Wellbeing and the Curriculum in Higher Education: Exploring Educators’ Perspectives

Growing concern for the wellbeing of students has sparked the development of many wellbeing initiatives within higher education institutions (HEIs). Irish and international policies are calling for curricular approaches to student wellbeing as part of the response. While some research has been conducted on student perceptions and experiences of such wellbeing programmes, less is known about the experiences of educators who facilitate these. This research explores the experiences of academic staff in Irish HEIs in delivering wellbeing programmes for students within or alongside the curriculum. A qualitative exploratory study design was employed. Data from semi-structured interviews with 12 educators were analysed thematically. Four themes were generated: (1) Educators must navigate various understandings of wellbeing; (2) The relationships between wellbeing, educators and their programmes are symbiotic; (3) Programme success relies on pedagogical approaches and institutional supports; and (4) Embedding wellbeing in the curriculum requires balancing access, academic integrity and safe practice. Findings capture educators’ desire for embedding wellbeing programmes and highlight the importance of legitimising and normalising wellbeing education in HEIs. Participant experiences can guide future development and facilitation of similar wellbeing programmes.