>\n

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Related<\/h1>\n

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Teacher of the Year 2021 (Humanities): an evidence-based approach<\/h2><\/div><\/div><\/a>
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Communication and community - utilising the Year Manager system<\/h2><\/div><\/div><\/a><\/div>
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Contact Us<\/h4>\n

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+44 (0) 161 306 6000<\/p>\n

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The University of Manchester
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