Wellbeing project report

Wellbeing

Project Report

BNU. AC .UK

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Wellbeing project report

Contents Introduction.................................................................................................................................................................... 3 Background...................................................................................................................................................................... 3

Section One – Project Terms of Reference and Deliverables..................................... 5 Terms of Reference for the Project........................................................................................................................ 5 Project Deliverables..................................................................................................................................................... 6

Section Two – Implementation of the Project Deliverables......................................... 6 Wellbeing Group – Coffee Club.............................................................................................................................. 6 Coffee Club Guiding Principles................................................................................................................................ 6 Programme Outline...................................................................................................................................................... 11

Section Three – Project Evaluation.................................................................................................... 13 Data collection............................................................................................................................................................... 13 Wellbeing Champions Findings................................................................................................................................. 18 Health and Wellbeing Group.................................................................................................................................... 20 Discussion........................................................................................................................................................................ 22 Limitations....................................................................................................................................................................... 23 Conclusion....................................................................................................................................................................... 23 Recommendations........................................................................................................................................................ 24 References....................................................................................................................................................................... 25

Wellbeing project report

Introduction The Head of Practice Learning, Institute of Health and Social Care secured funding from the North West London Young Adults Mental Health Partnerships to introduce a Wellbeing Group and Wellbeing Champions within Buckinghamshire New University. The main aim of the project was to improve the mental wellbeing of learners and reduce the risk of harm and suicide, thereby contributing to the University Suicide Prevention Action Plan. The project introduced an innovative approach to supporting learner wellbeing by introducing a wellbeing awareness programme informed by Positive Psychology Interventions for learners. In addition, to the group, the project also introduced Wellbeing Champions who were peer buddies supporting other learners in their roles within the university. The project was originally aimed at learners living in halls in accommodation based at the Buckinghamshire New University (BNU) High Wycombe Campus but due to the interest from learners widened to also incorporate learners at the Uxbridge and High Wycombe campuses. The purpose of widening the remit of the project was to make the project accessible and inclusive so that we could create a university culture which embraces and celebrates wellbeing. This aligns with the BNU Thrive 28 Strategy pillar; Supporting Students to Succeed.

Central and North West London and West London (CNWL) NHS Trusts have developed a new model of mental health care for young adults, aged 16-25 years, living in North West London (NWL), as part of the implementation of the NHS long-term Plan (2019). As part of this network, the project lead was able to engage in monthly partnership meetings where resources and information was shared on the local services available and good practice shared. Through this partnership, Buckinghamshire New University also benefitted from Harrow Talking Therapies Webinars for learners which ran 6 months in 2021/2022 and a further 7 sessions are planned for 2023/2024. The webinars focus on a range

of mental health topics including managing low mood, challenging unhelpful thoughts and increasing self-confidence, practice self-care during challenging times among others. The webinars were delivered online and links were sent to all BNU learners so that they could access the sessions. These sessions have been beneficial in raising the awareness of mental health conditions and supporting learners to identify positive coping strategies.

Background Learners in higher education institutions, including those at under-graduate level are often exposed to stress related to their studies and adaptation to new environments. Learners therefore need effective support mechanisms (e.g. counselling) to cope with stress, and the absence of these may result in a range of problems, for example, high attrition rates and mental distress (Stallman et al., 2019). Factors such as academic workload and fear of failing, social isolation, finance, low self-esteem, underlying mental health and physical health conditions and lifestyle changes (Baik et al., 2019; Boulton et al., 2019; Havsteen-Franklin et al., 2023) have implications on the health and wellbeing of the learners. It is important to recognise that these risk factors are applicable to all years of study and arguably, (Havsteen-Franklin et al., 2023) said that learners in their 2nd and 3rd year of study had higher risk of attrition due to the additional academic challenge at studying at higher levels as the programme progresses.

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Wellbeing is multifaceted and complex (Boulton et al., 2019; Moilanen et al., 2020; Oades et al., 2020) however, most authors explore wellbeing from a theorist perspective differentiating between eudemonic and hedonic wellbeing. Diener’s theory (1984) described subjective wellbeing as being informed by how an individual perceives their life from a focused or broad perspective. Whereas, Ryff’s (1989) model was focused on psychologicalwellbeing which comprises of 6 components which support the individual to meet life’s challenges and have a sense of purpose and autonomy to enjoy life’s pleasures. This aligns with the eudaemonic approach which is informed by self-contemplation and the individual’s quest to do what is meaningful in the pursuit of self-actualisation and flourishing (Lomas, 2016). Arguably, the combination of eudemonic and hedonic approaches has been seen as a positive way to promote wellbeing and this was supported by the PERMA model developed by Seligman, (2011). The PERMA model (Figure 1) is based on the five building blocks which promote flourishing and these are Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.

Figure 1 PERMA Model The PERMA Model (Ryan et al., 2019) is a recognised model for enhancing wellbeing by incorporating feeling good, engaging with our interests and being present, having supportive relationships, living meaningfully, and accomplishing goals. This approach to wellbeing promotes supporting the individual to meet their personal and professional potential hence, the use of PERMA in measuring wellbeing in higher education (Magare et al., 2022; Turner, 2022)engagement, relationships, meaning, and accomplishment.

Despite the empirical advancement and evolution of the PERMA scale in different settings, its applicability to open and distance learning (ODL. Wellbeing has also be been correlated with mental health and there is a recognition that introduction of positive psychology interventions (such as tools to support resilience and self-compassion) will enhance intrinsic motivation and engagement (Barrable et al., 2018; Y. Kotera et al., 2020), thereby supporting the learner to access the other pillars of the PERMA model and enhancing their wellbeing.

Wellbeing project report

Positive Psychology Interventions (PPI) are tools and strategies that are informed by positive psychology and aim to enhance happiness, wellbeing and positive reframing and emotions (Gander et al., 2016). PPI aim to improve subjective and psychological wellbeing through the enhancement of positive emotions, cognitions and behaviours (Wellenzohn et al., 2016). A PPI should have a pathway which leads to a goal (Schueller et al., 2014). The goal should aim to enhance positive emotions/outcomes (Seligman, 2007) compared to a reduction or less emphasis on negative experiences. Arguably, human beings seek happiness in their personal and professional life decisions and would not pursue a goal if they did not get some positive benefit from it, be it financial or otherwise. Initially, PPI research was limited to non-clinical studies but this has changed in recent years with more robust studies demonstrating positive PPI outcomes (Hendriks et al., 2020; Koydemir et al., 2021; Kwok et al., 2016) and testing PPI interventions with diverse participants across the life span.

This project incorporated PPI within the Wellbeing Groups and the Wellbeing Being Champions were trained to utilise PPI on their themselves and others. PPI can be embedded within groups or individually because it promotes subjective and psychological wellbeing which enhances happiness and flourishing (Smith & Hollinger-Smith, 2015). The advantages of applying PPI within groups is that there is shared meaning and it supports the development of meaningful relationships and positive engagement through the sharing of experiences and use of a common language.

This report is divided into 3 sections. In Section one, the report will discuss the Project Terms of Reference and Deliverables by BNU. In Section two, the report will provide an overview of the project deliverables which were Coffee Club and Wellbeing Champions. Section three with focus on the project evaluation which will incorporate focus group feedback received from the project participants and conclude with the discussion, limitations of the study and recommendations for future practice.

Section One – Project Terms of Reference and Deliverables Terms of Reference for the Project Aims of the North West London Young Adult (16-25s) Mental Health Partnerships: College/ University Connect Scheme. a. To build partnerships between college/ university wellbeing and learner services and the NHS mental health services in North West London. b. To improve learner mental health and wellbeing through: •

Addressing inequalities

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Better identifying unmet need

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Improving equality of access to early intervention and wellbeing support

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Engagement and navigation of support

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Building partnerships between organisations that support learner mental health

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Project Deliverables a. Wellbeing Group To establish a Wellbeing Group for Learners living in University Halls of Residence. The rationale for focusing the groups on our learners in the halls of residence is based on the increase in learners experiencing mental health symptoms. Also, our university accommodation is open to learners in their 1st year of study. The Wellbeing Group will be a proactive solution to early intervention for the learners and with the inclusion of positive psychology interventions, the learners will be able to develop a toolkit of coping strategies to support their progression on programme.

However due to the interest in the project by learners, it was widened to also incorporate learners at the Uxbridge and High Wycombe campuses. The purpose of widening the remit of the project was to make the project accessible and inclusive so that we could create a university culture which embraces and celebrates wellbeing.

This aligns with the BNU Thrive 28 Strategy pillar; Supporting Students to Succeed. b. Wellbeing Champions To train a cohort of Wellbeing Champions who will provide support and mentorship for learners who are new to higher education and/or need support with transition to life in higher education. c. Research Study To complete a research study which will evaluate the Wellbeing Group and Wellbeing Champions.

The research study will provide an evidence base of the effectiveness of the interventions provided and be a case study for the North West London Young Adult (16-25s) Mental Health Partnerships: College/University Connect Scheme.

Section Two – Implementation of the Project Deliverables Wellbeing Group – Coffee Club Coffee Club was initated to provide a confidential, safe and open space where learners could meet, share experiences of studying at university, learn from one another and explore fun interactive activities such as poetry, music and art. A strong thread throughout the sessions was PPI and learners were given opportunities to explore and learn how to utilise the PPI within their lives to support their wellbeing and health. In addition to the PPI tools, the group also had guest speakers and incorporated health and wellbeing activities. Each week the group ended with a quote for the week which was an inspirational quote aimed to motivate the learners during the week.

Coffee Club Guiding Principles Coffee Club was informed by the principles of PERMA (Seligman, 2012)

Wellbeing project report

Positive Emotion

This was achieved through the positive interactions within the group and PPI

Engagement

This was achieved through the mindfulness exercises, identifying strengths and inclusion of fun activities requested by the group such as Zumba

Positive Relationships

This was created by the peer support and community within the groups. By sharing experiences, the learners were able to signpost and support each other thereby creating new friendships and self-development.

Meaning

This was created through the peer interactions within the group and sharing of the motivations for pursuing the programmes of study. In the groups we also explored relationships with family and friends and how to balance this with study.

Accomplishment

The learners had a shared goal of completing their programme of study and this involved assessments and exams. Coffee Club provided a space for them to celebrate achievements and also to share study skills and ways of boasting performance

PPI Tools Covered in the Group Positive Psychology Topic Tool Explored Happiness Self-Compassion

Happiness Pie Gratitude Diary Self-Compassion Exercises

Mindfulness

Meditation Exercises

Positive Emotions

Savouring Exercises

Positive Self

Letter to Self

Negative Emotions

Guilt and reframing

Reframing and stress

Stress Vulnerability Bucket

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Guest Speakers In addition the PPI, the learners also had guest speakers that attended to share information on different support services available within the university and externally. The speakers were invited following requests by learners or based on key themes from the discussions in the group.

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Buckinghamshire MIND who shared the range of services available from MIND and mental health awareness exercises

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BNU Mental Health Advisor who led a session on mental health awareness

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Careers and Employability Service who shared information on applying for jobs, interview preparation and CV writing

Guest Speakers in Coffee Club Sessions •

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BNU Learner Centre team who shared the range of support services available to learners within the university Learner Union President who shared the range of support services available from the learner union and participated in a role play on supporting others

Health and Wellbeing Activities •

Zumba

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Role Plays

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Art and Craft sessions

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Mindfulness

No Excuse for Abuse which is an organisation that supports individuals who have experience sexual abuse and domestic violence

Group Facilitators High Wycombe Campus Margaret Rioga

Associate Professor of Education and Professional Practice/Head of Practice Learning

Annice Thomas

Safeguarding Lead

Sana Wasiq

Senior Mental Health Advisor

Uxbridge Campus Margaret Rioga

Associate Professor of Education and Professional Practice/Head of Practice Learning

Mike Anjoyeb

Senior Lecturer, Mental Health Nursing

Brian Shepperd

Senior Lecturer, Mental Health Nursing

Heather Wilcox

Field Lead, Mental Health Nursing

Wellbeing project report

The Wellbeing Champions were also invited to facilitate the groups but unfortunately due to their study timetables, they were not able to fully engage with this activity. However, when they were able to attend, they participated in the group by sharing their expereinces of the Wellbeing Champions role which inspired other learners to seek out this opportuntiy.

Attendance The groups were advertised on the internal learner MyBNU app which is sent to all learners in the university. The groups were held weekly on a Thursday in High Wycombe campus and on a Friday in Uxbridge campus. Whilst the initial focus of the project was for learners in halls of residence, it was felt that by opening Coffee Club to all learners this would be more includsive and reduce the focus on the learners in halls. Coffee Club was held weekly from November 2022 – May 2023. It was only closed durign the bank holidays and the learner holidays.

High Wycombe Campus The High Wycombe Campus has core group of learners that attended on most week which were group of 15 learners. These learners were on the same course and from the same ethnic minority group which made the sessions a safe space for them to openly share their experinces and challenges of studying and other commiments.

The core group was all female learners which was concidential and not be design. However, in additon to this core group, other learners from other programmes would also attend on an adhoc basis (due to when they had their lunch break on their programmes) which gave the group on average attendance of 10 – 20 learners per week. The weeks with lowest attendance were during the assessment weeks when numbers were less than 5.

Uxbridge Campus The Uxbrige campus was similar to the High Wycombe group in that it had a core group of regular attenders who were also from the same class. These were nursing learners were from diverse ethnic backgrounds and a mixture of male and female. This was a larger group and on average had 15 – 40 learners per week. The weeks with the lowest attendance (less than 10) were when the group was in clincial practice for their placements.

Both groups had learners ranging from 1st year to final year and both groups had lunch provided on a weekly basis. The lunch was a positive way of acknowledging that the learners were meeting during their lunch break and also a great way to create a culture of community and sharing. Often the sandwiches and drinks were a great opportunity for the learners to connect as they would serve each other and talk while serving out the food.

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Wellbeing Champions

Figure 1

Purpose of the Role

Photograph of the Wellbeing Champions with the branded Hoodies which indentify the role and names of the Champions so that they are visible to other learners.

Wellbeing Champions are role models and ambassadors, championing a range of health and positive psychology approaches to support the health and wellbeing of university learners.

Recruitment

Duties

The project recruited and trained 17 Wellbeing Champions. The Wellbeing Champions comprised of learners from a range of programmes across the university in 2nd and 3rd year. The role was reserved for learners who had an identified role within the University and we actively recruited Senior Residents (learners who are employed to offer practical and pastoral support in the Halls of Residence) and Learner Ambassadors (Learners who employed by the Marketing, Learner Recruitment and Communications team).

The Senior Residents were essential in meeting our project aim of supporting learners in halls of accommodation. The Learner Ambassadors were involved in supportingopen days and fresher weeks where there would be engagement with learners who were new to university and could support with transition to university life.

1. To promote and raise awareness of health and wellbeing initiatives available from the university.

2. To promote and support the delivery of Coffee Club. Coffee Club is the Wellbeing Group that is open to all learners within the University.

3. To signpost and support learners to access learner support services and other relevant academic and/or pastoral services available in the university.

4. To act as a buddy/mentor for new learners and support their transition into university life.

5. To contribute to working groups/projects that support health and wellbeing for learners by representing the learner voice.

Wellbeing project report

1. To role model and act as an ambassador for wellbeing championing initiatives within the university.

2. Wellbeing Champions will incorporate this role in their current role as Senior Residents/ Learner Ambassadors.

Training Training was provided by Goldcrest which is a registered provider for delivering training in positive psychology interventions. This was a 2 day training which was specifically developed to meet the project outcomes of the Wellbeing Project at BNU. The Wellbeing Champions were paid £180 for attending the training as acknowledgement for their time as the sessions were held on a Saturday and Sunday which would have been their working days.

Programme Outline Day 1 •

What is wellbeing? - explored using the PERMA model

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What is a Wellbeing Champion and how does this blend with your existing role?

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Character strengths

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• Mindful practice and mindful-based strengths practice

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• How to support others

Day 2 •

Exploring your inner HERO – a model to boost wellbeing and performance

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The power of positive emotions

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Person activity fit – finding what works for you and others

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Creating a culture of wellbeing

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Action Plan

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Training Photographs Wellbeing Champions Training Photographs of Exercises PPI Portfolios and Positive Emotions.

Figure 2 Photograph of the Wellbeing Champions after the 2 day Training Programme

Wellbeing project report

Wellbeing Champions Support Wellbeing Champions were offered supervision sessions to debrief and share any challenges/concerns about the role. These were drop in sessions and offered at different times and days of the week.

Payment Schedule The Wellbeing Champions role was a paid role and this was important in recognising the importance of the work undertaken and also acknowledge the time of the role holders.

Activity

Amount Paid

Frequency

Wellbeing Champions Training x 2 days

£160

One off payment

Wellbeing Champions Role

£100

Monthly

Coffee Club Co-Facilitation

£40 per group

Weekly

Section Three – Project Evaluation Research Title An evaluation of introduction of a Wellbeing Project within a Higher Education Institution

Study Design Generic qualitative design

Aims of the Study 1. To evaluate the introduction of a learner group aimed at equipping learners with mental wellbeing tools to enhance their personal and professional development.

2. To evaluate the introduction of a learner role in promoting mental wellbeing for self and others by sharing and using positive psychology interventions.

Data collection Wellbeing Group Data was collected by focus groups which were guided by a semi-structured interview guide.

Wellbeing Champions Data was collected by focus groups which were guided by a semi-structured interview guide.

Place of study The study took place at Uxbridge and High Wycombe campuses at Buckinghamshire New University.

Recruitment process/sampling: The study used criterion purposive sampling method to recruit the Wellbeing Champions and participants from the Wellbeing Groups. This sampling method was used because it enabled the researchers to only select participants that were rich with information of the phenomenon under study.

The study sample will consisted of participants from the Wellbeing Group and Wellbeing Champions.

The participants were recruited through leaflets which will shared in groups. The participants that expressed an interest met with the research team who shared and explain the participant information sheet, debrief form and consent form.

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Wellbeing project report

Data analysis The qualitative data will be analysed using template analysis. Template Analysis is a form of thematic analysis which emphasises the use of hierarchical coding but balances a relatively high degree of structure in the process of analysing textual data with the flexibility to adapt it to the needs of a particular study This approach was adopted for this study based on the study sample and data collection processes.

Ethical Approval The study will be reviewed by the Buckinghamshire New University Ethics Committee.Coffee Club Findings.

Focus Groups 35 learners partipated in the study.

Focus Group Themes A Place to Unwind The group participants felt that Coffee Club was a, ‘place to unwind, relax and get things off your chest, like, your deepest emotion that you cant say to any other person’ (F1). The aim of Coffee Club was to provide a safe, confidential and open space where learners would feel comfortable to openly share their concerns and support one another. ‘We found ourselves able to speak freely even when it’s personal issues’ (M1). As both groups were attended by the same core group of learners weekly, the group participants felt they were able to share experiences within the group and looked forward to the sessions, ‘I feel very comfortable and relaxed whenever I’m around you guys and the support that you give to us, it really encourages us to- I always wake up every day, longing to meet with all of you because it’s not every day we have it.’ (F2).

A common thread in the focus groups was how the Coffee Club relieved stress for the participants through the conversations in the group, ‘So a lot of us experience stress but are not able to say it out but when people are sharing their experience, then you gain from their experience and get on to your feet to manage your own strengths.’

(M5) and activities on offer, ‘Then just like we had the Zumba dance, that could be a part of it but making it now a part of the curriculum. It’s not just those who are engaged, even those who are watching and laughing are equally relieving a lot of stress and attention.’ (M4).

Attendance and participation in the group was voluntary, ‘The storytelling is amazing. Sometimes you hear people’s stories and people are not forced or coerced. People come out of their shell to share their personal stories’ (M4). Voluntary attendance and participation was important as the we wanted the group be inclusive and accessible for all the participants. ‘I’m, like, not an extroverted person. I’m introverted. I don’t like talking much. At first, to be honest, I didn’t want to come to wellbeing but the tutors, they encouraged me to come and I just once come for the food and everything for the first day. Once I started hearing people’s stories, life stories, I feel, like, it’s helping me’ (F8).

A recognition that within groups there were varying group dynamics, introvert and extravert personalities, it was important for the facilitators to provide a safe and non-judgemental space for learners to interact without fear of prejudice.

‘I like the Coffee Club anyway. It’s a very good thing. When you stay in a group of people, sharing a lot of experience, you gain and learn from their experience’ (F3) There was a recognition that engagement was not just through talking but by being present and in the moment with others.

‘So when we get a platform like this to discuss, to share the experience, to meet each other, it will be really good to open up and I feel I’m not the only one who is feeling like that. Sometimes I can see people’s experience, their feelings they are sharing is common’ (M2).

Interestingly, the motivator for attending the group was the free lunch on offer but once in the room the participants found themselves wanting to engage with the discussions which made them stay and return for future sessions.

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‘To be honest, the first section of this Coffee Club motivated me, like, a sandwich and coffee but that was my motivation from the beginning’ (M2).

In addition to being a motivation to attend the group, the lunch also offered the group participants a healthier lunch option which enhanced their physical health. ‘For me, it has helped me from eating junk food on Friday’ ……

‘But since the Coffee Club, okay, I’mgoing to have healthy sandwich’ (F3). Another participant also supported the healthier lunch option in the group, ‘every Friday I normally go to this junk food and buy a lot of rubbish and eat, to fill my stomach which is not healthy. Now I can take one or two snacks and manage it and take coffee and that’s enough’ (M5).

Learn New Things The group discussions and activities supported the particpants to ehnace their skills and knowledge, particularly in relation to managing the stress associated with studying a programme.

‘Learn new things on how to cope with your emotions, what you do to relive stress’(F1). When explored further, the participants shared how the PPI helped them to develop their selfawareness and mental wellbeing. ‘It made me understand my own feelings, expressing my own emotions, and be more self-aware about myself. It just reminds me that I need to look after myself as a person’ (F4). Self-Compassion was a key session and one participant shared, ‘From the Coffee Club, I got a lot of encouragement. Some of the things I’ve learned was be kind to yourself, like, have self-compassion and be your own best friend’.

(M3) Another participant shared how the group helped her to learn about the importance of her wellbeing, ‘I’ve learn my wellbeing, my me time, I’m one of those people who look after the others and run out, but when I come here I feel, like, I’m in my comfort zone, that I can relax, I can chill and I can reflect’ (F6).

In addition to learning about their mental wellbeing, the participants also shared how the group motivated them to pursue physical health activities and try new hobbies. .

The group helped the participants to re-focus and adopt new strategies for dealing with their problems so that they could be more engaged within the classroom. ‘It’s really motivated me, to be honest, to be active, especially nursing, sometimes when we look at ourselves, especially mental health, I will assess myself also. Sometimes when the teacher is teaching I will think that I’ve got this problem, I’ve got that problem, like that.

(M2)’. In the groups the participants shared their experiences of dealing with the stress of assessments and through these discussions, they learned new skills. ‘Sometimes you listen to people’s stories and you say, “Okay, wow, this is what you can pick from it.” Because life is all about the things we experience and if people are sharing their life experience, it’s a good place’(M4).

The guest speakers supported the group participants to explore some sensitive topics such as the session on No Excuse for Abuse which focused on sexual violence and domestic abuse. ‘I like the fact that some weeks you had guest speakers come in because these are personal topics that sometimes people can’t just get up and speak to other people about’ (F7).

In addition to learning new skills, the group participants valued the physical activities, with Zumba being their favourite. ‘The most thing I like is the Zumba…. When you do exercise and burn calories. I know how I feel. That day I went home, I was happy.’ (M6)’. Another participant shared, ‘the Zumba dance was wonderful. Everybody was dancing as if we are in a club. Honestly, it was a therapy because when we go home, honestly, I felt, like a new person’ (M7). In addition to Zumba, the activities promoted dialogue and reflection for the participants and F6 commented on her learning from a role play exercise. ‘Last week, I liked the way xxx introduced xxx (role play) where you meet somebody and you get to pour your heart to and somebody listens…. I can image there are a lot of learners who are out there… they don’t have anybody to talk to and they feel lost or feel quite lonely’.

Wellbeing project report

Circle of Friends.

There was a core group of learners that attended the groups in High Wycombe and Uxbridge.

The group participants felt that Coffee Club had helped them to extend their friendship circle.

‘We’ve suddenly become all a circle of friends……

We found ourselves able to speak freely even when it’s personal issues. We feel free to discuss them and it’s made maybe friends out of friends’ (M1).

The discussions within the groups was essential to creating the learning environment as the participants acknowledged learning by listening to others. ‘When you stay in a group of people, sharing a lot of experience, you gain and learn from their experience’……….. ‘When this thing started, I know a lot of issues that I’m going through but when some people ask questions on how do they manage stress, I don’t answer so much. I’m learning from other people how they can manage themselves.’ (M5).

The group participants valued having the protected space each week to meet and nurture their ‘new circle of friends’. ‘When we come to school we just sit, everyone is busy with their school work. We don’t have time to chat. But with the Coffee Club we really have time to talk to each other and share our experience ….. So it has been like a therapy for me because whenever I leave this Coffee Club I feel very happy and it’s like I want it again the next day. I really feel happy’ (F2).

In addition to their circle of friends, Coffee Club was a space for the participants to focus on themselves and re-invigorate their own health and wellbeing. ‘I’m one of those people who look after the others and run out, but when I come here I feel, like, I’m in my comfort zone’ (F6).

Peer support was a key thread with this theme as the group participants shared their appreciation of group members sharing their challenges and realising that they were not alone. ‘ So when we get a platform like this to discuss, to share the experience, to meet each other, it will be really good to open up and I feel I’m not the only one who is feeling like that.’ (M2). This was also supported by

M7, ‘When you hear other people you now know that it’s not only you going through it, then you need to have a mindset to move on’. The group participants found that, by sharing and learning from each other, they were better able to cope with the challenges of their home life and were in a better mood when they returned home.

‘Sometimes we all have issues and you can’t be sharing it unless you come to where people share their love and when we go home you feel a bit relieved.’ (M6).

We Were Heard Coffee Club provided a space where the participants felt, ‘we were heard’ (FG2 F1). The non-judgemental ethos of the group meant that the participants could be open and honest about their experiences, ‘The coffee club was a great place to have a chat about life in general with colleagues. We share challenges and common huddles of life in a way that deflated the tension and anxiety in our studies, about parenting’ (FG2 M2) and this authencitiy promoted the development of a community and peer support. I was motivated by listening to other learners share their experiences with time management. I felt the exercise we were asked to do helped boost our hopes and not give up irrespective of what we are going through now.

(FG2 F2). The sense of community was supported

by FG F4, ‘We are all encouraging each other,’ and FG2 F5, ‘Learners coming together to share their experience.’

Despite the group numbers, the participants felt that Coffee Club, ‘was a thoughtful meeting and conducive environment where we were free to discuss the challenges we were facing and being listened to outside the classroom.’ (FG2 F3). Also supported by FG2 F5, ‘ had the opportunity to chat with other learners informally. This discussion helped me to realise that I’m not the only one struggling’.

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Wellbeing Champions Findings

I was a bit lost

11 out of 17 wellbeing champions participated in a focus group.

The wellbeing champions talked about their experience of being focused on graduating from university and then once that has been achieved goal there was a feeling, ‘The first week right after finishing the assignments, I was a little bit lost, because I had always busy with the assignments.’. This was supported by another wellbeing champion, ‘I was a bit wobbly when I finished- When I started to finish third year, “Okay, so where do we go now though?” Money-wise, that was the first thing in my head, because once you leave, you don’t have learner finance’. For most of the champions their first thought was to return home to live with their parents so that they can get financial support, ‘walked out of the room and I was like- I called my mum and I was like, “Where to now? Because I’ve got nothing else to do with my life.” (Laughter) I was like, “Everything is done.” Then I’m just like, “Okay, so, what do I do now?’. However, after some time, the wellbeing champions were able to find solutions, ‘I’m just trying to keep myself occupied. I’ve applied for a job back at home within my degree path. So, yes, I’ve applied at a local theatre as an usher and then hopefully work my way up to do marketing or something.’ Another wellbeing champion had also secured a new job within the university, ‘So, xxx had messaged me about a job. I applied, then I did the interview and the next day I got the call that I had gotten the job. Then I was like, “Thank God.”

Focus Group Themes Open to Opportunities The wellbeing champions all achieved their goals for the year with some graduating and seeking employement, ‘I’m going to graduate. So, now I’m looking for full-time jobs of course, linked to IT, cyber security, networking, and anything in between.’ They understood that they may have to, ‘Yes, I’m open to any opportunities really’ to commence their employment career.

For some of the wellbeing champions, there were progressing to their final year of study, ‘Because next year I will be graduated and my target is to just work with the Air Charter Service, which- The job where we were having some seminars in the uni, that’s a good opportunity.’ And they could see the importance of attending seminars and placement opportunities with potential employers. There was an acknowledgement that second year had been challenging and the wellbeing champions shared their experiences of studying, ‘Last month was really hectic for me. End of semester assignments, pulling all-nighters. It all ended. I’m relaxing for now. So, just chilling until the third year begins’. Whilst others were progressing to 2nd year, one of the wellbeing champions had decided to continue with his studies and progress to masters. ‘Now that we’re finished, just waiting for dissertation obviously still for our school. But other than that, looking forward to doing a master’s next year as well in the university in artificial intelligence.’

Honesty is his number one strength As part of the wellbeing training, the wellbeing champions completed a strengths questionnaire and shared their results during the training. This helped them to bond as a gorup and also to get to know each other better, ‘‘I think for me, from the strengths, I became a little bit more of an inside joke for me and my friend group. Because one of my top ones, I believe, was honesty, if not the first one. Any time that I say some kind of little lie as a joke, we just go, “Oh, yes, honesty is his number one strength’. The wellbeing champions learnt that they can lean on others for support and there is no shame in asking for help, ‘Everyone isn’t perfect, so there is going to be somebody else

Wellbeing project report

in that team that will be able to help you and guide you along, rather than you try and solve it out for yourself and even making the situation worse.’

The wellbeing champions shared how they had embedded the positive psychology interventions within their personal lives to promote their own wellbeing and that of others, ‘helps you understand a little bit more that you’re a learner after all and your wellbeing is really important, as well as other’s. So, it helped definitely even in more extreme situations, thinking a little bit more about yourself and not just about the other person.’

Two of the wellbeing champions incorporated some of the positive psychology interventions in their dissertation project, ‘did a similar approach for my dissertation project. So, I did mine based off body image and how casting directors treat specifically women in the way that they’re supposed to be perceived in an audition setting’….’ So, I ended up making a whole performance, just the way that women were treated unfairly. They would have to lose weight, gain weight etc. So, it kind of- Those activities we did in training were really beneficial to help me structure out exactly how we would pinpoint those issues.’ The other wellbeing champions incorporated the positive psychology interventions in dissertation on emotions, ‘but during my dissertation I used this tool where you can- Where there was a question about how you felt when you woke up today, and how depressed, how anxious you felt. There were a few questions about the same thing. Then accordingly, there was a scale or a description given, how to proceed further with your current situation you are in.’

In addition to applying the positive psychology interventions to themselves, the wellbeing champions used them with others, ‘It helped with their wellbeing as well. Because I would always be checking with everyone in my household , because if it was something that was hard-hitting one day and somebody was like, “Oh, that was impactful.

It’s kind of having an impact,” I would be like, “Are you okay?” We would have a sit-down conversation and try to make them feel better’. Some of the

wellbeing champions were employed as Senior Residents (learners who provide pastoral support for other learners in halls of residence) and they found that they could incorporate their skills in their work with learners in the halls, ‘Also, that it’s mentioned that depending on what the person is feeling and what their kind of situation is. So, how to talk to them’ The wellbeing training helped them to manage their roles better without feeling overwhelmed by some to the serious situations that they witnessed, ‘I think some of them might get overwhelmed in the sense that they’ve had this training and because they’re in a role of responsibility, sometimes you get some pretty sensitive cases and it can be quite hard on our mental health or surrounding mental health of our flatmates, for example. Sometimes, there’s not something that we can do. Sometimes, unfortunately, people do have to leave or move somewhere else. It just happens to be the best for everybody else’s health.’

Case Studies of Groups Lead by the Wellbeing Champions Over and above the personal support offered to other learners, the Wellbeing Champions have also pursued different wellbeing events such as Coffee and Chat Group for learners in halls, ‘……can see the sessions opening more opportunities to meet new people’, Walking and Exercise Group and a Wellbeing Speed Dating Group.

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Health and Wellbeing Group

by Brandon Bomani Well Champions is a role that allows me to operate as a champion but also as an Senior Resident (SR) because being a university learner and an SR a lot happens during the time of university. Whether it’s the education, the accommodation, work or friends etc. All this has an impact on the mental and well-being of learners. For example, stressful exam periods, assignments, food, finance, mental health being a champion provides me with the sufficient knowledge and skill to help learners efficiently as the role equipment with a scan that allows me to scan any learner and pinpoint the issue as well as helping to provide the resolution with a working progress.

I learned that I am all in one the skills was being chilled “Chilling State” This is a state of mind where irrespective of what’s happening, what I’m doing and where I am I’m chilling. Of course, the more I grow the more the state is perfected. The idea of being nervous, worry, thinking too much, calculating, pressure and all the other things did allow me to operate at my best. This chilling state gives me a sound mind. I complete assignments, exams and university with diligence and learn and hear with meekness as a result I retain information well.

The project that I have trailed with my group I have trialled working on the Tripartite nature of a human being Spiritually, Mentally (Soul) and Physically sound.

The programme Day

Time

Activity

Relaxation /

Morning

06:00 am

10 to 30 mins jogging in the park

Breathing exercises (11 minutes)

By 07:00 everyone or 07:10 everyone is at home ready to start the day

Also taking the moment to look outside before looking at your phone.

Afternoon depends on the day

16:00 or 18:00

Jogging or Park walks

Chilling with music

Evening

20:00 or 21:00

Study, read and watch edifying things for the mind (Books, education videos, research)

Movies, maybe a TV show. Whatever we can do to chill

Wellbeing project report

Physically exercising ensure just as the heart of the mind and Spirit can be healthy so too the physical heart.

whether in my accommodation or the university and ask about their wellbeing and generally seeing if they need any support.

Yes, the role should definitely continue as mentioned about balance. I find that learners can either can be mentally strong but, not happy about their physically appearance. This affects their day-to-day functioning as it affects the skills such as confidence, self-esteem, and self-image. Or very spiritual but not educated which also affects their exams, assignments, and university experience. Or they can be physically in shape but suffering with mental health. All these links into one another. The role of a wellbeing champion tackles these issues for they are champion and in the attempts of them helping they can only create more champions

I now take what I have learnt from the wellbeing training into my daily life. I was able to use what I have learnt in my placement and I currently use it in my work place, amongst my friends and family.

I ensure I ask how people are doing holistically and what they are doing to look after themselves.

I make it my duty to find out what individuals like to do (hobbies and interests) that can help promote their well-being, especially when they are going through a difficult time, as the wellbeing training highlighted how important it is to look after yourselves, by doing what you love.

Well up 2 Speed

by Laurelle Henry Hi, my name is Laurelle Henry and I am senior resident at brook street halls and a wellbeing champion. As a senior resident I am first aid trained, mental health aid trained and trained in conflict and management. My role as a senior resident is to ensure that each learner within the accommodation are properly supported and ensure that if there any concerns learners are having, their voice is heard. I actively listen to the learners and make sure that I am available if any learners need to speak. Within my role I also promote and encourage the learners wellbeing. I attend to learners at any time if they need any support.

I decided to apply for the role of a well-being champion as I was aware that this role would be similar to my role as a senior resident. I am personally passionate about supporting individuals and encouraging individuals that no matter what they have been through they will be able to get through it. I applied for the wellbeing champion also as I wanted to continue to promote and raise awareness of health and wellbeing. As a wellbeing champion I make sure that I interact with learners that I come into contact with,

During the training myself and others had come up with a project that would promote wellbeing.

We came up with an idea called well up 2 speed.

Well up 2 speed was set up for learners to come together weekly and do some speed dating.

(Not actual speed dating). The idea was people would be under a time a limit but would have to ask their partner different questions around their wellbeing. Myself and my team thought it would be a good idea as people would be able to meet new people and also find new ways in which they can promote their own wellbeing. I believe that the role of a wellbeing champion is very important and greatly appreciated by the learners. I believe that learners feel comfortable to go to wellbeing champions for support as not only do wellbeing champions provide verbal advise they are also able to signpost learners to the relevant services. Wellbeing champions is necessary and should continue. I believe that as a wellbeing champion I not only provide support and advice to those in need but also act as a mentor for new learners, and support their transition into university life

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Poster for the Hot Chocolate and Wellbeing Group which was run in the Halls of Residence for leaners every Thursday evening from 1900 – 2100 hrs.

Discussion Stress is a common thread throughout the university experience (Valero-Chillerón et al., 2019) regardless of the programme of study and this appears to be come in cycles with the most intense being during assessment times. Whilst stress maybe a ‘normal experience’ for most people in society (Stallman et al., 2019), when this is sustained and exacerbated over time, this can trigger symptoms of mental illness such as depression and anxiety (Gair & Baglow, 2018).

For most learners, there are several factors that co-exist and impact their mental wellbeing and in the current climate these can range from; cost of living, poor sleep, living arrangement concerns, underlying physical and mental health symptoms, drug and alcohol issues. Therefore, there is a need to actively introduce and embed initiatives that are going to support learners to develop a toolbox of different interventions aimed enhancing their mental wellbeing so that they are better able to cope with the challenges of life and study.

Positive psychology interventions are a key component of the enhancing wellbeing (Magare et al., 2022)engagement, relationships, meaning, and accomplishment. Despite the empirical advancement and evolution of the PERMA scale in different settings, its applicability to open and distance learning (ODL and this is cultivated through practising the interventions. Coffee Club and the Wellbeing Champions delivered an innovative approach to enhancing learner wellbeing by equipping the learners with PPI tools and supporting them to use the tools on themselves and others. By developing a new awareness about their strengths, emotions, selfcompassion and how to utilise these in their daily lives, the project participants were able find a new lens to view their lives and challenges such that they were more engaged and open to leaning on their peers and others for support.

Wellbeing project report

Smith & Hollinger-Smith, (2015) and (Yasuhiro Kotera et al., 2022) supported the notion that when learners have positive mental wellbeing, this enhances their self-compassion, resilience, engagement and intrinsic motivation. Informed by the principles of PERMA, the project participants were able to experience flourishing which enhanced their learning experience and progression on programme. The learners realised that they were not alone in experiencing the stress of academic study and balancing personal commitments but rather found that this was a common experience for the group. By sharing and exploring their experiences, they found a shared language for promoting and sustaining their wellbeing.

In addition to the PPI activities, the learners also benefitted from participating in different physical and social activities such as Zumba and Mindfulness. The Zumba session was particularly exhilarating for the learners and one of the key activities they wanted to be a key feature of the Coffee Club sessions. Tierney et al, (2020) described social prescribing as a positive way of resolving the ‘non-medical’ needs that affect peoples health and wellbeing. Some of the participants in this study experienced a sense of loneliness and isolation from the pressure of managing full time study and personal commitments. However, by sharing their experiences within Coffee Club and the Wellbeing Champions Supervision Groups, the participants were able to support each other and find that they were not alone in facing some the challenges experienced.

Limitations Coffee Club was delivered at the Uxbridge and High Wycombe Campus and attendance to both groups was predominately by the same cohorts of learners. Going forward, there is a need to widen the group participants so we can further enhance the culture of belonging and community within across the university.

The Wellbeing Champions were representative of learners across the campuses and university but this role was particularly dedicated to Senior Residents and Learner Ambassadors. Going forward, it would enhance the role if it was accessible to all learners so that each cohort would have a Wellbeing Champion.

Coffee Club and the Wellbeing Champions comprised of ethnically diverse learners and this should be acknowledged and celebrated as good practice for the project.

Conclusion Coffee Club and the Wellbeing Champions have provided learners with the opportunity to actively engage with the PERMA priniciples and doing so find fulfilment and a renewed sense of enthusiasm for their study and conquoring life’s challenges. In both iniatives, the learners benefitted from forming new relationships and together created a community of non-judgement, learning and support. This study has showcased the importance of nurturing the wellbeing of learners as this enhances engagement with their studies and adoption of postive coping strategies for personal and academic challenges.

Only a select number of learners participated in the initatives and going forward, it would be beneficial for programmes to incorporate PPI as a thread within the curricula so as, to reach a wider network of learners and sustain the benefits to their wellbeing.

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Recommendations 1. To work in partnership with local mental health providers and key stakeholders to inform a local strategy on enhancing the mental wellbeing of university learners through training, education and raising awareness of local services and community projects.

2. To embed the positive psychology interventions as a mental wellbeing thread within higher education curricula with the aim of enhancing the engagement, personal and professional development of learners studying in university.

3. To train a second cohort of wellbeing champions and continue to embed the role within the university with the aim of creating a network of wellbeing champions that are represented across the university campuses and programmes.

4. To continue with Coffee Club but to widen the remit for attendees and include all 3 university campuses in providing a safe space for leaners to meet and share challenges whilst learning about tools to enhance their wellbeing and benefitting from peer support.

5. To engage in mental wellbeing campaigns to create awareness, dialogue and showcase the services available locally for learners.

Margaret Rioga Associate Professor Education and Professional Practice Head of Practice Learning Buckinghamshire New University August 2023

Wellbeing project report

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