Tools for Well-being in the Classroom

Tools for Well-being in the Classroom (TWC) is a Well-being in Learning Environments initiative that builds on the work that instructors are already doing to support student learning and well-being.

We are inviting instructors to be part of this by drawing on what we already know to try out quick strategies to support well-being in their own classes, and have their students participate in a survey to evaluate its impact. An additional goal of this initiative is to expand the network of faculty and instructors interested in exploring strategies that support well-being in learning environments.

Contact Us

Contact us if you have any questions

Lehoa at

Alisa at

Upcoming Sessions

A Conversation about Tools for Well-being in the Classroom at Teaching Matters.

Learn more and connect with others. 

Monday, January 31st from 3:30pm to 4:20pm PST

More info & access the link to join online

Coffee & Conversation online session

Hear 3-5 brief presentations from instructors who have tried implementing well-being check-in’s in their classes.

Tuesday, February 8th from 10am to 11am PST 

Register for this session 

Get Involved

Sign for Spring 2022

Get access to a toolkit of activities and templates that you can use right away

Implement the well-being check in

Do what works best with your class and schedule. Try out a well-being activity at any time in the term.

Send out a pre- and post-survey to your students

Be part of a shared assessment process to help us assess the impact these activities have on student well-being


Choose to attend optional drop-in chats or other opportunities to connect with participating faculty members and instructors

Why is this important?

Everyone’s well-being has been impacted by the COVID-19 pandemic, and each person has and continues to experience this differently. The pandemic has exacerbated mental health stressors. Youth aged 18-30 have been particularly likely to report increased anxiety and stress in 2020 (Samji et al., 2021). Students at post-secondary institutions also reported increased stress as we all navigated the switch from in-person to remote teaching, along with other pandemic-related educational complications (Rashid & Di Genova, 2020). We will face additional challenges as we return to campus this Fall. Instructors and faculty can play an important role in creating conditions that support student well-being, and with that student learning, engagement, and retention.

For more information about the impact of well-being on student success, and ways that instructors can affect both, see this project rationale.

What’s in it for you?

  • resume for faculty advancement/line for CV
  • letter from Dr. Elizabeth Elle (vice provost and associate vice president, learning and teaching) acknowledging instructors involved
  • improved classroom environment and student learning
  • be part of a support network of faculty and instructors
  • access resources and learn with and from other faculty/instructors on what they are doing to contribute to well-being and student academic success
  • opportunities for personal and professional growth

Instructors share about their experience

“My students said in class that they enjoyed taking the time to connect at the start of class. It made our class more relaxed, and I think it helped them to trust me more and to recognize that I was their ally - they approached me for help, asked for extensions when they needed them, and were transparent about their own challenges so that I could help them. This made teaching far easier.” - Fall 2021 TWC participant

“The best thing about this initiative is the return on investment. The activities took very little time and were easy to run, but made such a difference in how students interacted with both me and each other. I got several messages stating how much they appreciated the efforts. I am excited to keep doing them!” - Diana Bedoya, Department of Biomedical Physiology and Kinesiology

Read more of the testimonials 

Examples of Well-being in Learning Environments in Action


This initiative is a collaboration between the SFU Health Promotion team and the Institute for the Study of Teaching and Learning in the Disciplines team, and is funded by the Student Experience Initiative. This initiative is guided by the Advisory Committee:

  • Hasina Samji 
  • Mark Pickup
  • Sarah Walshaw 
  • Suzanna Crage


Rashid, T. & Di Genova, L. (2020). Campus mental health in times of COVID-19 pandemic: Data-informed challenges and opportunities. Campus Mental Health: Community of Practice (CoP) Canadian Association of Colleges and University Student Services.

Samji, H., Dove, N., Ames, M., Barbic, S., Sones, M., & Leadbeater, B. (2021, July). Impacts of the COVID-19 pandemic on the health and well-being of young adults in British Columbia. BC Centre for Disease Control.