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Promoting Wellbeing in the College Classroom

Find resources for effective strategies for fostering connections in the classroom....

Course instructors play an essential role in supporting student wellbeing. Research from the science of learning suggests that effective learning environments promote student wellbeing by reducing avoidable barriers, making expectations transparent, and supporting students’ experiences of belonging, competence, and progress through the work of the course. When students are not expending mental energy figuring out what to do or how to succeed, they are better able to engage deeply with course content.

In addition to instructional strategies, Illinois State University offers a wide range of student support resources through Health Promotion and Wellness, an office dedicated to supporting the diverse needs of our student population. These resources are included in every Canvas course site within the For Students module and are intended to be shared directly with students. Selected resources are highlighted below for easy inclusion in your course. 

By attending to wellbeing through course design and teaching practices, instructors support both learning and equity, creating conditions in which more students can thrive through engaging and authentic learning experiences. 

Integrating Wellbeing in the Classroom

Foster Connection and Belonging in the Classroom and Across Campus

A sense of belonging is foundational to student learning and wellbeing. When students feel seen, supported, and connected, both within the classroom and to the broader campus, they are more likely to engage, persist, and take academic risks. Instructional practices that build relationships, normalize help‑seeking, and connect students to resources create learning environments where students feel they belong and can succeed.

Here is how course instructors cultivate belonging, communicate relevance, and create learning environments where students feel they can succeed.

  • Normalize struggle as a natural part of the learning process—name the common misconceptions people new to the learning make, and frame feedback as information for growth. 
  • Encourage students to connect course concepts to experiences and personal contexts. Show them real-world examples or case studies. 
  • Structure peer interaction—use small group work with clear roles and prompts, rotate the groups occasionally, build in time for reflection after collaboration 
  • Explain the “Why” behind assignments: TILT Framework.

Support Student Autonomy and Motivation

Students are more motivated and resilient when they experience a sense of autonomy, purpose, and control over their learning. Course structures that offer meaningful choices, explain the why behind learning activities, and support goal‑setting help students develop motivation and self‑regulation. These practices align with learning science and promote wellbeing by supporting students’ sense of agency and competence.

See also Self-Reliance and Motivation pages.

Course Structure and Impact on Cognitive Load

Students who already understand academic norms, either from family background or prior schooling, have an advantage, while those who haven’t had these opportunities are left to guess. Wellbeing improves when students spend mental energy on learning and not “decoding the course.”

Some impactful changes can include:

  • Make the course structure predictable—establish a consistent course rhythm of readings, practice, discussion, and application.
  • Make participation expectations clear—discuss what “participation” looks like in your class and offer multiple ways to engage.
  • Use a consistent structure for your LMS modules.
  • Be explicit about what counts as “good work.” Have rubrics that describe the quality of work, analyze examples together, or show real-world examples and how the experts in the discipline do the work. See also Creating Effective Rubrics.
  • Normalize practice and iteration—include low-stakes practice and feedback before grading, allow revision, frame feedback as information for improvement, not judgment. Consider incorporating short practice problems, drafts, concept maps of papers, and projects that are “low point” or “no point” activities.
  • Use formative assessments that check for understanding—exit tickets, reflection prompts, and discussion posts to help identify gaps in understanding in time to make corrections.
  • Provide meaningful feedback that moves students to the desired goal. Here are Some Tips for Providing Students with Meaningful Feedback.

Design Course Content, Assignments, and Materials That Promote Wellbeing and Student Success

Course content and materials play a significant role in shaping students’ cognitive load and overall learning experience. Clear organization, transparent expectations, and intentionally designed assignments help reduce unnecessary stress and support learning. When course materials are accessible, well‑scaffolded, and aligned with learning outcomes, students can focus their mental energy on learning and making progress.

  • Use the Transparency in Learning and Teaching Framework. Transparent teaching methods help students understand the “how and why” behind the learning they are doing in your class. There are several Transparent Methods that you can implement that don’t take a lot of time but have a significant impact on student learning. In short, the framework includes three parts: purpose, task, and criteria. 
  • Discuss the assignment’s goals and the rationale for the assignment design with students.
  • Engage students in assessing their own work.
  • Debrief graded assignments and tests in class.
  • Offer running commentary on class discussions to make clear what modes of thought or disciplinary thinking they are using.

Resources

Connect Students with Campus Resources

Developing a sense of belonging is critical to a student’s personal and academic success at Illinois State. Health Promotion and Wellness offers both virtual and in-person experiences to help students build their social connections on campus.  

Health Promotions and Wellness Resources

  • Canvas slides for Stress 2025

    These slides can be added to your weekly Canvas modules, shown before class begins, or even as brief discussion points to open your class session. Topics cover a range of topics and campus resources, including sleep, procrastination, and stress reduction.

    Download slides

  • Building Connections: Self-Guided Module

    Building Connections is a quick, self-guided module that helps students assess their sense of connectedness in 5–10 minutes. Those looking to strengthen their connections can explore helpful tips, resources, and opportunities available at Illinois State University. You can have students take the module as a standalone or use it as a foundation for further discussion on the importance of making connections in the classroom and beyond.

    Start the Module

  • Building Connections Workshop

    Led by Health Promotion and Wellness staff, these 45- to 60-minute workshops use fun, engaging activities in a small group setting to help students meet others and begin to build meaningful connections. Topics include Stress and Mindfulness, Building Connections, and a variety of workshops related to physical and mental health, health relationships, and substance use awareness.

    Request a workshop

  • Wellbeing 101: Self-Guided Module

    Wellbeing 101 is an evidence-based online program that equips students with practical tools to protect their mental health. The program includes content on how to build support systems, manage stress and anxiety, make informed choices about relationships and substance use, and maintain a healthy balance between academic, social, and personal life.

    Start the Module

  • Substance Use and Wellbeing and Learning

    Students find faculty members to be credible sources of health information. Ensure your students are ready to perform well academically by sharing information about areas that impact academics, such as the effects on cognitive abilities and addiction risks. Consider how you can share information about ETOH/THC policies, education, and where to receive help.

    Alcohol and Other Drug Tips

References

Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning. Jossey-Bass.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Bintliff, A. V. (2020, May 3). Multidimensional aspects of adolescent wellbeing. Psychology Today. https://www.psychologytoday.com/us/blog/multidimensional-aspects-of-adolescent-well-being/202005/multidimensional-aspects-of [psychologytoday.com]

Faculty Focus. (n.d.). Course design as a gateway to student wellbeing. https://www.psychologytoday.com/us/blog/multidimensional-aspects-of-adolescent-well-being/202005/multidimensional-aspects-ofhttps://www.facultyfocus.com/articles/effective-classroom-management/course-design-as-a-gateway-to-student-well-being/

Felten, P. & Lambert, L., (2020). Relationship-rich education: How human connections drive success in college . Johns Hopkins University Press.

Learning Without Limits (ECIO). (n.d.). Learning environment and culture. https://ecio.nl/en/learning-environment-culture/

Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. Jossey-Bass.

Nilson, L.B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-Awareness and learning skills. Taylor & Francis * +

Rogers, H.B. (2016) The mindful twenty-something: life skills to handles stress & everything else.  New Harbinger Publications, Inc. [Available electronically at Milner Library] TILT in Higher Education. (n.d.). Till Higher Education. https://www.tilthighered.com/

Winkelmes, M. (2023). Introduction to Transparency in Learning and Teaching. Perspectives In Learning, 20 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol20/iss1/2

Winkelmes, M. A., Boye, A., & Tapp, S. (Eds.). (2023). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Taylor & Francis.

Written by: Dana Karraker, Center for Integrated Professional Development

Health Promotions and Wellness Staff: Nikki Brauer, Director; Jim Almeda, Coordinator, Assessment and wellbeing Initiatives; Kerri Calvert, Coordinator, Planning and wellbeing Initiatives; Coordinator, Alcohol and Other Drug Prevention Programming

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