Tips for Supporting Student Wellness

“𝘐 𝘥𝘳𝘰𝘱𝘱𝘦𝘥 𝘰𝘶𝘵 𝘰𝘧 𝘮𝘺 𝘚𝘵𝘢𝘯𝘧𝘰𝘳𝘥 𝘔𝘉𝘈 𝘣𝘦𝘤𝘢𝘶𝘴𝘦 𝘯𝘰 𝘰𝘯𝘦 𝘵𝘢𝘶𝘨𝘩𝘵 𝘮𝘦 𝘩𝘰𝘸 𝘵𝘰 𝘴𝘢𝘺 ‘𝘐’𝘮 𝘯𝘰𝘵 𝘰𝘬𝘢𝘺.’ ” A connection shared this after leaving due to panic attacks masked by 80-hour workweeks. His story isn’t rare—56% of students and early professionals hide mental health struggles to avoid being labeled “weak” (WHO, 2024). 𝗧𝗵𝗲 𝗦𝗶𝗹𝗲𝗻𝘁 𝗖𝗿𝗶𝘀𝗶𝘀 𝗶𝗻 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 & 𝗘𝗮𝗿𝗹𝘆 𝗖𝗮𝗿𝗲𝗲𝗿𝘀 – 𝗔𝗰𝗮𝗱𝗲𝗺𝗶𝗰 𝗴𝗮𝘀𝗹𝗶𝗴𝗵𝘁𝗶𝗻𝗴: “You got into Harvard! How can you be stressed?” – 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝘁𝗲𝗿𝗿𝗼𝗿: 73% of Gen Z professionals delay therapy due to cost (NAMI). – 𝗛𝘂𝘀𝘁𝗹𝗲 𝗰𝘂𝗹𝘁𝘂𝗿𝗲 𝗹𝗶𝗲𝘀: “Sleep when you’re dead” ignores that burnout kills careers faster than failure. 𝗔𝗰𝘁𝗶𝗼𝗻𝗮𝗯𝗹𝗲 𝗙𝗶𝘅𝗲𝘀 𝗳𝗼𝗿 𝗜𝗻𝘀𝘁𝗶𝘁𝘂𝘁𝗶𝗼𝗻𝘀 & 𝗘𝗺𝗽𝗹𝗼𝘆𝗲𝗿𝘀 → 𝗘𝗺𝗯𝗲𝗱 𝗺𝗲𝗻𝘁𝗮𝗹 𝗵𝗲𝗮𝗹𝘁𝗵 𝗹𝗶𝘁𝗲𝗿𝗮𝗰𝘆 𝗶𝗻 𝗰𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝗮 • Teach coping skills alongside coding bootcamps and case studies. • Train professors/managers to spot distress (e.g., Cornell’s “Let’s Talk” program). → 𝗡𝗼𝗿𝗺𝗮𝗹𝗶𝘇𝗲 𝗳𝗹𝗲𝘅 𝗲𝘃𝗲𝗿𝘆𝘁𝗵𝗶𝗻𝗴 • Offer deadlines with 48-hour “no-questions-asked” extensions. • Replace rigid office hours with “energy zones” (quiet, collaborative, reset rooms). → 𝗙𝘂𝗻𝗱 𝗰𝗮𝗿𝗲 𝗯𝗲𝘆𝗼𝗻𝗱 𝗘𝗔𝗣𝘀 • Cover therapy ($100+/session adds up on intern wages). • Partner with apps like Calm or BetterHelp for free subscriptions. 𝗪𝗵𝘆 𝗧𝗵𝗶𝘀 𝗣𝗮𝘆𝘀 𝗢𝗳𝗳 • Students with mental health support graduate 28% faster (Active Minds Survey). • Companies offering therapy see 40% higher early-career retention (Deloitte). • Teams with “reset days” report 31% better problem-solving (Oxford Study). Your first job offer shouldn’t come with a side of burnout. #MentalHealthMatters #StudentWellness #CareerGrowth

Universities and colleges put enormous effort into welcoming new students. Orientation weeks are colourful, busy, and full of opportunities to connect, but research shows that the sense of belonging students gain in those early days often fades as the semester progresses. The challenge, and opportunity, is for practitioners to design approaches that sustain belonging beyond the first few weeks. A recent study (International Journal of Qualitative Studies on Health and Well-being, October 2024) examined how students navigate educational transitions and highlighted the importance of realistic preparation, sustained connection, and the role of educators in shaping belonging. Drawing on the study, here are five domains to guide practice: 1️⃣ Prepare by setting realistic expectations. Too often, students arrive with glossy images of university life, only to feel blindsided by the pace, workload, or challenges of forming new friendships. Providing honest, balanced information before arrival helps normalise difficulty and reduce the shock of transition. Examples could include current student or alumni-led Q&A sessions, “What I wish I’d known” videos and resources.   2️⃣ Connect by creating micro-moments not just big events. Large welcome events can spark initial excitement, but belonging is sustained through everyday micro-connections - someone to sit with in class, a lecturer remembering your name, a peer inviting you to coffee. Encourage tutors to use ice breakers beyond week one, support student leaders to facilitate ongoing low-barrier activities that foster peer and staff connection like weekly walks or shared study sessions. 3️⃣ Empower educations as ‘belonging builders.’ The research reinforces that educators play a critical role in student wellbeing. Approachability, empathy, and inclusivity from teaching staff often matter as much as peer friendships. Small practices like checking in, learning names, or acknowledging diverse perspectives can have outsized impact. 4️⃣ Integrate by addressing compounding transitions. Academic demands, social shifts, housing changes, and wellbeing challenges often overlap. Students rarely experience these in isolation, and when combined, they intensify stress and risk of disengagement. Consider integrated and holistic advising models where academic, wellbeing, and housing staff collaborate to support students. 5️⃣ Monitor, recognising loneliness as an early signal Finally, loneliness is often the first indicator of deeper wellbeing issues. Monitoring connection levels can provide an early warning system for support. Use pulse surveys, quick check-ins in tutorials, or digital tools to flag students at risk of isolation, paired with clear referral and early intervention pathways (e.g., peer connectors, student mentors, proactive outreach). 🔗 Read the full study: https://lnkd.in/gjvUH6sa

I was gonna write a "How's your first 6 months of 2023?" post. But this is more important to write about. In particular, this sentence: "Suicide remained the leading cause of death for youths aged 10 to 29 for the fourth consecutive year – about a third of all deaths in this age group were suicides." It pains my heart that young people experience so much pain that in order for it to end, they end their life. 😭 Institutions can play a part: 👉Schools can create positive environments by being intentional about well-being #education, positive language, emphasis on the whole child. For the past 12 years, I have worked with more than 100 schools here in Singapore to do just this. 👉In my role as the inaugural Wellness Director at Yale-NUS College, I worked hard to establish a low-barrier, high-access approach to #mentalhealth so as to destigmatize seeking help. No matter was too small, no pain would be dismissed, no one should feel shame asking for help. I hope more higher-ed institutions work towards this, instead of only on intervention. Beyond institutions, we as adults can play a significant role: 👉 Teachers: - Learn the skills to relate to students emotionally, not just about subjects or tasks assigned to them. One of the frequent survey results I see students write is "I wish my teacher spoke more to me as a human than as a task master." - Focus on their capabilities not just their weaknesses. Yes, we can be frank and tell them their areas to improve. BUT do not neglect their strengths. Strengths are fuel and #motivation , the inner resources that remind them that "they can". - Be persistent and not give up on them. Some of those who lose hope or feel like they are alone, need someone who can remind them they are worthy and valuable. Remind them that you care. 👉 Parents: - Stop comparing them to their sibling, normative standards, other people's children etc etc. Value them for who they are. Each of them are a gift and have their unique talents. - Love them regardless of whether they fail, succeed, struggle or are ok. Just like us, they will go thru trials and wins. They want to know we will be there for them - even if it's just a hug, a note of encouragement, keeping your mouth SHUT when they are already feeling really bad about themselves. - Create a #positive environment at home. Talk about what went well, small wins, what they are good at. Fill their hearts with joy, #love and #hope, so they can draw down on that bank when things feel lousy or challenging. 👉Youth: - It is not easy to be you in this day and age. The uncertainty in the environment, #socialmedia (cyberbullying, unrealistic view of other people's lives etc etc), climate change. It can all feel overwhelming and hard. - Talk to someone when you feel that way. Reaching out for help is NOT a sign of weakness. In fact, it is a sign of strength and #courage . #suicide is preventable. We can all do our part. Pls #share and #repost so we can raise more awareness. 🙏

In the past few weeks, while conducting audits of universities, my conversations with faculty and some counsellors reminded me how overwhelming the transition from school to university can be for a learner. I often hear quiet stories of students who seemed confident but often sat alone, sharp minds slowly dimming under the pressure to fit in, toppers' groups that felt more like scoreboards than support systems. There are many more such examples. In the next 3 months, thousands of students full of hope and quiet uncertainty will soon step onto campuses. Studies show that nearly 1 in 3 first-year college students experience anxiety or depression. We still don’t talk about it enough. Having worked closely with educational institutions, and as a parent, I often ask myself-Are we truly preparing our children for the life that lies beyond grades, essays, and admissions? When my child started her higher education, instead of big advice, I shared a few simple reminders with her as some gentle truths! 1. It’s okay to say “no.” You don’t have to accept everything. Not every invite or opinion deserves a yes.  Saying “no” is not rejection. It’s protecting your time, energy, and focus. 2. Your mental health matters. Bad days happen. Don’t carry them alone. Talk to someone. Asking for help is strength and an essential life skill. 3. Don’t chase what’s popular, choose what’s right for you. Courses, clubs, electives- pick what truly excites you. NEP encourages personalised learning for a reason. 4. Find your tribe. You don’t need a big group, just a few genuine connections. Look for those who support and respect you. Build strong relationships that will be your anchor in challenging times. 5. Stay curious. College is more than exams and degrees. It’s about asking questions, exploring ideas, developing skills and growing in ways that last a lifetime. 6. Time won’t manage itself. College comes with freedom but use it wisely. Plan your week, lock study hours, prioritise rest. This is a fresh start, full of possibilities. 7. Learn how to manage digital distractions. In addition to the academic freedom, college life also comes with constant online noise. Learn when to disconnect. Set time limits for social media and don't look for validation there. 8. Build a habit of reflection. A few quiet minutes a day can build awareness. Journaling, walks, or just thinking counts. 9. You’re allowed to make mistakes. You will mess up, miss a class, say the wrong thing, choose something that doesn’t work out. That’s okay! Mistakes are part of learning, not signs of failure. What matters is how you bounce back, reflect, and grow. Be kind to yourself in the process. 10. Hold on to where you came from. When things feel shaky, remember your values, your roots, your family. They’ll guide you through more than any Google search or an app ever will. To every student entering this new phase: We believe in you. We see your strength, even if you don’t yet.

“Fine.” “Good.” “Okay.” These are the most common answers we get when we ask learners how they’re doing. But the truth is, many of our learners are masking anxiety, fear, sadness, or anger—because they haven’t been taught that it’s okay to talk about it. As educators, we can create small but powerful check-in systems that make emotions visible and safe to express. Here are a few I’ve used or seen work well: Feelings Wall: A board where learners place sticky notes anonymously about how they feel. It gives insight into class morale. Mood Meter Check-ins: At the start of a lesson, learners place stickers or draw on a chart indicating their current mood (happy, anxious, sleepy, excited, etc.). One Word Journals: Before class begins, each learner writes one word that describes how they feel. It opens space for private reflection. Circle Time or Open Mic Friday: A safe space for anyone who wants to share how their week has been. No pressure, just listening ears. Mental wellness isn't just about intervention—it's about prevention. When check-ins become part of our daily classroom culture, learners begin to feel that their emotional world matters. Let’s teach them early that feelings aren’t weaknesses—they’re messages. Fellow educators, what emotional check-in routines have worked for you? Let’s build a bank of ideas we can all borrow from. #MentalHealthAwarenessMonth #CheckInWithStudents #EmotionalWellbeing #SocialEmotionalLearning #SafeClassrooms #MentalHealthInSchools #WholeChildApproach #KenyanTeachers #InclusiveEducation #CompassionInTeaching

We ignore the emotional toll of PhD programs—and it's destroying brilliant minds. But we can have mental wellbeing without sacrificing academic excellence. The casualties I've seen as a dissertation chair: -Brilliant minds leaving mid-program due to preventable burnout -Students going through divorce because their relationships couldn't survive the pressure -Health crises from years of neglect -Mental breakdowns that could have been avoided with proper support The systemic issues making it worse: -Unliveable stipends that leave TAs and RAs unable to qualify for public assistance -A culture where faculty pile on more work when you don't look "busy enough" -Limited hours that keep students in financial precarity -The brutal reality that "you can do everything right and getting a job is still like winning the lottery" This isn't "paying your dues"—it's unsustainable. Your PhD Survival Toolkit: While we work on systemic change, here's what can help you right now to take care of your mental wellbeing as a doctoral student: 🛌 Sleep consistently: You can't catch up on weekends. Your brain needs 7-8 hours to function. 🥗 Eat real food: Your brain runs on fuel, not sugar crashes. Vegetables matter. ⏰ Take guilt-free breaks: You can't work productively 24/7 anyway -- so when you take breaks, let yourself fully relax and recharge. 🏃♀️ Move your body: Some of my best insights came during runs, not at my desk. 👥 Maintain relationships: Friends and family love you for who you are, not your research output. 🆘 Ask for help: You're climbing academic Everest. It's okay to need support. The 10-minute rule: Don't have hours for self-care? Start with 10 minutes of morning meditation, walking instead of taking the elevator, or calling a friend during your commute. The Bottom Line: To current PhD students: Your mental health isn't a luxury—it's a necessity. The system may not prioritize it, but you must. To faculty and administrators: We can do better. Let's create programs that challenge minds without breaking spirits. Let's check in on our students' mental wellbeing as well as their academic progress. What changes would make the biggest difference in doctoral student wellbeing? Let's continue this conversation. 👇 #PhDLife #DoctoralStudent #MentalHealth #AcademicLife #PhD #GradSchool #AcademicWellness #HigherEducation #StudentSupport

I recently watched Limitless: Live Better Now, fronted by Chris Hemsworth, and found myself nodding along more than once. At its heart, the series explores a deceptively simple idea I love in wellbeing education – we don’t grow by avoiding challenge, but by learning how to engage with it well. Fascinatingly, when you take the first three letters and the last three letters of the word CHALLENGE, you arrive at CHANGE. That feels like the quiet thesis of this series. This connects most strongly with one of TWD’s 7 Wellbeing Education Principles: Wellbeing Involves Navigating Tensions. Growth sits in the tension between comfort and discomfort, effort and recovery, ambition and care. These tensions aren’t problems to remove – they’re realities to work with. Episode 1 – Build Strength A reminder that strength isn’t just physical – it’s built through progressive, intentional stress followed by recovery. In schools, this could look like: • Stretch-with-support tasks – students choose a task just beyond their comfort zone, with clear scaffolding and reflection built in. • Effort tracking – students record effort, strategies and persistence rather than outcomes or scores. • Strength spotting – students identify when they used a character strength (e.g. perseverance, bravery) during something hard. Episode 2 – Stress, Focus & Recovery Stress isn’t the enemy; unmanaged stress is. The goal is learning how to regulate and recover. In schools, this could look like: • Regulation reps – short daily practices (breathing, grounding, movement) framed as training the nervous system. • Stress-as-signal reflections – students notice what their stress might be telling them they care about. • Recovery routines – explicit teaching about sleep, breaks and transitions as performance tools, not rewards. Episode 3 – Mental Fitness, Purpose & Connection Mental fitness grows when challenge is connected to meaning, values and relationships. In schools, this could look like: • Values-in-action challenges – students choose a value and design one small action that brings it to life this week. • Shared challenges – cooperative tasks where success depends on communication, trust and teamwork. • Purpose prompts – brief reflections on how today’s effort might matter beyond today. Limitless: Live Better Now reinforces something we often say in schools: wellbeing isn’t about removing difficulty; it’s about helping young people practise meeting it wisely. Where are you intentionally helping students balance challenge and support – so that challenge truly leads to change? #WellbeingEducation #StudentWellbeing #PositiveEducation #GrowthThroughChallenge #ResilienceInAction #WholeSchoolWellbeing #Limitless #TheWellbeingDistillery

Within the past 3 years, my executive function coaching has changed significantly. I find it helpful to hear what other educators are working on with their students, so I’m sharing my focuses for this school year: 1. Helping my students understand why we work so hard to build executive function skills. Many of them ask, “Why do I need to learn this if AI can do it for me?” While information will be abundant in the future, without strong EF skills students will be overwhelmed by the sheer volume of it. They won’t be able to determine what is worth focusing on, how to prioritize, or how to follow through to complete meaningful work. 2. We are putting extra practice into how to talk to teachers and professors and how to build meaningful connections. Approaching a teacher with your shoulders back, head high, and asking clearly and kindly for what you need is a skill that has been diminishing. The ability to connect with others has always been important, and it will be even more so in the future. 3. Helping my students understand what information overload does to executive function skills. In a world filled with social media, videos, and constant streams of information, we have to build in frequent breaks to avoid overtaxing working memory and attention. Scheduling rest breaks is just as important as scheduling any other meeting. 4. Emphasizing that true learning requires friction. When research papers are written for us, the struggle is removed, but so is the opportunity to transfer skills and information into long-term memory. 5. Experimenting with different learning modalities to discover what works best for each student. The world is changing quickly, and young people need a deep understanding of how they learn. Information can easily be transformed into podcasts, visuals, or graphic organizers. The key is figuring out how to use these tools to improve the learning process. 6. Helping students understand the connection between their health with their learning. Movement and sleep are just as important for the brain as they are for the body. 7. Taking time to pause and write down their own thoughts before turning to AI. This practice helps preserve critical thinking and ensures students maintain their voice. 8. The power of a walk. Whether students are facing challenges with attention, procrastination, or anxiety, a walk can reset the mind and improve nearly every aspect of learning. Wishing everyone a great school year ahead! I’d love to hear how your work with students is evolving and what new practices you’re focusing on this year.

We live in a very fast-paced and often overwhelming world. It is so easy to overlook our own well-being as well as that of those we love. Especially when it comes to our teenagers. They are constantly juggling academic pressures, social challenges, and the ever-present influence of social media. It is easy to forget that what every teenager truly craves most is  simply to feel appreciated. As they manage this journey, they desperately need to feel valued and appreciated for who they are. Listen Actively: Take the time to truly listen to what your teen has to say. Show genuine interest in their thoughts and feelings, without judgment or criticism. Offer Validation: Validate your teen's emotions. It's essential to let them know that what they feel is valid and normal. The teenage years can be an emotional rollercoaster, and they need assurance that their feelings are normal and accepted. Encourage Independence: While teens still need guidance and support, they also need opportunities to make decisions and learn from their mistakes. Trusting them with responsibilities can boost their self-esteem and sense of competence. Express Gratitude: Don't underestimate the power of a simple "thank you" or "I appreciate you." Teens often feel like their efforts go unnoticed, whether it's excelling in school, helping around the house, or being a supportive friend. Promote Self-Care: Teach your teens about the importance of self-care. Encourage them to engage in activities that make them feel good, whether it's sports, art, music, or spending time with loved ones. Your appreciation and support can serve as a lifeline for your teenager's mental health. In a world where they face so many pressures and uncertainties, your love and recognition can be a beacon of stability and comfort. Prioritize your teens mental health by recognizing that their greatest emotional need is to feel appreciated. When we do this, we create a nurturing environment where they can thrive, grow, and ultimately become resilient adults who appreciate themselves for who they are. #teenmentalhealth #appreciation

Ashley Mowreader reports: #Colleges and #universities are increasingly creating curricular and co-curricular opportunities for students to consider their health and habits to support retention and thriving. Many of these classes are geared toward academic success—teaching students executive functioning skills or effective study techniques—but others address social-emotional learning topics such as helping students overcome social anxiety or loneliness. Greater attention has been placed on the physical well-being of students beyond alcohol or substance use, such as sleep and regular exercise habits, as students express a need and want for additional health education in college. These courses can have a positive impact on students’ self-efficacy and change behaviors. Rob Rouwenhorst, a marketing professor at The University of Iowa Tippie College of Business, offers a low-stakes assignment in each of his courses to motivate learners to better themselves in and outside the classroom. Every week, students in all of Rouwenhorst’s courses are assigned to answer a three-part prompt. Students identify the habit they’re trying to create, the frequency they will work toward the habit-building and the location or time of day they will complete. Students earn points for completing the assignment, and Rouwenhorst reviews answers to get to know the students better. Since starting the assignment, Rouwenhorst has seen amazing transformations. “I’ve had people lose 20 pounds over the course of 16 weeks,” Rouwenhorst says. “I’ve had people quit smoking. I’ve had people start running, and then this one guy, just like, two months ago he messaged me on LinkedIn, and within 11 months he ran the New York City marathon.” At the end of the term, Rouwenhorst surveys students, asking about the habit assignment, and an average of 90 percent of students say he should continue offering it. Part of Rouwenhorst’s philosophy to continue offering the assignment is having a deeper understanding of the impact of higher education. “My mission became, I’m trying to empower students to become the best version of themselves.” #StudentMentalHealth #WellBeing #HabitChange #PositivePsychology #TeachingTips #SocialEmotionalLearning #AtomicHabits #AdolescentPsychology