Promoting Student Wellbeing Through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations

Abstract

The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.