Wellbeing Project Executive Summary
BNU. AC .UK
Research Study exploring the experiences of learners within a wellbeing group and wellbeing role at a Higher Education Institution Executive Summary Project Lead Associate Professor Margaret Rioga (Buckinghamshire New University)
Acknowledgements This project was funded by North West London Young Adults Mental Health Partnerships Group Facilitators Wellbeing Group and Wellbeing Champions Margaret Rioga
Associate Professor of Education and Professional Practice/Head of Practice Learning
Annice Thomas
Safeguarding Lead
Sana Wasiq
Senior Mental Health Advisor
Mike Anjoyeb
Senior Lecturer, Mental Health Nursing
Brian Shepperd
Senior Lecturer, Mental Health Nursing
Heather Wilcox
Field Lead, Mental Health Nursing
Javier Alonso Laso
Senior Accommodation Officer
Katie Smith
Project Co-ordinator, Student Union
Overview Learners in higher education institutions, including those at under-graduate level are often exposed to stress related to their studies and adaptation to new environments. Learners therefore need effective support mechanisms (e.g. counselling) to cope with stress, and the absence of these may result in a range of problems, for example, high attrition rates and mental distress (Stallman et al., 2019). This executive summary relates to an innovative approach to supporting learner wellbeing by introducing a wellbeing awareness programme informed by Positive Psychology Interventions for learners. Positive Psychology Interventions (PPI) are tools and strategies that are informed by positive psychology and aim to enhance happiness, wellbeing and positive reframing and emotions (Gander et al., 2016). PPI
aim to improve subjective and psychological wellbeing through the enhancement of positive emotions, cognitions and behaviours (Wellenzohn et al., 2016). The project included the introduction of a Wellbeing Group and Wellbeing Champions within a university. The main aim of the project was to improve the mental wellbeing of learners by equipping learners with mental wellbeing tools to enhance their personal and professional development. The study shows that the Wellbeing Group and the Wellbeing Champions provided learners with the opportunity to actively engage with the Postive Psychology Interventions and doing so find fulfilment and a renewed sense of enthusiasm for their study and conquoring life’s challenges.
Methodology This was a qualitative study which incorporated focus groups with the participants from the Wellbeing Group and the Wellbeing Champions.
Study Aims 1. To evaluate the introduction of a learner group aimed at equipping learners with mental wellbeing tools to enhance their personal and professional development. 2. To evaluate the introduction of a learner role in promoting mental wellbeing for self and others by sharing and using positive psychology interventions.
Coffee Club Findings Focus Groups 35 learners partipated in the study.
Focus Group Themes 1. A Place to Unwind 2. Learn New Things
3. Circle of Friends 4. We Were Heard
Wellbeing Champions Findings 11 out of 17 wellbeing champions participated in a focus group. Focus Group Themes 1. Open to Opportunities 2. I was a bit lost 3. Honesty is His number one strength
Limitations Coffee Club was delivered at the Uxbridge and High Wycombe Campus and attendance to both groups was predominately by the same cohorts of learners. Going forward, there is a need to widen the group participants so we can further enhance the culture of belonging and community within across the university. The Wellbeing Champions were representative of learners across the campuses and university but this role was particularly dedicated to Senior Residents and Learner Ambassadors. Going forward, it would enhance the role if it was accessible to all learners so that each cohort would have a Wellbeing Champion. Coffee Club and the Wellbeing Champions comprised of ethnically diverse learners and this should be acknowledged and celebrated as good practice for the project.
Conclusion Coffee Club and the Wellbeing Champions have provided learners with the opportunity to actively learn and apply PPI in their lives and that of others and in doing so they benefitted from forming new relationships and together created a community of non-judgement, learning and support. This study has showcased the importance of nurturing the wellbeing of learners as this enhances engagement with their studies and adoption of postive coping strategies for personal and academic challenges. Only a select number of learners participated in the initatives and going forward, it would be beneficial for programmes to incorporate PPI as a thread within the curricula so as, to reach a wider network of learners and sustain the benefits to their wellbeing.
Recommendations 1. To work in partnership with local mental health providers and key stakeholders to inform a local strategy on enhancing the mental wellbeing of university learners through training, education and raising awareness of local services and community projects. 2. To embed the positive psychology interventions as a mental wellbeing thread within higher education curricula with the aim of enhancing the engagement, personal and professional development of learners studying in university. 3. To train a second cohort of wellbeing champions and continue to embed the role within the university with the aim of creating a network of wellbeing champions that are represented across the university campuses and programmes. 4. To continue with Coffee Club but to widen the remit for attendees and include all 3 university campuses in providing a safe space for leaners to meet and share challenges whilst learning about tools to enhance their wellbeing and benefitting from peer support. 5. To engage in mental wellbeing campaigns to create awareness, dialogue and showcase the services available locally for learners.
Margaret Rioga Associate Professor Education and Professional Practice Head of Practice Learning Buckinghamshire New University August 2023
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