A key issue is that of well-being and the adjacent area of mental health.  Well-being is defined by the World Health Organization thusly:
 

“Well-being is a positive state experienced by individuals and societies. Similar to health, it is a resource for daily life and is determined by social, economic and environmental conditions. Well-being encompasses quality of life and the ability of people and societies to contribute to the world with a sense of meaning and purpose. Focusing on well-being supports the tracking of the equitable distribution of resources, overall thriving and sustainability. A society’s well-being can be determined by the extent to which it is resilient, builds capacity for action, and is prepared to transcend challenges” (WHO, 2021).

 
Yet, scholars continue to debate how it can be best conceptualized, and thusly measured (Jarden & Roache, 2023).  Importantly, authors and the field are agreed that “well-being” matters in assessing one’s quality of life overall, and that many factors contribute to and influence our subjective sense of “well-being” as individuals. 
 
Further, that “well-being” is not only an individual experience, but can be applied broadly as a reflection of a group or society’s overall state of being. As such, well-being in higher education should focus not only on the subjective differential experiences of each faculty, staff, or student, but on the overall state of the contexts in which they reside, study, research, teach, and learn.  That we must not stop at “individual strategies to improve well-being” but take a much more holistic approach and understand that the contexts and cultures in which we pursue the academic mission have a profound effect on us as people, on our capacity to collaborate, be creative, and excel.
 
Critically, however, faculty and instructors are not solely responsible for the complete oversight of the well-being and mental health of their students.  Let’s say that again: faculty and instructors, and to a large extent, institutions of higher education themselves, are not solely responsible for the complete oversight of the well-being and mental health of their students.  Yes, faculty, instructors, staff, and institutions have an obligation to do no harm, and to provide resources, and be supportive, but faculty, instructors, and staff should not be expected to be mental health practitioners.
 
What faculty and instructors can do and do well, is to make clear statements at the beginning of each semester about the importance of mental health and well-being, and the way in which well-being and the academy are connected.  To reflect on the importance of mental health and well-being as a student, graduate student, or faculty member.  This is called healthy modeling.  It is a direct challenge to toxic cultures that persist within academia of sacrifice above all else in a way that leads to rapid deterioration.  It is a message to students that excellence in scholarship is a product of a healthy mind and positive social relationships, and to challenge the false choice of productivity or well-being.
 
Faculty and instructors can be alert to changes that suggest a student is struggling, or if a student explicitly states they need help, guide the student to the appropriate resource.
 
If you have a desire to learn more about this topic, please contact us to set up a time to talk about how we can support you and your department (click here).

 

    You are a whole person.

    Across the last several years, we have witnessed generations of people renegotiating their relationships with their work.  For many, their participation in academia is a deeply personal part of their identity; their role in academia defines them.
     
    For many, the recognition of the grind of the day-to-day emerged during the pandemic, and for many of newer generations, departments and places of work are not “families” but are places to achieve professional fulfillment and financial fulfillment. 
     
    These individuals see value in cultivating other aspects of their lives outside of work, and no longer subscribe to what they perceive to be cultures of work that glorify “the grind.”

    Both and.

    A challenge that is emerging in workplaces (yes, academia is a workplace) is the false choice between living a full and whole life, and professional success. Not only can one be professionally successful and fulfilled, but they can also do so in a way that preserves mental and physical health, allows them time for enriching relationships, and meaningful activities that complement professional work rather than hindering it.

    Group Well-being

    Group well-being is a direct reflection of the culture of a department. The norms and traditions of a department can cultivate a sense of belonging, a sense of being valued and respected, and uplift its members equitably. The norms and traditions of a department’s communication, transparency, or hierarchy can also silence its members, make them feel small, unappreciated, or insignificant.
     
    The capacity of a department to retain its best and brightest is always a reflection of the culture and well-being of that department. Those departments that allow faculty, staff, and students to show up, have a place, and have a voice, are places where the culture is one of growth, adaptability, and courage.

    How you get there

    There is a way forward that involves taking stock of one’s individual circumstances or the domains of a department, and considering the ways in which these domains contribute to our ledger of stressors, joys, sense of fulfillment, and satisfaction.
     
    For many, dynamics of work that impact us as people is a key part of this calculus, and just where our office can assist. Work with us to identify ways in which the culture of an office or department impacts well-being and learn strategies and resources to achieve the rhythm that works for you and your team.

    Contact us for a consultation now.

    This list reflects research in the areas of well-being.  Key texts are in bold.

     

     

    This list reflects research in the areas of well-being and mental health in higher education specifically.  Key texts are in bold.