A new study led by the University of Maine reveals strategies to enhance student well-being, emphasizing a holistic approach to education. Researchers highlight the benefits of integrating well-being into curricula and share successful initiatives from various universities.
Historically, universities have focused on academic success, but a recent study led by the University of Maine suggests that supporting student well-being can be just as transformative. The research, published in PNAS Nexus, outlines strategies for enhancing student well-being and showcases successful initiatives from universities across the United States.
“There’s a growing recognition of the importance of affective student outcomes, such as sense of belonging and agency, as well as a wealth of evidence showing that student-centered practices can meaningfully support these,” lead researcher Holly White, a doctoral student in ecology and environmental sciences at UMaine, said in a news release. “We hope that this perspective paper will encourage other educators to consider how to support well-being in their own learning context.”
The study, based on a long-term investigation by Gallup Inc. and Purdue University, identifies key student experiences that contribute to improved well-being later in life. These experiences include working at a job or internship, engaging in long-term projects, participating in extracurricular activities and having supportive professors.
The researchers introduced six guiding principles to help institutions enhance student well-being effectively:
1. Embedding well-being into curricula for broader, accessible adoption.
2. Focusing each initiative on one or two aspects of well-being for more immersive learning.
3. Tailoring initiatives to the unique student body and university culture.
4. Securing faculty buy-in.
5. Ensuring offerings are financially accessible.
6. Employing an iterative assessment framework to adapt and scale programs.
The study also highlighted “exemplar efforts” from six universities, including the Research Learning Experiences (RLEs) pilot program at the University of Maine. Funded by the Harold Alfond Foundation, this initiative allows first-year students to engage in research and inquiry-based learning. Preliminary data from more than 1,000 participants reveal significant improvements in self-identification as researchers, reflective abilities and a sense of belonging.
“A unique feature of our Research Learning Experiences (RLEs) is that they are open to all entering first-year students, no matter what prior experiences students may or may not have had. Our early results on the positive impact of RLEs on overall student well-being is very encouraging,” study co-author John Volin, an executive vice president of academic affairs and provost at UMaine, said in the news release.
Other notable programs enhancing student well-being include Purposeful Work at Bates College, Digital Storytelling at the University of Michigan-Dearborn and the Design Your Life engineering course at Stanford University.
“I think it’s really important to recognize that we can support well-being and student learning; it doesn’t have to be one or the other,” White added.
To further understand and expand these benefits, the researchers advocate for more in-depth reviews of existing programs and additional studies on the optimal times for assessments, design decisions and funding needs.
“It’s interesting that while all six exemplar efforts highlighted in this article approach well-being with different best practices, each institution provides their opportunities at scale for all students, and they implement ongoing assessment so as to continually improve upon them,” added Volin. “Both are key elements to be sure all students can benefit from these programs that focus on overall student well-being and future career satisfaction.”
For the higher education community, these findings could signal a significant shift towards a more holistic approach to student development, one that balances academic rigor with personal growth and well-being.