Asset-Based Approaches to Promoting Students’ Wellbeing

Student Wellbeing Series: Topic Intro | Part 1 | Part 2 | Part 3 | Part 4

Student Wellbeing Series
Part 1:
Asset-Based Approaches to Promoting Students’ Wellbeing

Overview

Asset-based approaches to wellbeing for students are policies, practices, and strategies that identify and draw upon the strengths of individuals, families, and communities. Asset-based (aka strengths-based) practices involve shifting away from deficit approaches that tend to emphasize problems and/or focus on what students are unable to accomplish. Conversely, asset-based practices focus on the positive contributions that students make in the classroom, while also building partnerships between individuals and social support networks. These practices acknowledge individual, family, and community strengths and challenges, and engage stakeholders as partners in developing and supporting individuals (U.S. Department of Health and Human Services, n.d.). Incorporating trauma-informed, culturally responsive, and disability-inclusive strategies can help students persist and thrive in higher education. 

Recent data suggests that student wellbeing is declining nationwide. The American College Health 

Association found that 73% of college students report moderate to severe psychological distress (Abrams, 2022), and The Real College Survey from the Hope Center for Student Basic Needs (2025) shows that nearly 59% of students experience food or housing insecurity. Given these trends, faculty engagement in student wellbeing is more critical than ever. 

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Dimensions of Wellbeing 

Wellbeing is a multifaceted construct – it is both an individual feeling, mental act, and/or a state of mind, as well as a relational activity between community members and set of long-term practices for both individuals and the community as a whole. Building on Rath and Harder’s (2010) five categories of wellbeing, two additional dimensions (cultural/identity and digital) have been added to reflect contemporary student challenges. 

Dimensions Explanations 
Career Wellbeing How one occupies their time – this can include liking what they do every day, or in the case of college students, feeling mentally and academically stimulated by course content and/or activities. Instructors can promote career wellbeing by designing assignments and activities that allow students to relate course content to their everyday lives, personal interests, and professional goals. 
Community Wellbeing The sense of engagement one has with where they live. As with social wellbeing (see below), instructors can promote community wellbeing by encouraging students to create meaningful relationships both on campus (e.g., with peers, instructors, advisors, staff, etc.) and off (e.g., friends, mentors, affinity groups, etc.). Instructors can also support students by connecting course materials to relevant community events. The UC Davis Academic and Event Calendar has a host of community-based activities. 
Financial Wellbeing themselves and many more are using student loans to finance their education. Instructors can support students experiencing financial instability by remaining flexible when emergencies arise or when students’ external lives impact their abilities to perform in the classroom. Instructors can also include this resource from Student Health and Counseling Services on their syllabus and Canvas site (as a link). 
Physical and Psychological WellbeingHaving good physical and psychological health and enough energy to get things done on a daily basis. Parts 2, 3, and 4 of this resource will focus on these dimensions of wellbeing in more detail and provide strategies for how instructors can promote students’ physical and psychological wellbeing. 
Social WellbeingHaving strong relationships and love in your life. Instructors can promote social wellbeing by enabling students to construct meaningful social relationships with their peers in class (e.g., through peer learning activities and group work) and encouraging students to construct meaningful social relationships with the broader campus community (e.g., through student life activities and/or social groups). 
Cultural & Identity WellbeingFeeling validated in one's racial, ethnic, gender, LGBTQIA+, and disability identity. Instructors can use culturally responsive teaching, highlight diverse perspectives in course materials, and ensure all students feel valued and represented. 
Digital WellbeingManaging screen time, social media stress, and online coursework effectively. Instructors can provide guidelines on digital wellness, such as setting boundaries for email and screen use, and offer flexibility in hybrid/online learning environments. 

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Primary, Secondary and Tertiary Prevention 

The following strategies were adapted from the Institute for Work and Health and are helpful initial steps towards establishing a supportive learning environment for students. More in-depth/targeted strategies are provided in Parts 2, 3, and 4 of the Wellbeing series.

 Explanations Suggestions 

Primary  

Prevention  

Primary prevention aims to prevent health crises before they occur. This can be done by preventing exposure, altering unhealthy or unsafe behaviors, and educating students about healthy and safe habits. 

Many students, particularly first-year students, first-generation students, transfer students, and international students, etc., may not be aware of campus resources and programs like Student Health and 

Counseling Services, which is designed to support students experiencing a variety of health crises. Normalize wellbeing discussions by providing links to these services on your syllabus and on Canvas, and make sure to highlight these services on the first day of class and during highstress times of the quarter (e.g., midterms, finals, etc.). For a full list of campus 

resources, see our Campus ResourcesGuide. 

Secondary Prevention 

Secondary prevention aims to reduce the impact of a health crisis that has already occurred. This can be done by identifying and intervening when students appear to be struggling, while also creating an environment where students feel comfortable acknowledging that they need support. The impact of students’ health crises can also be partially mitigated when instructors are reasonably flexible with students who are 

experiencing health issues and work with those students to create workable plans for getting back on track.   

Some students may feel conflicted about approaching instructors when they are experiencing a health crisis. Consider periodically reminding students that they are welcome to contact you or your TAs for support, or to come by office hours if they need help. Also remind students that there are several campus programs they can reach out to as well (see above). If a student does approach you to discuss a health crisis, consider working with them to develop accommodations and/or make-up plans that are reasonable to both you and the student. It is also important to refer students to other resources when their needs exceed your expertise or are outside of your comfort level. 

Check in with students when you notice changes in participation, attendance, or engagement. Consider flexible deadline policies that allow for unpredictable life challenges. 

Tertiary  

Prevention  

Tertiary prevention aims to soften the impact of an ongoing health crisis or condition that has lasting effects. This can be done by partnering with students, advisors, and other campus support programs to provide students with the support they need to succeed. This may include making accommodations for students in partnership with campus units (e.g., the Student Disability Center) and altering assignments test conditions, or deadlines when necessary.   

Encourage students to contact you about any chronic health conditions they may be experiencing, or any accommodations they may need. Refer students to the Student Disability Center, where they can receive appropriate support and/or 

accommodations. Additionally, consider researching ways to make your classroom more accessible to students with disabilities -- for more on this, see our resource on Inclusive Practices.