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Five for Flourishing

Classroom interventions that promote connection and well-being

Five for Flourishing is a collaboration between the UW’s Office of the Provost, UW Center for Teaching and Learning, and UW Resilience Lab to develop five simple interventions to improve student well-being and social connection that faculty can easily implement in their courses.

The project builds on UW’s decades-long efforts to foster student belonging and well-being and promote a culture of well-being across the UW in co-curricular environments. With an initial focus on large enrollment courses, it aims to bring that work into the classroom.

Why focus on flourishing in the classroom?

When students feel a sense of social connection they tend to perform better academically, remain in class, and persist in their academic goals.

Mental health concerns and loneliness among college students have reached historic levels, prompting the US Surgeon General to characterize loneliness as a public health epidemic. While social isolation and loneliness are different, they are related and both can negatively impact psychological and physical wellbeing. Addressing these concerns requires all members of the campus community to share responsibility for improving student well-being and academic outcomes.

Alongside student services and programs, instructors play an essential role in creating welcoming, supportive environments that help students flourish. The classroom (both physical and online) can and should be an important locus of social connection for students.

Project details

Five for Flourishing is oriented around implementing a set of five practical interventions designed to foster social connection. These interventions aim to normalize help-seeking, mistake-making as growth, peer connection, and self-care. Although focused on the student experience, the interventions also provide instructors with practical ways to channel their compassion and care.

The five interventions are:

  1. Supportive language in course syllabus – communicates that all students are welcome and valued, that struggle is normal and support is available.
  2. Moment-to-arrive slides – shared as students are settling in before class, these slides raise awareness about campus health and wellness resources, prompt connections between students, and introduce stress-management tips.
  3. Growth-mindset reminders – shared before and after major assignments and exams, these reminders frame assessment as an opportunity to learn and grow, rather than as judgments of intelligence or value.
  4. Small group connections – weekly group meetings create regular opportunities for students to ask each other questions related to the course and benefit from peer support.
  5. Mid-quarter check-in – enables instructors to gather student feedback on their experience in class and show students their input is valuable.

Starting in Autumn quarter 2024, a cohort of instructors will implement the five interventions in at least two class sections over the course of two consecutive academic years. The research team will collect data through pre/post surveys.

The project cohort consists of 13 faculty members from the University of Washington’s Seattle, Bothell, and Tacoma campuses, all of whom teach large enrollment courses (over 300 students on the Seattle campus and over 85 students on the Bothell and Tacoma campuses). While the interventions are designed for use in all classrooms, the pilot’s initial focus is on large enrollment classes because it is often in the largest classes that students feel the least connected.

As the pilot progresses, the research team will integrate findings and feedback to improve the interventions and the instructor experience. Regular updates will be available on this page.

Research team

Marisa Nickle
Senior Director, Strategy & Academic Initiatives
Academic & Student Affairs | Office of the Provost
University of Washington – Seattle
mnickle@uw.edu

Penelope Adams Moon, PhD
Director, UW Center for Teaching and Learning
Affiliate Associate Professor, Department of History
University of Washington – Seattle
penmoon@uw.edu

Megan Kennedy
Director, UW Resilience Lab
University of Washington – Seattle
meganken@uw.edu

Lovenoor (Lavi) Aulck, PhD
Data Scientist, Office of the Provost
University of Washington – Seattle
laulck@uw.edu

Katie Malcolm, PhD
Associate Director, UW Center for Teaching and Learning
Affiliate Assistant Professor, Department of English
University of Washington – Seattle
kmalc@uw.edu

Contact us to learn more

Marisa Nickle
Senior Director, Strategy & Academic Initiatives
Academic & Student Affairs | Office of the Provost
mnickle@uw.edu

Five for Flourishing in the news

Supiano, B. (2024, August 22). Simple ways to support student mental health in class. The Chronicle of Higher Education.