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The WHO definition of well-being does not completely capture well-being for students.

The phrase "normal stresses of life" comes across as too vague because there is not a baseline for what "normal" stresses are. Normal stresses of life will differ depending on the individual’s environment, for example, a university student will have different types of stress to someone in full-time work.

While it is ideal, not everyone is able to contribute to their community. Factors such as limited time and money may affect people’s ability to contribute. Although some individuals/students may be able to contribute these, I doubt that all are able to. However, this is all dependent on what is considered as contributing.

In terms of what is missing, there is not much mention of positive emotions in relation to wellbeing (only the ability to deal with stress). To incorporate more hedonic ideas surrounding wellbeing, the definition could include that the individual generally experiences positive emotions over negative emotions.

To apply more to students, the definition could incorporate the ability to balance work with socialising, as both are generally play a big part in student life and general wellbeing.

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Do each of these statements relate more to hedonic or eudaimonic wellbeing? 

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Do each of these statements relate more to hedonic or eudaimonic wellbeing? 

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I felt as though all the statements predominantly portrayed hedonic wellbeing as they are all discussed positive emotions and pleasure.

However, statements three and five reflect eudaimonic wellbeing to some extent as they relate to autonomy and engagement.

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Are the following statements cognitive, emotional or behavioural?

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Are the following statements cognitive, emotional or behavioural?

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Due to statements one to four discussing what the participant was “feeling” and “felt” they are primarily emotional. Whereas statement five involves the participants’ interests which require opinions so favours cognition more.

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Are The NHS Steps to Well-being useful to Students? Any Amendments or Additions?

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Are The NHS Steps to Well-being useful to Students? Any Amendments or Additions?

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In my experience these steps are basics to enhance or maintain a healthy wellbeing as a student, but I believe some are quite vague and could be further adapted.

1- Connect with other people- Quality/meaningful relationships

2- Be physically active

3- Learn new skills- skills that you are interested in or that serve a purpose

4- Give to others- establish boundaries/ strive for reciprocity

5- Pay attention to the present moment- Balance between planning and present

My additions would be:

• management of expectations

• Practicing gratitude

• Self awareness/ emotional awareness

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Evidence suggests there are 5 steps you can take to improve your mental health and wellbeing. Trying these things could help you feel more positive and able to get the most out of life.
1. Connect with other people

Good relationships are important for your mental wellbeing. They can:

help you to build a sense of belonging and self-worth

give you an opportunity to share positive experiences

provide emotional support and allow you to support others

There are lots of things you could try to help build stronger and closer relationships:

2. Be physically active

Being active is not only great for your physical health and fitness. Evidence also shows it can also improve your mental wellbeing by:

raising your self-esteem

helping you to set goals or challenges and achieve them

causing chemical changes in your brain which can help to positively change your mood

Read about exercise guidelines and workouts to help improve your fitness and wellbeing

3. Learn new skills

Research shows that learning new skills can also improve your mental wellbeing by:

boosting self-confidence and raising self-esteem

helping you to build a sense of purpose

helping you to connect with others

Even if you feel like you do not have enough time, or you may not need to learn new things, there are lots of different ways to bring learning into your life.

Some of the things you could try include:

4. Give to others

Research suggests that acts of giving and kindness can help improve your mental wellbeing by:

creating positive feelings and a sense of reward

giving you a feeling of purpose and self-worth

helping you connect with other people

It could be small acts of kindness towards other people, or larger ones like volunteering in your local community.

Some examples of the things you could try include:

saying thank you to someone for something they have done for you

asking friends, family or colleagues how they are and really listening to their answer

spending time with friends or relatives who need support or company

offering to help someone you know with DIY or a work project

volunteering in your community, such as helping at a school, hospital or care home

5. Pay attention to the present moment (mindfulness)

Paying more attention to the present moment can improve your mental wellbeing. This includes your thoughts and feelings, your body and the world around you.

Some people call this awareness "mindfulness". Mindfulness can help you enjoy life more and understand yourself better. It can positively change the way you feel about life and how you approach challenges.

Read more about mindfulness, including steps you can take to be more mindful in your everyday life.

Further information

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Read about 5 steps you can take to improve your mental health and wellbeing.

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I found level 2 to be more interesting than level 1, more variety in assessments

The workload was generally manageable, but found marking and return of grades to be often late

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What has it been like starting final year?

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What has it been like starting final year?

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Starting final year has been a bit daunting, but it is nice that we have finally been able to choose (to some extent) what modules we will study

(Rushya...)

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Over the next year I think it is really important to incorporate all of the six main ideas into our lives since we are dealing with more academic stress than any other year i.e. with our dissertations, level 3 modules and post-graduation plans such as employment or post-graduate degrees.

I think the first point is especially important and relevant for people in third year. This is because if we do not ground ourselves in reality outside of university then when we finish, we may feel like we do not have much going for ourselves anymore which may lead us to feel hopeless especially if we struggle to find a job which is relevant to our degree straight after university.