External literature sources

Instruction

Study the prepared external material sources on curriculum design and transformation for ensuring well-being and mental health at universities. The predicted duration is 90 minutes.

1.      Baik, C., Larcombe, W., & Brooker, A. (2017). Fielding a whole-of-university approach to student wellbeing: A practice guide. Melbourne Centre for the Study of Higher Education (Melbourne CSHE).

This handbook provides teachers with evidence-based guidelines on how to support students' psychological needs and success through the choice of curriculum and pedagogical approaches. It offers practical ideas for designing teaching and assessment with the aim of promoting mental health directly through the curriculum, rather than just as an addition to teaching.

2.     Houghton, A. M. & Anderson, J. (2017). Embedding mental wellbeing in the curriculum: Maximising success in higher education. Higher Education Academy.

This report serves as a strategic framework for integrating mental well-being into higher education, emphasising that it is not only the responsibility of counselling centres but stems from proactive curriculum design and a supportive teaching environment. The main goals are removing structural barriers, applying the "5 ways to well-being" model across all disciplines, and providing practical tools for teacher and institutional reflection. Its primary purpose is to shift the focus from reactive support (treating problems) to proactive curriculum design that preventively protects student health.

3.      Hughes, G., Panjwani, M., Tulcidas, P., & Byrom, N. (2018). Student mental health: The role and responsibilities of academics. Oxford: Student Minds.

The results of a project research study are presented within this paper. As part of the research, 52 teachers at five universities were interviewed. Participants reported a high number of students facing mental health difficulties. A number of interviewed teachers described experiences with students suffering from mental illnesses that carry high levels of risk and stress. Teachers with many years of experience emphasised that they noticed an increase in the frequency of mental health difficulties. This report provides 11 key findings and recommendations to ensure effective and safe support for both students and teachers.

4.     Hughes, G., Upsher, R., Nobili, A., Kirkman, A., Wilson, C., Bowers-Brown, T., Foster, J., Bradley, S., & Byrom, N. (2022). Curriculum design for mental health and wellbeing: Guidance and resources for learning and teaching development programmes in higher education. Advance HE.

This handbook serves as a practical guide for integrating mental well-being into curriculum design, treating the relationship between learning and health as a key pedagogical issue. It offers structured resources, case studies, and activities intended for the professional development of teachers in order to create a supportive environment for the progress of both students and staff.

5.      Piper, R. & Emmanuel, T. (2019). Co-producing Mental Health Strategies with Students: A Guide for the Higher Education Sector. Leeds: Student Minds.

This guide helps universities turn students into partners when creating mental health strategies, using concrete tools like stakeholder mapping and co-design workshops. The goal is for student experiences to be recognised as key data for system improvement. In everyday practice, this means involving students in decisions about scheduling obligations or communication methods, thereby strengthening their sense of control and belonging.