Thrive week provides ways to explore your path to mental health. As a faculty member, you can play a role in Thrive by integrating messages and actions that help foster and maintain mental health in your classroom. Building and maintaining our mental health is a year-round pursuit, and Thrive is one of many mental health initiatives at UBC.
Your wellbeing contributes to a Thriving campus
Research shows that faculty wellbeing is linked to education and research quality, and the welfare of academic institutions. Focusing on your personal health can benefit your own wellbeing and that of your colleagues and students.
UBC Research: wellbeing is linked with academic success
A Vancouver-based TLEF project, How Teaching Practices Influence Student Mental Health and Wellbeing, revealed how instructional practices can have a positive impact on the student learning experience by promoting student wellbeing. The project’s research team is beginning to share findings on the UBC Teaching and Wellbeing blog. We invite you to join the conversation through the blog and in-person events.
Ways to promote Thrive in your classroom
- Share one thing you do to maintain your mental health related to the Thrive 5 ways to boost your wellbeing (e.g. cycle to work)
- Share one of your own experiences as a student
- Consider showing the Ted Talk, Mindfulness for Mental Health, in the classroom.
- Practice self-care throughout the year to ensure your success as an instructor, researcher, and colleague.
- Explore UBC's faculty wellbeing resources
UBC’s exciting wellbeing research and activities build on and contribute to an existing body of literature in the field. Some examples of this literature include:
- Dennison, S. T., Gruber, K. J., & Vrbsky, L. (2010). Research literature review on social work education instructional methods: 1998–2008.Journal of Teaching in Social Work, 30(4), 399419.
- Eisenberg, D., Golberstein, E., & Hunt, J. B. (2009). Mental health and academic success in college.The BE Journal of Economic Analysis & Policy, 9(1), 1–37. doi:2202/1935-1682.2191
- Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: Variation across student subgroups and across campuses. Journal of Nervous & Mental Disease, 201(1), 6067. doi:10.1097/NMD.0b013e31827ab077
- Fink, J. E. (2014). Flourishing: Exploring predictors of mental health within the college environment. Journal of American College Health, 62(6), 380–388. doi:10.1080/07448481.2014.917647
- Gebka, B. (2014). Psychological determinants of university students’ academic performance: An empirical study. Journal of Further and Higher Education, 38(6), 813–837. doi:10.1080/0309877X.2013.765945
- Hartley, M. T. (2011). Examining the relationships between resilience, mental health, and academic persistence in undergraduate college students. Journal of American College Health, 59(7), 596–604. doi:10.1080/07448481.2010.515632
- Keyes, C. L., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2),126133.
- Martin, J. M. (2010). Stigma and student mental health in higher education. Higher Education Research & Development, 29(3), 259274. doi:10.1080/07294360903470969
- Moulding, N. T. (2010). Intelligent design: Student perceptions of teaching and learning in large social work classes. Higher Education Research & Development, 29(2), 151165. doi:10.1080/07294360903470977