Promoting Student Well-Being Through Classroom Interventions

Abstract

Because of their regular contact with students, faculty can find themselves in the position of needing to support student’s emotional needs, a task for which not everyone feels well trained. COVID-19 has exacerbated existing mental health concerns and created additional problems related to low levels of motivation, increased loneliness, and heightened levels of stress. Fortunately, psychological science can explain the causes of these symptoms as well as offer evidence-based interventions. The literature related to motivation, loneliness, and stress is reviewed with an emphasis placed on common studies or theories that are covered in typical psychology curriculums. Evidence-based classroom interventions and assignments designed to promote student well-being are discussed. Grounding discussions of student’s emotional reactions within the psychological literature may help instructors without a mental health background better support student’s emotional needs, illustrate course concepts, and model the practice of clinical science while helping to promote student well-being.