“[A] little bit of this, a little bit of that”: Faculty-centric approaches to implementing wellbeing strategies in the classroom

This study investigates faculty attitudes towards wellbeing interventions for the classroom and their willingness to integrate wellbeing strategies into their teaching practices. Our research focuses on faculty development efforts at a large, R1 institution using Martin Seligman’s PERMA model for wellbeing. Using thematic analysis methodology, data from non-tenure track and tenured faculty were examined to identify patterns and themes related to the operationalization of PERMA. Three primary themes emerged from the data: (1) “PERMA-fying” for intentional growth and cultural integration; (2) Operationalizing the natural; (3) Difficulty connecting through time and space. The findings suggest that while there is an overall positive attitude towards PERMA-oriented strategies among faculty members, obstacles remain that stymie their full implementation. The study concludes that further research should expand beyond a single department to include diverse disciplines and appointment types to comprehensively understand faculty perspectives on wellbeing initiatives.