Well-being in Scholarly Environments (WISE)

WISE contact information

Want to learn more about WISE? Or provide questions, ideas, and experiences with WISE strategies? We're eager to hear! Email our Assistant Director of Curriculum and Training Development Jennifer Fee at jms327@cornell.edu.

WISE: Supporting well-being in the classroom

Well-being in Scholarly Environments (WISE) is a campus-level initiative through which faculty members, academic teaching staff, and teaching assistants can support well-being through their teaching and advising practices. 

WISE promotes small changes in the classroom to enhance learning and foster mental health, and has the following goals:

  • Increase social connection among students and between students and faculty members
  • Foster a growth mindset in students to allow them to adapt to setbacks and persevere in the face of challenges
  • Encourage help-seeking and self-care practices in students; normalize asking for help and utilizing resources
  • Help students reflect on their coursework in relation to their sense of purpose and life

Why is it important?

In the last ten years, mental health issues among university students have increased significantly across the country and at Cornell, with anxiety and depression reaching all-time highs. These challenges can greatly impact students' academic performance by draining their energy, focus, confidence, cognitive abilities, and optimism. 

Positive mental health and well-being is a key predictor for learning and student success. Research shows that teaching methods that support student well-being can enhance students' learning and overall success. Prioritizing mental health and well-being in every Cornell University classroom, across all colleges, schools, and disciplines can help students thrive academically. Even minor adjustments to your teaching approach or classroom environment can have a profound effect on student well-being and performance.

Learn more about Cornell Health's WISE program

The following resources are available to Cornell faculty members, academic teaching staff, and teaching assistants:

WISE faculty training opportunities 

Promoting Well-Being Through Teaching & Advising Practices (60 minutes)

This 60-minute training provides faculty with an overview of concepts, approaches, and strategies that will help support student well-being in Cornell classrooms. This program covers a brief snapshot of student mental health, explores the link between academic performance and well-being, and reviews concrete and research-based strategies that promote student well-being through teaching and advising practices. Participants will interactively discover ways to promote a sense of belonging for their diverse students, cultivate a growth mindset, and boost interactivity to promote a positive classroom environment. Learn how small shifts can have big impacts for student well-being and take away easy ideas that will help you support your students while streamlining your classroom logistics.

Intro to WISE: Well-Being in Scholarly Environments (20 minutes)

We also offer a 20-minute presentation designed to introduce the WISE program and opportunities. This short presentation would be an ideal addition to your department meeting for faculty and graduate TA’s.

To request a workshop or presentation, please complete this program request form. (We require a minimum of 2 weeks’ notice to accommodate requests.)

WISE Canvas course for faculty 

Well-being in Scholarly Environments (Faculty)

This Canvas course is open to all Cornell faculty and includes strategies, activities, and ideas to support student well-being. You’ll also find student resources and handouts that you can use in your classroom or easily embed in your own Canvas courses.

Enroll in the WISE Canvas course

WISE strategies to support student well-being 

The following research-supported strategies can be implemented in classrooms to help support student well-being and facilitate academic success.  In addition to the tips presented here, you’ll also find resources that you can use in your teaching within the WISE Canvas course. 

  1. Consider your syllabus and course logistics
  2. Boost connection and interaction
  3. Create opportunities for nature, movement, and mindfulness 
  4. Be inclusive and mindful of culture
  5. Build students’ growth mindset
  6. Know when and how to refer

(1) Consider your syllabus and course logistics

Nurturing student well-being can support academic rigor. When designing your courses, offer students some flexibility and autonomy during the semester. Doing so is empowering and supportive, and might streamline logistical issues for you, too! 

  • Be clear about your attendance policy. Build in a few excused absences to support students who need to miss class due to illness or personal reasons. Establish and communicate how students can make up classes or exams. 
  • An “extension without penalty” system can eliminate bias, promote inclusivity, and clarify extension procedures. For example, you might set a deadline for 6:00 pm on Friday, but allow students to turn in work until 6:00 pm on Sunday without penalty or having to ask for an extension. Cornell students have reported reduced stress, better management of sickness and emergencies, and improved performance in their courses as benefits of such a policy (Ruesch and Sarvary, 2024). 
  • Encourage help-seeking behaviors. Provide information about academic, medical and mental health support, and student disability services in your syllabus. 
    • Sample syllabus statement: “If you are feeling overwhelmed, or are worried about a friend, please reach out to one of your instructors or your academic advisor. We can assist in connecting you with campus resources as needed. For example: 
  • Acknowledge and check in with students about how they are doing when pressing current events (in the Cornell community, nationally, and worldwide) may be impacting them.
    • Sample in-class statement: “I recognize that the events happening on campus right now might be impacting your academics. If some classroom flexibility could be supportive to you at this time, please talk to me after class. If you’re feeling overwhelmed and would like to talk to someone, please consider connecting with peer support through EARS or with a professional counselor through CAPS. The Mental Health at Cornell website provides additional resources: mentalhealth.cornell.edu.” 
  • Avoid high-stakes exams and assignments (for example, an exam worth 50% of the final grade). Instead, offer students a choice in assignments, or the option to choose their “best three out of four” toward their final grade.
  • Share your grading rubric so students know your expectations. Remember that grading on a curve can increase the level of students’ feelings of competitiveness.
  • When scheduling exams and assignments, promote restful breaks. Be mindful of deadlines that might disrupt sleep patterns and lead to “pulling all-nighters.” Instead, opt for more reasonable submission times like 9:00 pm (versus midnight or 8:00 am) and set deadlines before university breaks instead of immediately after.
  • Use in-class time to clarify your course expectations, values, and norms. Clarify how and when you can be reached, how quickly you will respond, how office hours will work, and what they can expect. If possible, personally invite small groups of students to attend office hours or encourage your TAs to be clear and welcoming about their availability. 

Want to go further? Learn more about designing a student-centered syllabus in this Cornell CTI  Canvas course. 

(2) Boost connection and interaction

Creating a welcoming and inclusive classroom environment sets the stage for a successful semester. By taking intentional steps to connect with your students from day one, you’ll be on a path to building trust and open communication throughout the semester. Here are some simple yet impactful ways to cultivate meaningful connections in your classroom.

  • On the first day of class, share a brief survey to learn about your students. In addition to asking preferred names and pronouns, ask about their backgrounds, interests, strengths, and needs. 
  • Share your teaching philosophy and a bit about yourself and/or your career path with your students.
  • Promote collaboration and connection within the classroom. Ask your students to write down the name and contact information of at least two of their peers so that they can connect around lectures or form a study group.
  • When possible, avoid standing behind a lectern or desk. Instead, move among your students.
  • Host a weekly informal/outdoor coffee hour for discussion beyond course content. Ask students about their interests and what’s going on in their lives.
  • Encourage in-class discussion by facilitating activities such as “think-pair-share,” group work, or partner discussions. Make note of students who are sitting alone and may not be engaged and intentionally draw in others around the student.  
  • At the beginning or end of class, take 5 minutes to encourage peer connections. Provide prompts to encourage students to chat, being mindful of students who might feel left out. For example, have your students share in pairs or in a small group:
    • What is your favorite way to decompress after a long week?
    • Find five similarities within this group, aside from being Cornell students.
    • What is your favorite place to hang out on campus or in the community, and why?
  • Seek feedback from students throughout the semester through surveys or an anonymous in-class comment card system. Invite students to write down their thoughts, comments, concerns, or struggles with the course or with school in general. Doing so multiple times during the semester will help you gain insight into the changing needs of your students so you can respond accordingly.
  • When a student comes to you with a question or need, show that you are actively listening. Signs of active listening include:
    • Avoid distractions, such as an open computer or phone
    • Maintain eye contact, nod your head in agreement, and lean in
    • Reflect back what they say by paraphrasing or summarizing
    • Ask questions and for clarification as needed

(3) Create opportunities for nature, movement, and mindfulness 

Physical activity breaks during class have a positive impact on students’ academic performance by increasing their cognitive function, engagement, and desire to learn (Ferrer and Laughlin, 2017). Spending time outdoors has also been shown to increase positive emotions, decrease anxiety, improve mental health, foster perseverance, creativity, and problem-solving, and boost confidence (Kou et al 2019). Here are some suggestions for how to use the power of nature, movement, and mindfulness to support academic success:

  • Play music or nature sounds as students enter your classroom, and/or put a calming nature scene on the projector before class begins.
  • Ask open-ended questions about content, and invite students to get up and share their thoughts with another student across the room. 
  • Have a small class? Lead an activity or discussion in one of Cornell’s beautiful outdoor spaces.
  • Provide a “mindfulness minute” at the beginning of class or before an exam. Encourage students to sit quietly and take a few slow, deep breaths. Or lead students in a breathing exercise: breathe in for four seconds, hold for four seconds, breath out for four seconds, hold for four seconds… repeating 3-4 times.
  • Give structured or unstructured brain breaks every 30 minutes to get students to refocus their attention. This could be as simple as a quick moment to stand and stretch.
  • Occasionally have students privately record three things they are grateful for, three things they are looking forward to, or three things that have gone well in the last week or two. 
  • Promote mindfulness and outdoor activities outside of class. Let students know about resources on campus (such as Let’s Meditate, yoga and fitness classes from Recreation Services, and the Nature Rx program) and encourage them to take advantage of those opportunities. You could even offer extra credit for going to a yoga, meditation, or an exercise class.

(4) Be inclusive and mindful of culture

Inclusive teaching practices are vital for creating an environment where every student feels valued, respected, and able to succeed. By proactively addressing accessibility concerns and embracing diverse perspectives, you can use the unique experiences and identities of all students as a classroom advantage. Some ideas include:

  • Welcome the sharing of perspectives, and be prepared to respond with openness to differing student perspectives.
  • Use a microphone and captioning so that all students can hear you, and design presentations with proper contrast and sizing so that students can see them more easily. Find information about universal design from Student Disability Services, and encourage students to speak to you about any accessibility concerns they have. 
  • Use inclusive, gender-neutral language (for example, say “folks” instead of “guys” or “ladies and gentlemen”). Here are some favorite inclusive greetings and phrases to try out:
    • Welcome, everyone! 
    • Hello, folks! 
    • Let’s hear from the person wearing the navy blue Cornell hoodie…
    • Hey ya’ll, it’s time to work together.
    • Attention, friends!
    • Alright, team, let’s get started.
  • Use real-life examples that reflect the cultural diversity of your students, and if possible, student interests. For example, you might highlight current trends, research, and writings that feature diverse authors and topics that are relevant. 
  • Be aware of major religious/cultural holidays throughout the semester, and plan your assignment and assessment deadlines to avoid them. 

(5) Build students’ growth mindset

Embracing a growth mindset can foster a culture of continuous learning and resilience. By endorsing the belief that achievement requires hard work, not just natural talent, you’ll empower students to navigate academic challenges with determination. Here are some practical ways to cultivate a growth mindset:

  • Reinforce the belief that students’ basic abilities can be developed through dedication and hard work. You can help students reframe common fixed mindset perceptions by helping them reframe challenges they face and directing them to additional support; for example: 
    • I just stink at math. >>> Math has been challenging for you so far, and there’s help available at the Math Support Center.
    • I’ll never be a writer.  >>> You can work on improving your writing. The Cornell Writing Centers can help you.
    • I never seem to be able to keep my notes organized. >>> In the past, you haven’t been successful keeping your notes organized. The Learning Strategies Center can support you in effectively studying and keeping organized.
    • I’m not smart enough for this! >>> You wouldn’t be learning if you were not being challenged. You can seek support to improve your performance. 
  • Allow students to fix mistakes and work through problems they’ve encountered so they can see their growth.
  • Discuss and model self-regulation strategies (such as goal-setting, self-talk, time management plans, and addressing emotions) for learning and applying content. Be familiar with and refer students to campus resources to help them build their skills. 
  • Use exams and other assignments as teaching tools, rather than the end of learning. For example, instead of simply giving students their grades, go over the exam or assignment and discuss areas of common struggle, what these mistakes mean for thinking and learning, and how they connect to new learning. This will move the focus away from competition and performance, and toward learning and mastery. 
  • Give students the benefit of the doubt. Assume they are doing their best and want to learn. 

(6) Know when and how to refer

As faculty members, you are frontline observers of our students' well-being. Recognizing when a student may need academic or mental health support is crucial. Navigating these referrals requires communication, empathy, and knowledge of available resources. Here are some recommendations for connecting students to supports they need:

  • First, pay attention to signs of academic struggles or mental health challenges in your students, such as changes in appearance, behavior, attendance, or performance. Listen to your gut. Take note of concerns raised by students themselves or their peers.
  • When talking to a student you’re concerned about, approach the conversation with empathy and sensitivity. Focus on the things you’ve observed (such as changes in performance or attendance), rather than making assumptions about their experiences. Ask questions to learn more. 
  • Familiarize yourself with the available support services on campus, including academic tutoring centers, non-clinical support from programs like Student Support and Advocacy Services, and clinical support from Cornell Health. Provide information about these resources and offer to help students navigate the process of seeking support. (See more below.)
  • After referring a student for support, follow up with them to check on their progress. Let them know that you are available to talk and that you are invested in their well-being and academic success.

Remember, you are NOT expected to be a mental health expert. You can make a "warm hand-off" and let the resource(s) do the rest. In other words, you are simply working with the student to help them access  and make a connection with the valuable resources that are available to them. 

What to do if you're concerned about a student:

  • Help the student get connected with Counseling and Psychological Services (CAPS). Encourage them to schedule a CAPS access appointment, or drop in to consult informally with a CAPS counselor through Let's Talk. For immediate concerns, students can walk into Cornell Health (or you can walk them to Cornell Health) for an urgent care appointment. They can also consult with a mental health provider 24/7 by calling Cornell Health at 607-255-5155. 

  • Submit a Student of Concern Referral Form through Student Support and Advocacy Services (SSAS) (select “Student of Concern” in the Report Type drop-down menu). SSAS in the Dean of Students Office receives and responds to concerns about students in distress. When you contact SSAS, a Care Manager will reach out to the student and to you, as needed, and will collaborate with campus partners (including Cornell Health, when appropriate) to provide support for the student. SSAS can also be reached by calling 607-254-8598 (available Monday-Friday, 8:00 am – 5:00 pm). Learn more about when to refer a student to SSAS. 

  • In an emergency, call Cornell's Public Safety Communications Center: 607-255-1111. The Public Safety Communications Center connects callers with appropriate resources, including emergency response / ambulance, the Cornell Administrator on-Call, the Community Response Team, CU Police, and other resources. You can also call call 911 (connects to Cornell Public Safety from a campus phone and local emergency dispatch from other phones).

Learn more:

References

Adler, A. (2016). Teaching well-being increases academic performance: Evidence from Bhutan, Mexico and Peru. Publicly Accessible Penn Dissertations. 1572.

Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: Variation across student subgroups and across campuses. Journal of Nervous & Mental Disease, 201(1), 6067. Doi: 10.1097/NMD.0b013e31827ab077

Fernandez, A., Howse, E., Rubio-Valera, M. et al. (2016). Setting-based interventions to promote mental health at the university: a systematic review. Int J Public Health 61, 797–807 doi.org/10.1007/s00038-016-0846-4.

Ferrer, M. & Laughlin, D. D. (2017) Increasing College Students' Engagement and Physical Activity with Classroom Brain Breaks. Journal of Physical Education, Recreation & Dance, 88(3), p.53-56.

Keyes, C. L., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126 133.

Kuo M, Barnes, M., and Jordan, C. (2019) Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10:305.
doi: 10.3389/fpsyg.2019.00305

Ruesch, J.M. and Sarvary, M.A. (2024), Structure and flexibility: systemic and explicit assignment extensions foster an inclusive learning environment. Front. Educ. 9:1324506. doi: 10.3389/feduc.2024.1324506

Zandvliet, D.B., Stanton, A. & Dhaliwal, R. (2019) Design and Validation of a Tool to Measure Associations between the Learning Environment and Student Well-Being: The Healthy Environments and Learning Practices Survey (HELPS). Innov High Educ 44, 283–297. 
doi: 10.1007/s10755-019-9462-6