On April 15, 2024, more than 140 participants gathered in the fully booked church hall of the Zalen van Zeven in the center of Utrecht to discuss with each other and learn more about student wellbeing. In various workshops and lectures, teachers, student supervisors, policymakers and other staff discussed how they can contribute to the wellbeing of our students. The symposium served as a platform for sharing insights, research findings and practical strategies to get started, with additional enrichment from the presence of other organisations and institutions such as Utrecht University of Applied Sciences. The wellbeing of employees themselves was also discussed.
Complexity of student wellbeing in academia
Opening the symposium, Rector Henk Kummeling outlined the challenges universities face in addressing wellbeing. He emphasised that wellbeing is complex due to multiple and often external factors such as social media influences, housing crises and geopolitical tensions. This is in contrast to typical scientific problems that follow a straightforward problem-solving approach. This complexity requires an equally multifaceted approach by educational institutions to finding solutions.
Mental health: Beyond the linear model
Professor Floortje Scheepers offered a fresh perspective on mental health by pointing out the limitations of the traditional linear disease model. That would not be able to capture the dynamic and context-dependent nature of psychological health. Among other things, she introduced the metaphor of "orchids" and "dandelions" to describe individuals who respond differently to environmental factors, with the orchid not being a diseased dandelion. They are simply not the same. With that, Scheepers argued for a more personalised approach to mental health support that takes into account each student's unique contexts and needs.
Figures and trends
The symposium also highlighted the impact of the COVID-19 pandemic on the mental health of students, with Professor Gonneke Stevens discussing some trends of declining mental wellbeing among school-aged adolescents and students. This highlighted the need for institutions to prioritise wellbeing.
Panel discussion; a dialogue between students, teachers and supervisors
During the panel discussion, which concluded the morning, students engaged in a dialogue with lecturers and supervisors. They came up with practical - sometimes small - initiatives for improvements, complemented by Michelle van der Horst on behalf of the Trimbos Institute for Mental Health. They also expressed their concerns about the high expectations placed on them these days and the widely held idea that student life should be "the best time of your life", and the pressure that usually comes with it. The outcomes emphasised the need, on the one hand, to integrate well-being more strongly into the curriculum, and, on the other, to continue promoting and facilitating the conversation about the challenges students face among the various stakeholders.
Workshops
Participants could choose from 11 different workshops in the afternoon, spread over two workshop rounds. The topics here ranged from performance pressure to emotional intelligence and neurodiversity. Workshops offered practical insights among attendees, as Silvia Garcia Guerra explained; 'We often get inaccurate, sensationalist information through social media about drug use, so I found it very useful to see the results of the research done by the Trimbos Institute and the university.'
What did visitors think of the symposium?
'Because of this day and the workshops, I especially see that you can actually make everything discussable. For example, the world of substance use is unknown to me, but I now see that I don't have to be in that world of experience and don't have to solve the student's problem. But that it is important to be aware of different causes and ask through. For example, sleep problems could be caused by substance abuse.'
'In the workshop "Pedagogical care and a sense of belonging", I learnt that especially the use of pedagogical care practices, caring language, sincere listening and avoiding confrontational approaches lead to positive learning, motivation and a sense of belonging. The sense of belonging is crucial; it makes students feel part of the community, that they can be themselves in that environment. Teachers and student supervisors can contribute by being present and approachable, being authentic and vulnerable and apologising when they make mistakes.'
'I experienced this day as positive and hopeful. I found the keynote lecture by Professor Floortje Scheepers very inspiring. In pedagogy, diversity is central so this corresponded well with her story. The metaphors she mentioned I could relate well to children being different. In short, she actually conveyed that we need to take care of each other. I can also use the imagery of her story in my lectures. That strengthens the communication message towards students.'
Conclusion
The symposium sparked a crucial dialogue among stakeholders, on innovative and inclusive ways to support student and staff wellbeing. The day provided inspiration, connection and an underlining of the need to find the necessary solutions - with each other. It additionally provided valuable input for the future, with extensive evaluation among the participants also on the form and content to engage with student wellbeing. Looking ahead, the challenge lies in integrating these insights into day-to-day practice and our policies, in order to create a supportive educational environment for all - which we look forward to sharing with each other again during the 2025 edition!
