Excellence in Higher Education 133
Yet, even as policies increasingly reference wellbeing, their impact depends on how they are lived out in practice. Institutional leadership plays a pivotal role; not only in setting strategic priorities but in modelling behaviours that signal a genuine, embedded commitment to wellbeing. When leadership teams prioritise staff and student wellbeing in scheduling, workloads, and resource allocation, they signal that it is not an optional add-on but a core value. Without this modelling, wellbeing risks becoming a symbolic gesture or mere compliance rather than an ongoing, embedded practice. As some psychologists might say, what isn’t measured doesn’t really exist, which then makes it more challenging to improve. This is especially true for wellbeing. Declaring it a priority without clearly defining or measuring it risks making it invisible and unaddressed. Institutions must engage with meaningful indicators; monitoring experiences of stress, belonging, psychological safety, and growth, and commit to acting on what the data reveals. This is not about surveillance or meeting targets, but about responsiveness: creating systems that listen, adapt, and invest in the conditions that enable people to thrive. Crucially, we must also recognise that the wellbeing of students cannot be separated from that of the adults who teach and support them. Educators shape the emotional tone of learning environments. When they are exhausted, undervalued, or unsupported, it inevitably affects the climate in which students learn. Prioritising staff wellbeing is not only a matter of fairness, but also a strategic imperative. A sustainable culture of care begins with those who lead and teach. Ultimately, wellbeing in education is a systemic issue (Hattie, 2009). It cannot be addressed in isolation or by individual good intentions alone. Coherence is needed across policy, leadership, curriculum, staff practices, student voice, and critically government agendas. If wellbeing is not monitored, funded, or prioritised at the policy level, it will remain marginalised. Structural change requires all parts of the system to move together. Only then can we truly claim to be bringing wellbeing to the forefront of education, not as a slogan, but as a lived reality.
This shift aligns closely with developments in positive psychology, a field pioneered by Martin Seligman (2011), which moves beyond the traditional focus on dysfunction to explore the conditions that enable individuals and communities to thrive. Positive psychology emphasises strengths, purpose, and what makes life worth living. In educational contexts, this approach encourages optimism, motivation, and a deeper sense of connection and engagement, not as optional extras, but as foundational elements of both learning and human development. When integrated meaningfully, such frameworks help both students and staff move from surviving to flourishing, reinforcing the idea that mental wellbeing is not the absence of illness but the presence of vitality and meaning. A clear example of this shift is New Zealand’s national curriculum, which emphasises student wellbeing (hauora), cultural identity, and key competencies like self-management and social participation. These elements are integrated across subjects and assessment, reflecting a national commitment to holistic education that balances academic achievement with personal and social development. Rethinking education in this way also means reimagining what and how we teach. Increasingly, learning is no longer viewed as a process confined to formal classroom settings or driven solely by cognitive outcomes (Reimers & Chung, 2016). Emerging pedagogical models embrace interdisciplinary, experiential, and values-based learning, integrating themes such as eco-literacy, global citizenship, and social justice. These approaches not only deepen knowledge but also support student wellbeing by fostering a sense of purpose, connectedness, and emotional resilience. In this broader vision, education cannot be reduced to content delivery or standardised test results. Meaningful education nurtures reflective thinking, supports emotional growth, shapes values, and develops capabilities that extend far beyond the classroom. It prepares individuals to navigate complexity, solve real-world challenges, and contribute meaningfully to society. The ripple effects of such education are profound; not only enhancing personal wellbeing and professional adaptability but also strengthening social cohesion and civic responsibility.
HERIOT-WATT UNIVERSITY, DUBAI
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