Read the Wellbeing and Inclusion Collaboratory Research (waiCR) Project Blog:
- Teacher Wellbeing – Teaching students with disabilities
Research suggests that special education teachers report higher stress as a result of the demanding nature of their roles, complex student needs, administrative challenges, and the pressure to meet individual - How do we focus on wellbeing?
Let’s consider… Feeling good should be a focus for us all and in my experience, it takes time to look after yourself. Many of us can see the effects of
Does the wellbeing of our higher education students matter?
Positive wellbeing is an essential element of the overall health of an individual. It enables one to successfully overcome life’s difficulties and achieve what one wants out of life. While dealing with stress is a normal part of life, ongoing repeated patterns of stress can negatively impact an individual’s wellbeing and quality of life. Stress is very much part of tertiary education student’s life experiences and has the potential to impact on a student’s wellbeing which in turn could impact a student’s ability to attain a tertiary qualification. Given that negative wellbeing is known to adversely affect students’ academic achievement, retention, and motivation, positive wellbeing is then an important component of academic success at a tertiary level and thus becomes an important factor in ensuring success at a tertiary level. As such, tertiary institute staff then have an important role to play in promoting the wellbeing of tertiary education students particularly given that they are in regular contact with students. Creating an environment that supports wellbeing among higher education students, must be then a priority for universities and higher education institutions. Tertiary institutions also need to listen carefully to student voices and student perspectives in order to understand how best to promote student well-being and to understand how the institution’s culture and environment can promote higher education students wellbeing.
