Well-Being in Academic Environments

Note: Content on this page is still in development. 

From 2019-2020 a team of staff and faculty met to benchmark best practices being used to promote well-being on campuses in the USA. At CSU there has been a 34% increase for mental health services from 2015 to 2019.  This is similar to what other universities are experiencing nationally. 21% of CSU students seek mental health services, yet more prevention and support is needed.  We can all be involved in our own areas to foster conditions for well-being. An international charter for health-promoting universities published a call to action that institutions embed health into all aspects of campus culture, across the administration, operations and academic mandates. (Okanagan Charter, 2015).  The hope is that creating conditions for well-being in academic environments at CSU will benefit our whole community.

How to use this site

Think of the information on this site as you would a menu. It provides a variety of strategies, tools and resources from which to pick and choose.

The strategies on this site are based on research. A team of CSU faculty and staff adapted, with permission, what the University of Texas Austin have found to be effective in supporting student well-being. And, these resources are not only to benefit students.  Perhaps you use some of these practices to boost your own well-being already. What you do for yourself benefits others. 

When considering the strategies or ideas you’d like to try, think about your personal interactions and teaching style. Not every strategy is the right fit, so pick one that feels comfortable and do it well. Some are easier than others to embed, given your situation. According to students, some of the simplest ideas can have a huge impact when done authentically.

These resources can be integrated with the Teaching Effectiveness Framework from CSU’s Office of Teaching and Learning, including for classroom climate, inclusive pedagogy, and student motivation.  

"I'm in kind of a larger class, but my professor knows every person's name by week two...I really appreciated it. I think that small things make a huge difference."