Student mental health is a growing concern in higher education, significantly impacting academic performance, engagement, and retention. This scoping review investigates how structural factors like financial hardship, environmental stressors, and social pressures affect student well-being. Informed by our work in Computer-Supported Agile Teaching (CSAT) and the shift towards technology-supported learning and teaching, understanding the landscape of student mental health is crucial for creating effective educational environments. This review pays particular attention to the impact of the COVID-19 pandemic and the rise of hybrid learning, which have influenced student mental health and exacerbated existing inequities. We evaluate strategies such as inclusive curriculum design, peer-led wellness initiatives, digital mental health tools, and Universal Design for Learning (UDL) to propose a multidimensional framework for improving student outcomes. Given the increasing relevance of student well-being in contemporary classrooms, amplified by global events and academic disruptions, and the increasing reliance on technology, this review synthesizes existing literature to understand the motivations, challenges, successes, failures, and opportunities in addressing overall student well-being within technology-supported contexts. This scoping review serves as a critical first step in understanding the evidence base and its implications for integrating student well-being considerations within CSAT. The review concludes that holistic approaches combining pedagogical reform, mental health infrastructure, and technological innovation are essential for fostering academic success and long-term student well-being.
Tarimo et al. (Tue,) studied this question.