How students can work with universities to develop well-being programmes

University life offers you a wealth of experiences, but it can also present challenges – academic pressures, social isolation, mental health struggles. 

As institutions strive to create a supportive environment, it is important that they recognise the critical role you can play in shaping the well-being programmes that directly impact you as students. By actively participating in the development of these initiatives, you can ensure that the support services available reflect your needs, preferences and unique experiences. 

One of the most effective ways to do this is through students and staff working together to design and implement well-being strategies and programmes. So, how can you collaborate with your university to build programmes that enhance student support services, improve the student experience, and foster a sense of belonging? 

The power of co-creation

Co-creation involves you and academic/professional staff working side-by-side to identify areas for improvement and develop targeted interventions based on real-time feedback. 

This approach nurtures a stronger partnership between the two groups, where you provide input and are also involved in the decision-making process. A really good example of how co-creation works in practice can be seen through the use of the Being, Belonging, Becoming (BBB) survey, which I lead on, and now many universities have implemented, to better understand students’ well-being and experiences. 

Over the 2023-24 academic year, a number of higher education institutions surveyed students to gather insights on key factors like their sense of “being a student”, “belonging to the academic community” and “becoming a student and ultimately graduating”. The goal wasn’t just to collect feedback; it was to act on it together. By working in partnership with their university, students are co-developing tailored interventions that address specific challenges and improve overall well-being. 

Collaborating on insight gathering

Traditionally, surveys may have been seen as a one-way exercise – universities gather responses, design interventions based on that data, and provide feedback to students. However, this approach can feel impersonal and inefficient, especially when changes can’t be implemented quickly enough to benefit students that same year. Instead, a more effective method involves students collaborating in the survey process itself. 

Working with staff, you can help review and refine survey questions to ensure they capture the most relevant and insightful data. This collaborative process not only makes the survey more effective, but also gives you a sense of ownership over the data-collection process. Once the survey is completed, the feedback is analysed and discussed in focus groups that include students and staff. This ensures that the findings are interpreted correctly, and that students’ voices remain central to the decisions that follow. 

Pulse surveys, which ask just a few targeted questions, are an excellent example of this quick-turnaround approach. These surveys help universities stay informed about student needs in real time, with changes happening quickly based on the results. This approach is far more dynamic and responsive than the traditional, cumbersome survey methods that may take too long to address immediate student concerns. 

Tailoring programmes to student needs

Once the feedback is collected, universities can use it to develop services. By you engaging in co-creating services or programmes, universities can design these in ways that are much more aligned with what students actually want and need. 

Survey data, such as that gathered from the BBB survey, offers an essential tool for identifying gaps in support services and developing targeted programmes that address them. For example, if a large proportion of students report struggling with loneliness or isolation, you may wish to suggest creating targeted outreach programmes, peer networks or social spaces where students can connect. Likewise, feedback regarding stress or anxiety can lead to the development, or enhancement, of mental health workshops, counselling services, or resilience-building activities. The goal is to create a diverse range of services that support students in all aspects of their well-being, including emotional, mental and social health. 

Importantly, these programmes do not just focus on responding to problems, but also work to enhance the overall student experience. By being involved in the development of these services, you can see the direct impact of your feedback and feel a sense of ownership. 

Seizing opportunities to speak up

As students, you have a unique opportunity to shape the services and programmes that will impact your university experience. When offered the chance to participate in feedback processes, focus groups or the development of new initiatives, it is crucial to seize those opportunities. Your involvement not only ensures your voice is heard, but also that changes are made that will benefit both you and future students. 

By actively participating in these processes, you contribute to a cycle of continuous improvement that can have a measurable lasting impact on student well-being and mental health support. And if you don’t speak up, it becomes difficult for universities to identify what isn’t working and what needs to change. 

Working together, students and universities can co-create well-being programmes that are meaningful, responsive and impactful. Through surveys, focus groups and active partnerships, students can ensure that their needs are heard and that tailored support services are developed. The key to success lies in collaboration, ensuring that staff and students have an equal role in shaping services that promote a positive and supportive university experience. So, make your voice heard, get involved and work with your university to create a campus environment that supports everyone’s well-being.