New research on teachers’ perspective regarding student well-being
For the past six months, CBS Well-being Lab has been working on exploring the teachers’ challenges and various perspectives on how to promote student well-being at CBS. This has led to the publication of our new report Student Well-being in the Classroom: Promoting Student Well-being at CBS from Teachers’ Perspective, authored by Dr. Ece Gürsoy and Dr. Pernille Steen Pedersen.
The study explores teachers’ perspective on student well-being, the practices they consider essential for fostering student well-being, and how they view their own and the university’s role in this endeavor. Drawing on thematic analysis, the findings are presented as a set of interconnected themes in four key areas that are intended to contribute to a better understanding of well-being promotion in higher education, with implications for institutional support, teacher development, and future research.
- Teachers’ understanding of student well-being
- Obstacles to promoting student well-being in the classroom
- Teachers’ role in promoting student well-being
- CBS’s role in promoting student well-being
Our findings highlight the need for a cultural shift and structural support that better recognizes teachers’ well-being-related work and reflects the diversity of students. Based on these insights, we offer concrete, research-based recommendations and suggest avenues for future work. Through this research, the project report may act as a springboard for broader conversations at CBS on what it means for the university to take further responsibility for promoting student well-being in ways that are both meaningful and sustainable for both teachers and students.
Download and read the full report here.
