General description

The diversity among students in HE generally is high regarding social background, ethnicity, age, gender, educational and experiential background. Further, research shows that the number of students in Higher Education (HE) who suffer from stress and anxiety is increasing in Denmark (Uddannelses- og forskningsministeriet, 2019), which is equivalent to the development worldwide. In the Nordic countries, well-being problems have become the most important health problem for young people (Kolouh-Söderlund et al. 2016). Empirical research shows that university students are a 'high-risk population' for psychological disorders and mental health problems, with up to 1/3 of all HE students suffering from these kinds of problems, (e.g. Baik, Larcombe & Brooker, 2019)

Mental health/well-being problems may interfere with student life in various ways, and not least students’ ability to and experience of belonging to their education (Wulff-Andersen et al. 2023). According to Tinto (2015), it is important for students to feel belonging to their education as valued members of their study group. In HE institutions, teachers meet the students in teaching and supervision and are in principle those in the educational system, who might be able to discover, if students are not feeling well and therefore be in a position to support students in handling some of their difficulties. Teachers may also be able to organize teaching in ways that makes it easier for them to see and acknowledge the individual students and perhaps facilitate experiences of community among students.

However, Danish HE institutions are changing these years. Many national reforms and changing economic frameworks have been implemented during the last decades (Wulff-Andersen et al., 2023; Sarauw & Madsen, 2017) and teachers themselves are being pressurized from requirements regarding performance and teaching (less resources generally, more and diverse students), research being measured and requirements to bring in more external funding. Therefore, many teachers are also suffering from stress (Arbejdsmiljø og Helbred, 2018; Caddell & Wilder, 2018, Krogh, Jensen et al). Because of this, it may be difficult for teachers to overcome to accommodate and make the extra effort both in general regarding teaching and organizing safe learning communities and specifically in relation to the students who may need some extra support. For instance, teachers may feel, that it is not their job to detect and help students with problems that are not directly academically related. The problem is that HE risks losing engaged, bright and resourceful students if they do not receive the support they need when their study life becomes difficult for different reasons (Wulff-Andersen 2023, op. cit.).  

Theoretical framework

During our data analysesseveral thematic topics emerged, and among these the question of the role of the teacher in relation to the student with well-being or other kinds of problems. Selected data was analyzed in particular drawing on the categories of self-efficacy and sense of belonging as areas where teachers and supervisors could make a difference regarding the organization of teaching and the creation of supportive study environments. In elaborating on this we are drawing on Danish and international research on the student perspective: students’ encounters with educational institutions, teachers, supervisors, fellow students and counsellors (Ulriksen, 2009; Lowe & Cook, 2003), students’ failure to thrive (Hermann, Jensen & Lassesen, 2012; Thomas, 2012; Qvortrup, Smith, Lykkegaard, & Rasmussen, 2018; Ulriksen, Holmegaard, & Madsen, 2011), student engagement (Wimpenny & Savin-Baden, 2013),  and research on the teacher’s role in supporting students in general (Ramsden, 2003), in student directed, collaboratory study environments, students as partners (Bovill, Cook-Sather, Felten, Millard & Moore-Cherry,2016, Jensen & Krogh, 2017), and university teachers’ work conditions (Caddell & Wilder, 2018; Pedersen, 2016; Sarauw  & Madsen,2017)

Methods Our presentation will take its point of departure in the Study Life Project (2019-2022), a three-year research project carried out by educational researchers from Roskilde and Aalborg Universities, Denmark. The project followed 47 students with different kinds of well-being problems from 7 Danish HE institutions (universities and university colleges). Some of them had a mental health diagnosis when they started their study, some experienced problems during their study, which were either initiated or strengthened by structural frame works, pedagogical organization and/ or personal relations or lack of them (teachers – fellow students . The aim of the research project was to achieve knowledge and understanding of students’ experiences during their study life and give voice to their point of view on the kind of help and support that might or could have prevented the problems or supported them better in their study life. The study was a qualitative and longitudinal study using ethnographic methods incl. semi-structured biographic interviews and a visit to a place of importance to the individual student. We interviewed most of the students three times during the project. The interviews were transcribed and analysed through several iterations generating several themes and sub-themes. Based on the findings in our research and inspired by Tinto’s institutional integration theory incl. categories of self-efficacy and belonging (Tinto, 2015) as areas where teachers and supervisors may support students. we discuss the implications for the teachers’ role in HE.

Some conclusions Research findings in the Study Life project show a varied picture: some students report on having experienced demeaning or stigmatising behavior from teachers and fellow student and not having received any kind of support from teachers, while others report on having experienced all the support they needed from teachers and support centers, which made all the difference to their ability to pursue an academic education. Some of the conclusions in our research are that changing conditions and time structures, and expectations from the system is difficult. Systems, rules and regulations are rigid and accommodate the students who follow the norm, i.e. are self-directed and responsible, thus being “the good student”. Many students have high expectations to themselves in order to be able to live up to norms about the perfect student they think they should be. Generally, students are struggling in so many ways in order to be able to stay in the study and to handle the educational challenges they encounter. As teachers have an important position in education they should and could be able to create positive, supportive study environments and take initiatives where students feel safe and are able to participate even when they are not feeling well. (Qvortrup, Lykkegaard & Rasmussen, 2018; Ramsden, 2003; Tinto,, 2015; Wulf-Andersen et al. 2023). The presentation is based on research in a Danish context by drawing in international research and experiences, and the scope of the problem is international.

Arbejdsmiljø og Helbred (2018). https://arbejdsmiljodata.nfa.dk. ACHA (2016). American College Health Association & National College Health Assessment. Baik, C. et al (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research and Development, Volume 38. 2029. Issue 4. Bovill, C., A. Cook-Sather, P. Felten, L. Millard & N. Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2): 195-208. Caddell M. & K. Wilder (2018). Seeking Compassion in the Measured University: Generosity, Collegiality and Competition in Academic Practice. Journal of Perspectives in Applied Academic Practice. Vol. 6/Issue 3 (2018). Pp. 14-23. Hermann, K.J., Jensen, T.K., Lassesen, B. (2012). Hvilke faktorer i studiemiljøet fremmer trivsel? Dansk Pædagogisk Tidsskrift. Årgang 7 Nr. 13, 2012 Jensen A. & L. Krogh (2017). Re-thinking Curriculum for 21st-Century Learners: Examining the Advantages and Disadvantages for Adding Co-creative Aspects to Problem-Based-Learning. In Chemi T. & L. Krogh (eds.). Co-Creation in Higher Education. Students and Educators Preparing Creatively and Collaboratively to the Challenge of the Future. Sense Publishers. Lowe, H. & Cook, A. (2003). Mind the Gap: Are students prepared for higher education? Journal of Further and Higher Education, 27(1). 53-76. Qvortrup, A., Smith, E., Lykkegaard, E. og Rasmussen, F. (2018) Studiemiljø og frafald på videregående uddannelser: Betydningen af undervisning, faglig identifikation og social integration. Dansk Universitetspædagogisk Tidsskrift. Årgang13, nr. 25. 2018. 151-178. Ramsden P. (2003). Learning to Teach in Higher Education. London & New York. NY: Routledge Palner. Sarauw, L.L. & Madsen, S.R. (2017) Risikonavigation i fremdriftsstormen. Når studerende oversætter fremdriftsreformen ud fra nye risikologikker. Dansk Universitetspædagogisk Tidsskrift, 2017, Vol 12, Issue 22, p. 141-152. Studielivsprojektet. https://ruc.dk/studielivsprojektet Kolouh-Söderlund L., H. Lagerkranz (2016). Mental health among young people. Nordic Centre for Welfare and Social Issues. Tinto, V.(2015) Through the Eyes of Students. Journal of College Student Retention: Research, Theory & Practice, 0(0) 1–16 Uddannelses- og Forskningsministeriet (2019) ) https://ufm.dk/uddannelse/videregaende-uddannelse/universiteter/om-universiteterne/reformer-pa-universitetsomradet-1 Uddannelses- og Forskningsministeriet (2013). https://ufm.dk/uddannelse/videregaende-uddannelse/universiteter/om-universiteterne/reformer-pa-universitetsomradet-1 Ulriksen, L. (2009). The implied student. Studies in Higher Education, 34(5), 517–532. Wimpenny, K. & Savin-Baden, M. (2013) Alienation, agency and authenticity: a synthesis of the literature on student engagement, Teaching in Higher Education, 18:3, 311-326 Wulff-Andersen L., L. Larsen, A. A. Jensen, L. Krogh, A. B. Stigemo, M.H. Kristiansen (2023). Students’ Experiences of Psychosocial Problems in Higher Education. Battling and Belonging. Routledge.