In a Perspective for PNAS Nexus, published on September 24, 2024, Holly C. White and colleagues from the Coalition for Transformational Education argue that student wellbeing should be a goal of pedagogy, along with traditional metrics such as GPA and student retention. The authors note that despite evidence linking certain academic experiences with wellbeing outcomes, few students report having had them. Wellbeing is defined as a sense of belonging, agency, purpose, identity, civic engagement, and financial well-being.
The authors summarize data-backed teaching practices that support elements of student wellbeing, including supportive mentorships and experiential or authentic learning opportunities. Six exceptional initiatives are described, which can act as models for prioritizing student wellbeing. Examples include a digital storytelling project at the University of Michigan-Dearborn, research learning experiences for first-year students at the University of Maine, and Stanford University’s “Designing Your Life” course. The authors present the reader with a set of guiding principles for higher education institutions seeking to put student wellbeing initiatives in place. The authors argue that additional research on the funding, design, implementation, and assessment of programs is needed. According to the authors, it is imperative that universities prioritize student well-being, which will require the adoption of transformative pedagogical practices. Read the article here.
