As we embark on a new academic year, it is crucial to recognise the unique challenges students face in managing their well-being amidst academic pressures. Recent research from UCL indicates that university students face a higher risk of depression and anxiety compared to their peers entering the workforce directly (McCloud et al., 2023). King’s College London's 2023 student mental health report unveils a concerning trend: mental health problems among university students nearly tripled from 6% to 16% between 2016-17 and 2022-23. In this article, we’ll explore what we can do as educators to boost students’ emotional well-being, laying the groundwork for both academic success and enduring achievements.
Introducing social-emotional learning
Social-emotional learning (SEL) integrates emotional intelligence into our teaching, fostering skills for managing emotions, enhancing empathy, and setting personal goals. The five SEL components set out in the Collaboration for Academic, Social, and Emotional Learning (CASEL) framework include self-awareness, self-management, responsible decision making, social awareness, and Relationship Skills. Below, we’ll delve into each of these components and how they can help us craft learning experiences that empower students to boost their well-being through the SEL model.
Self-awareness
Self-awareness, or recognising one’s emotions, thoughts, and values, is foundational for building confidence, optimism, and a growth mindset. Helping learners understand their learning preferences and emotional responses significantly contributes to empowerment, engagement, and motivation (Pan, 2023). Here are several measures we can implement to foster self-awareness in students.
Self-management
Self-management involves the regulation of one’s emotions, thoughts, and behaviours. This skill encompasses effective stress management, impulse control, and self-motivation. Here are several actions we can take to help students better manage themselves.
Responsible Decision Making
Encouraging responsible decision-making involves thoughtful choices guided by ethical standards, safety concerns, and societal norms. The goal is for students to assess the outcomes of their actions considering the well-being of both themselves and others. Here are a few steps we can take to help them make decision responsibly.
Social Awareness
Social awareness, the capacity to empathise with diverse backgrounds, is pivotal in enhancing collective well-being. Here are a few recommendations.
Relationship Skills
Relationship skills, including communication, collaboration, and conflict resolution, are crucial for fostering overall well-being. How can we help?
Let's remember that the journey toward academic success is intertwined with the well-being of our students. By infusing SEL principles into our learning design practices, we not only address the challenges of the present but also contribute to the enduring success of our students in the years to come. Ahead lies a year of fostering well-being, resilience, and academic triumphs!
Reference
Collaborative for Academic, Social, and Emotional Learning (CASEL; www.casel.org)
McCloud, T., Kamenov, S., Callender, C., Lewis, G., & Lewis, G. (2023). The association between higher education attendance and common mental health problems among young people in England: evidence from two population-based cohorts. The Lancet. Public health, 8(10), e811–e819. https://doi.org/10.1016/S2468-2667(23)00188-3
Pan, X. (2023). Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation. SAGE Open, 13(4). https://doi.org/10.1177/21582440231205098
Sanders, M. (2023). Student Mental Health in 2023 - King’s College london. Retrieved from https://www.kcl.ac.uk/policy-institute/assets/student-mental-health-in-2023.pdf