Title: Better Together: The Social Dimension of Well-Being

Authors: TEFF Academy (Author)
Years: 2024
Licence: CC BY-SA 4.0

BETTER TOGETHER!

Duration: Reflection and transfer:

You can interrupt the learning module at any time. The next time you access the learning module in the same browser / system, it will restart at the point at which it was ended.

This learning module has been created by the teff academy. The module is OER material and usable with the rights of the licence CC BY-SA 4.0.

Credits: by Mechthild Wiesmann (Author); source http://Foto von fauxels: https://www.pexels.com/de-de/foto/multikulturelle-menschen-3184437/; licence CC0 1.0; Photo from fauxels

Welcome to the Learning Module

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Social well-being is a fundamental aspect of a thriving academic environment and workplace. While personal efforts to build connections matter, fostering a sense of belonging and participation is a shared responsibility—one that involves students, teachers, and the broader educational community.

In this module, we examine the key factors that shape social well-being and explore practical strategies to strengthen social connections.

Unbenannt: Text

The module will encompass:

- Overview on social connection, belonging and their role as well-being factors
- Tips and recommendations for students and teachers to encourage social connection, belonging, participation and commitment in the university and school community

This module aims to equip both students and educators with the knowledge and tools to foster a more connected and supportive learning environment—because social well-being is not just an individual experience, but a collective endeavor.

Unbenannt: Portfolio Placeholder

Unbenannt: Accordion

Click here to open the learning outcomes.

Unbenannt: Text

In this module, you will:

- know and understand factors that support teachers social well-being (social connection, belonging).
- become aware of the importance of social support, participation and commitment in the school/university community as well-being factors.
- know the role of welcome weeks and university services to support well-being.
- reflect on how methodological choices can encourage students’ and pupils’ well-being.
- know how to encourage students’ sense of belonging and engagement through methodological choices.

The Social Dimension of Teacher Well-Being

Unbenannt: Portfolio Placeholder

Unbenannt: Text

What is the Social dimension of (Teacher) Well-Being?

The social dimension of teachers’ well-being refers to the quality of interactions and relationships they maintain with different stakeholders: colleagues, students, school leaders, and the broader educational community. This is a crucial dimension in a school environment characterised by positive and collaborative relationships as it contributes significantly to the overall well-being of teachers, influencing their job satisfaction, motivation and, consequently, teaching effectiveness (Eurydice, 2021; European Commission, 2021; OECD, 2019).

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Why is the Social Dimension important?

Unbenannt: Accordion

1. Professional and Personal Support

Unbenannt: Text

Strong relationships with colleagues and school leaders provide teachers with a support network essential for dealing with daily challenges and reducing work-related stress.

2. Professional Growth

Unbenannt: Text

A collaborative environment facilitates the exchange of ideas and innovative teaching practices, promoting teachers' continuous professional development.

3. Positive School Climate

Unbenannt: Text

Healthy interpersonal relationships contribute to creating a positive school environment, which positively affects students' learning and the overall well-being of the school community.

Unbenannt: Portfolio Placeholder

[Image: individual task]

Unbenannt: Text

Pre-Activity: Your Well-Being Map

Have you ever thought about which people or services constitute a reference for your well-being?

If you think about your well-being from a wide perspective, what ideas come to your mind?

- First, write down a list of thoughts that come to your mind relating to your well-being.
- Second, which people or services or contexts (e.g. peers or university services or the library or a shop or…) do you recognise as having a role for your well-being? Who/which are connected among them? Which would you place closer to you and which further away (e.g. because you frequent them less frequently or because they are more difficult to reach)?
- Take a few minutes to create with paper and markers your well-being network.
- Date your Well-being Map and keep it aside, you will reuse it later in this module!

Unbenannt: Portfolio Placeholder

Unbenannt: Portfolio Placeholder

Unbenannt: Accordion

Click here to see the literature.

Unbenannt: Text

- Eurydice. (2021). Teachers in Europe: Careers, Development and Well-being. European Commission.
- European Commission: Directorate-General for Education, Youth, Sport and Culture. (2024). Wellbeing and mental health at school : guidelines for school leaders, teachers and educators. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/760136
- OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing.

The Importance of Social Connection

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Is there any way to logically break up this page into 2 smaller pages?

Research shows that social connection and engagement positively influence students' motivation and persistence. Social connection is not only important for the sake of motivation and persistence, but also for the quality of learning. Social connectedness in learning communities can enhance the quality of learning (enriched understanding and knowledge, intellectual gains) according to Tinto (2003), and a raised level of reflection and improvement of student attitude (Van Ginkel et al., 2012). Furthermore it can enhance skills for lifelong learning and collaboration (Bielaczyc & Collins, 1999). And it also works the other way around, i.e. that learning together can strengthen the social connection.

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Rovai  et al. (2004) give an interesting definition of social connectedness in the learning context in which they distinguish two underlying dimensions/scales:

Unbenannt: Accordion

Social Community

Unbenannt: Text

"the feelings of the community of students regarding their spirit, cohesion, trust, safety, trade, interdependence, and sense of belonging."

Learning Community

Unbenannt: Text

"the feelings of learning community members regarding the degree to which they share group norms and values and the extent to which their educational goals and expectations are satisfied by group membership.“

Unbenannt: Portfolio Placeholder

Unbenannt: Text

The development of positive relationships with peers and teachers has been recognised as a factor that positively influences student well-being. That is why teachers are encouraged to build a welcoming environment by creating opportunities for self-disclosure and connection among students, both in face-to-face and online environments. Furthermore, research has shown that a strong sense of social well-being impacts young people’s feeling of safety and comfort and contributes to positive functioning in adulthood.

On the other hand,  the absence of satisfying and meaningful social connections at school or at the university has a negative effect on social well-being and is associated with a feeling of loneliness, anxiety and depression.

Social well-being at school or university includes inclusion in terms of being involved in positive and respectful relationships, student voice in terms of “feel connected” and belonging as a sense of acceptance and being part of the community.

A growing body of literature shows that belonging plays a central role in promoting well-being and is a dynamic, ever-changing construct.

Opportunities for active involvement of students in the academic community (participation in projects and events, networking with lecturers and peers) alongside targeted educational opportunities on well-being to foster social relations and a sense of belonging are recognised as highly relevant also towards a more balanced and conscious management of academic commitments that also takes into account the personal and relational dimensions of life.

[Image: individual or group task]

Unbenannt: Text

Ask yourself & (if in groups) discuss:

→ As a student, to what extent do you feel this sense of social connection and belonging to the university community?

→ As a future teacher, how do you think you can promote this sense of social connection and belonging to the school community?

→ As an in-service teacher, to what extent do you think you are promoting this sense of social connection and belonging for your students? And to what extent do you feel this sense of social connection and belonging to the school community?

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Disclaimer:

The following chapters have been divided between chapter A. The Role of Social Connection and Belonging at the University and chapter B. The Role of Social Connection and Belonging in the School Community, according to their target group:

Unbenannt: Text

If you are a student at university, studying to become a teacher,

please proceed with chapter

A. The Role of Social Connection and Belonging at the University

Unbenannt: Text

If you are a teacher (or teacher trainee),

you can skip chapter A, A.i and A.II, and

proceed with chapter

B. The Role of Social Connection and Belonging in the School Community

Unbenannt: Portfolio Placeholder

Unbenannt: Accordion

Click here to see the literature.

Unbenannt: Text

- Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647664. https://doi.org/10.1007/s11162-008-9098-3
- Arslan, N. (2017). Investigating the Relationship between Educational Stress and Emotional Self-Efficacy. Universal Journal of Educational Research, 5(10), 1736–1740. https://doi.org/10.13189/ujer.2017.051010
- Bharara, G., Duncan, S., Jarden, A., and Hinckson, E. (2019). A Prototype Analysis of New Zealand Adolescents' Conceptualizations of Wellbeing. Intnl. J. Wellbeing 9 (4), 1–25. https://doi:10.5502/ijw.v9i4.975
- Chervonsky, E., & Hunt, C. (2019). Emotion regulation, mental health, and social wellbeing in a young adolescent sample: A concurrent and longitudinal investigation. Emotion, 19(2), 270–282. https://doi.org/10.1037/emo0000432
- Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513-532. https://doi.org/10.1037/a0025731

A. The Role of Social Connection and Belonging at the University

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Recently, especially post-pandemic, there has been a rise in research focusing on student well-being and strategies to support it in learning environments. Studies show that students with low well-being are more likely to face academic difficulties (Eisenberg et al., 2009). Even before the pandemic, anxiety and depression were more common among university students compared to the general population, particularly for those away from home and facing new living conditions without established social networks (DeRosier et al., 2013). Further research indicates that students report more mental health issues than their non-student peers (Kovess-Masfety et al., 2016).

Unbenannt: Text

While student mental health was a concern before the pandemic, it became more evident during the health crisis, with disrupted attendance, financial pressures, and social isolation exacerbating well-being issues (Lemyre et al., 2023). The impact of the "new normal" on academic life has emphasized the need for university-wide approaches to health and well-being (Doolan, 2021; Healthy Universities Network, 2019), focusing on the entire university environment and the role of social connections in fostering student well-being (Houghton & Anderson, 2017; Hughes et al., 2018).

Particular attention has been given to future teachers, who will face emotional challenges and interpersonal demands in their careers. Studies on teacher well-being have explored the challenges these educators will encounter, especially concerning classroom interactions, management, and the stressors related to occupational well-being (Gardner, 2010).

So, how can you train your well-being skills and focus more on social connection and belonging to your university community?

Unbenannt: Portfolio Placeholder

Unbenannt: Dialog Cards

Q: Support by your university
A: Take advantage of the services offered by the university (e.g. guidance, job placement) and networking opportunities such as social events or meetings involving teachers and students.

Unbenannt: Dialog Cards

Q: Local projects
A: Participate in projects linked to the local area that foster relations with peers and the academic community at local, national and international level (e.g. short-term mobility).

Unbenannt: Portfolio Placeholder

Unbenannt: Dialog Cards

Q: Group work
A: Do homework and revise in a group/participate in a study group.

Unbenannt: Dialog Cards

Q: Keep in touch
A: Create and maintain contacts with privileged witnesses (e.g. in-service teachers or coordinators of educational services) who join the classroom invited by teachers.

Unbenannt: Portfolio Placeholder

[Image: individual or group task]

Unbenannt: Text

What can you add to the list?

Share your valuable tips & recommendations here:

Unbenannt: Portfolio Placeholder

Unbenannt: Documentation Tool

well-being skills and social connection

Unbenannt: Text

And you, what tip can you add to the list?

Unbenannt: Portfolio Placeholder

Unbenannt: Accordion

Click here to see the literature.

Unbenannt: Text

- DeRosier, M. E., Frank, E., Schwartz, V., & Leary, K. A. (2013). The Potential Role of Resilience Education for Preventing Mental Health Problems for College Students. Psychiatric Annals, 43(12), 538–544. https://doi.org/10.3928/00485713-20131206-05
- Doolan, K. (2021). Student life during the COVID-19 pandemic lockdown: Europe-wide insights. European Students’ Union.
- Eisenberg, D., Downs, M. F., Golberstein, E., & Zivin, K. (2009). Stigma and help seeking for mental health among college students. Medical Care Research and Review, 66(5), 522–541. https://doi.org/10.1177/1077558709335173
- Gardner, S. (2010). Stress among prospective teachers: A review of the literature.
- Australian Journal of Teacher Education (Online), 35(8), 18-28.
- Healthy Universities Network (2019). Home – Healthy Universities. Healthy Universities. https://healthyuniversities.ac.uk/ (consultazione del 7 set- tembre 2024).
- Houghton, A. M., & Anderson, J. (2017). Embedding mental wellbeing in the curriculum: maximising success in higher education. Higher Education Academy, 68, 1-44.
- Hughes, G., Panjwani, M., Tulcidas, P., Byrom, N. (2018). Student mental health: The role and responsibilities of academics. Oxford: Student Minds.
- Kovess-Masfety, V., Leray, E., Denis, L., Husky, M., Pitrou, I., & Bodeau-Livinec, F. (2016). Mental health of college students and their non college-attending peers: results from a large French cross-sectional survey. BMC psychology, 4, 1-9.
- Lemyre, A., Palmer-Cooper, E., & Messina, J. P. (2023). Wellbeing among university students during the COVID-19 pandemic: a systematic review of longitudinal studies. Public Health, 222, 125–133. https://doi.org/10.1016/j.puhe.2023.07.001
- Upsher, R., Percy, Z., Cappiello, L., Byrom, N., Hughes, G., Oates, J., ... & Foster, J. (2023). Understanding how the university curriculum impacts student wellbeing: A qualitative study. Higher education, 86(5),1213-1232.

A.I From the very start - caring for your Social Well-Being from Early On

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Starting a teacher education program is an exciting but also overwhelming experience. From coursework to internships, future teachers face many new challenges—and social well-being is often neglected in the process of finding lecture halls, creating timetables, and so on. However, building strong connections early on is crucial for long-term success and satisfaction. The earlier you invest in your social well-being, the better prepared you’ll be for the demands of both your studies and your future career.

Unbenannt: Text

The potential of Welcome Weeks

The European Teacher Academy “Teaching for a Future in Flux” (teff) - the project that helped realise this Online Course - is aiming at establishing so-called Welcome Weeks across Europe. In a nutshell, a Welcome Week takes place during the early days of a semester and is targeted at 1st-semester students who are just starting off their teaching journey. The Welcome Weeks are organized by the universities themselves at a time during the academic year that they find suitable for their students.

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Here are a few pictures of Welcome Week activities carried out in the past: (will be added soon)

Unbenannt: Portfolio Placeholder

Unbenannt: Text

To facilitate planning, however, Welcome Week organization teams can draw inspiration from a “Welcome Week Activity Idea Board” [ link to Padlet ] the project created. There, structured along what would be an example of a full Welcome Week schedule*, one can find many different ideas of activities suitable for a Welcome Week. Each activity can of course be modified to one’s liking.

*most universities do not have a full week available for such activities and create their own welcome “week” (1-3 days) with selected activities only

For the following activity, we will use this Welcome Week idea board as well:

Unbenannt: Portfolio Placeholder

[Image: individual or group task]

Unbenannt: Text

Take a closer look at the W elcome Week Activity Idea Board and browse through the different activities.

1. Which activities speak to you in particular?
Individuals: “Like” them by clicking on the heart at the bottom of the activity card.
Groups: Share and discuss.
2. What do you think is missing (based on either your personal needs or your experience as a senior student):
Individuals: If you have an idea of what else could be a suitable Welcome Week activity, follow the steps here .
Groups: Discuss & if you come up with another activity, feel free to follow the steps described here .

A.II University BINGO!

Unbenannt: Portfolio Placeholder

[Image: individual or group task]

Unbenannt: Text

BINGO!

In groups or individually, create a Bingo card for student teachers' first month at university with concrete calls to action (e.g., Introduce youself to three new people, Have a coffee with someone at the cafeteria, Ask a senior student for advide...). You can use this template [link to download a template, will be added soon].

Tip: Hand these out to 1st semester students, for example at a Welcome Week!

B. The Role of Social Connection and Belonging in the School Community

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Could you please

- think of a way to present the ideas on this page in another way? How about we present the 6 key elements below as Dialog Cards or an Image Hotspot, maybe?
- consider if the information on this page could/should be split up into two pages, maybe? Is there an interactive, "fun" activity to check you knowledge or something to go with this?

The importance of building relationships at school

Relationships among colleagues and with school leadership are essential for teacher well-being and teaching quality. According to the OECD (2019), a collaborative school environment reduces stress and improves teaching effectiveness, also supporting student learning. In this context, colleagues and principal support plays a key role in building a professional and emotional network that helps teachers face daily challenges and continuously improve.

Peer mentoring systems, as highlighted by the TALIS survey (OECD, 2019), help reduce feelings of isolation and promote ongoing development of teaching practices. Sharing experiences and resources among colleagues creates a more supportive work environment, contributing to teachers’ psychological well-being and more effective problem-solving.

TALIS also shows that regular feedback and collaboration among teachers foster a positive school climate, benefiting both teacher well-being and student outcomes. At the European level, the European Commission (2024) promotes policies that encourage healthy and collaborative school environments, recognizing that teamwork strengthens teachers' resilience to professional challenges.

Induction programmes, which include support from school leaders, are also crucial for the well-being of newly hired teachers, helping them integrate into the school context and manage early difficulties more smoothly. As Eurydice (2021) notes, supervision involving constructive feedback and ongoing dialogue enhances teaching quality and supports professional growth in a valuing and supportive setting.

Finally, peer support contributes to building a cohesive school community. Schools that foster peer support groups report improvements in both professional performance and overall well-being. This kind of mutual support reduces stress, increases engagement, and nurtures a sense of solidarity that enhances the entire school atmosphere (OECD, 2019).

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Key elements to promote collaboration at school include:

Unbenannt: Accordion

1. Spaces and Time for Collaboration

Unbenannt: Text

Schools should allocate specific time for teacher collaboration, such as regular meetings, to encourage sharing resources and best practices, reducing isolation, and improving psychological well-being.

2. Mentoring and Peer Support

Unbenannt: Text

Mentoring programs, where experienced teachers support new teachers, and peer support among colleagues are essential to reduce stress and improve teaching practices.

3. Constructive Feedback and Collective Reflection

Unbenannt: Text

A culture of regular and constructive feedback among teachers, supported by collective reflection sessions, is crucial for continuous improvement and collaborative management of teaching challenges.

4. Ongoing Professional Development

Unbenannt: Text

Continuous professional development, which goes beyond technical aspects and includes teachers' psychological well-being, is essential for skill improvement and creating a resilient work environment.

5. Distributed Leadership

Unbenannt: Text

Involving teachers in school decision-making and promoting distributed leadership increases collaboration and a sense of shared responsibility, improving the effectiveness of teaching practices.

6. Technologies to Facilitate Collaboration

Unbenannt: Text

Digital platforms enable continuous collaboration among teachers, even remotely, overcoming space and time barriers and facilitating resource sharing.

Unbenannt: Portfolio Placeholder

Unbenannt: Accordion

Click here to see the literature.

Unbenannt: Text

- OECD. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing.
- European Commission: Directorate-General for Education, Youth, Sport and Culture. (2024). Wellbeing and mental health at school : guidelines for school leaders, teachers and educators. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/760136
- Eurydice. (2021). Teachers in Europe: Careers, Development and Well-being. European Commission.

B.I School BINGO!

Unbenannt: Portfolio Placeholder

[Image: individual or group task]

Unbenannt: Text

BINGO!

In groups or individually, create a Bingo card for student teachers' first month at university with concrete calls to action (e.g., Introduce youself to three new people, Have a coffee with someone at the cafeteria, Ask a senior student for advide...). You can use this template [link to download a template, will be added soon].

Tip: Hand these out to new teachers, teacher trainees and/or interns on their first day

Strengthening the Social Dimension in Your Classroom

Unbenannt: Portfolio Placeholder

Unbenannt: Text

As a teacher, have you ever thought about the role your methodological choices might have on the well-being of your students? For example, your choice of teaching and learning methods and assessment methods and tools? And the role of teaching methods to encourage social connections and peer relationships?

Unbenannt: Portfolio Placeholder

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Research on this topic focuses on the role of teachers and how the methodological choices adopted by teachers can actively contribute (or not) to the creation of learning environments that promote well-being starting from the evidence that school and university experiences are strongly influenced by the teaching environment and learning experiences.

At a university level, we know that the choice of teaching and learning methods as well as assessment methods and tools can also have a major impact on student well-being. For example, at the university, examination stress is associated with anxiety, depression, disordered eating, self-harm, panic attacks, and burnout negatively affecting the learning process and performance. Assessment is recognised as a significant source of stress and worry also for secondary school students.  Indeed, it is relevant that students identify precisely teaching and assessment methods among potential sources of distress.

Another element notoriously cited in well-being frameworks, both of teachers and students, is workload. Research has shown how a high workload can have negative effects on well-being and how teachers' attention to the workload they expose students to can guide them towards better teaching practices contributing to the reduction of stress and student dropout rates.

Unbenannt: Portfolio Placeholder

Unbenannt: Accordion

Click here to see the literature.

Unbenannt: Text

- Barden, N., & Caleb, R. (Eds.). (2019). Student mental health and wellbeing in higher education: A practical guide. Sage.
- Brooker, A., McKague, M., & Phillips, L. (2019). Implementing a whole curriculum approach to student wellbeing. Student Success,10 (3),55-63.
- Jones, E., Priestley, M., Brewster, L., Wilbraham, S. J., Hughes, G., & Spanner, L. (2021). Student wellbeing and assessment in higher education: The balancing act. Assessment & Evaluation in Higher Education, 46(3), 438-450.
- Pascoe, M., S. Hetrick, & Parker, A. (2020). The Impact of Stress on Students in Secondary School and Higher Education. International Journal of Adolescence and Youth, 25(1), 104–112. doi: https://doi.org/-10.1080/02673843.2019.1596823
- Putwain, D. W. (2009). Assessment and examination stress in Key Stage 4. British Educational Research Journal, 35(3), 391-411.

Methodological Choices to Strengthen the Social Dimension in Your Classroom

Unbenannt: Portfolio Placeholder

Personal reflection "Have you ever thought...?"

Unbenannt: Portfolio Placeholder

Unbenannt: Portfolio Placeholder

Unbenannt: Text

As a teacher:

- Have you ever thought about the impact of methodological choices on your students’ well-being?
- What methodological choices will promote the well-being of your students (e.g. teaching and learning methods? Assessment methods and tools)?
- What strategies will I be able to include once I enter the school context?

As a student:

- Have you ever thought about the impact of your teachers’ methodological choices on your well-being?
- What methodological choices have promoted more well-being (e.g. teaching and learning methods? Assessment methods and tools)?
- What strategies can you recognize in your university classroom as a well-being facilitator?

One minute paper! or potential action plan task???

In one minute write down a list of methodological choices that can encourage students’ well-being.

Knowledge Check: What can be done where?

Unbenannt: Portfolio Placeholder

[Image: individua task]

Unbenannt: Text

Drag & Drop:

What can we do where in order to strenghten the social dimension of well-being?

Unbenannt: Portfolio Placeholder

Drag and drop activity: Strengthen the Social Dimension of Well-being

- Organise welcome weeks for newcomers
- Encourage the co-design of activities with students
- Provide structured moments of exchange between teachers
- Use cooperative learning techniques in the classroom
- Provide constructive and regular feedback
- Involve experienced teachers as mentors for newcomers
- Propose territory-related activities (e.g. service learning, short-term mobility)
- Schedule flexible deadlines to reduce stress
- Foster informal spaces for interaction (e.g. common rooms, digital cafés)
- Introduce reflective activities on students’ learning experiences
- Establish peer-support systems for newcomers
- Create peer study groups
Q: School
Q: University
Q: Both contexts

Personal reflection: "My Well-Being Network"

Unbenannt: Portfolio Placeholder

Unbenannt: Text

Take out your Well-being Map from the Pre-Activity (2.I). Try to categorize your map into professional (colleagues, mentors, supervisors, online networks) and personal (family, friends, community) sources by using symbols (e.g. briefcase = professional, heart = personal).

In addition, add different colors to indicate how strong these connections feel to you.

Unbenannt: Portfolio Placeholder

[Image: individual task]

Unbenannt: Text

Take a closer look at your Well-being Map and spot possible "gaps" in your support system:

- Where could you strengthen connections?
- What kind of support do you still need?
- Mark in your support map (e.g. by using a highlighter): Which social connections would you like to intensify? Next to them, write down one specific first step you need to take.

Unbenannt: Portfolio Placeholder

[Image: group task]

Unbenannt: Text

Share your Well-being Maps, compare experiences, and discuss:

- What kinds of support do new teachers need most?
- How can schools strengthen teacher belonging and social connections?
- What strategies could help in building a strong, connected teaching community?

Unbenannt: Portfolio Placeholder

Drag and drop activity: Strengthen the Social Dimension of Well-being

- Organise welcome weeks for newcomers
- Encourage the co-design of activities with students
- Provide structured moments of exchange between teachers
- Use cooperative learning techniques in the classroom
- Provide constructive and regular feedback
- Involve experienced teachers as mentors for newcomers
- Propose territory-related activities (e.g. service learning, short-term mobility)
- Schedule flexible deadlines to reduce stress
- Foster informal spaces for interaction (e.g. common rooms, digital cafés)
- Introduce reflective activities on students’ learning experiences
- Establish peer-support systems for newcomers
- Create peer study groups
Q: School
Q: University
Q: Both contexts

Conclusion

Unbenannt: Portfolio Placeholder

Unbenannt: Text

In this module, we explored the essential role of social relationships in supporting the well-being of students and teachers in educational contexts. Together, we have:

- Explored the key factors that shape social well-being and a sense of belonging (e.g., feeling part of a learning community, the value of active listening and mutual recognition);
- Reflected on how to create inclusive and motivating environments in schools and universities (e.g., welcome weeks, shared spaces for connection, peer mentoring initiatives);
- Discussed how teaching and assessment choices can influence student well-being (e.g., participatory methods, flexible approaches, and meaningful feedback);
- Recognized the importance of social support networks (e.g., mapping personal support systems, strengthening existing connections, identifying areas to grow);
- Identified concrete actions to promote both individual and collective well-being (e.g., planning regular check-ins, balancing workloads, encouraging open dialogue in class).

This journey has invited us to rethink educational practices through a well-being lens, and to take small but meaningful steps toward more connected, caring, and supportive learning environments.

Unbenannt: Portfolio Placeholder

Unbenannt: Text

and/or action plan task???

End

[Image: Graphic with the word "Congratulations!"]

Unbenannt: Text

Congratulations!

You have completed the Better Together: The Social Dimension of Well-Being learning module.

Unbenannt: Portfolio Placeholder

Unbenannt: Text

In this module, we explored the essential role of social relationships in supporting the well-being of students and teachers in educational contexts. Together, we have:

- Explored the key factors that shape social well-being and a sense of belonging (e.g., feeling part of a learning community, the value of active listening and mutual recognition);
- Reflected on how to create inclusive and motivating environments in schools and universities (e.g., welcome weeks, shared spaces for connection, peer mentoring initiatives);
- Discussed how teaching and assessment choices can influence student well-being (e.g., participatory methods, flexible approaches, and meaningful feedback);
- Recognized the importance of social support networks (e.g., mapping personal support systems, strengthening existing connections, identifying areas to grow);
- Identified concrete actions to promote both individual and collective well-being (e.g., planning regular check-ins, balancing workloads, encouraging open dialogue in class).

This journey has invited us to rethink educational practices through a well-being lens, and to take small but meaningful steps toward more connected, caring, and supportive learning environments.

Feedback

Unbenannt: Text

FEEDBACK ON THIS MODULE

Help us to improve our learning materials by answering a few questions: Feedback Form [to be created]

Unbenannt: Text

Please click on the following link:

--> hier noch hinzufügen

Evaluation

Kopfzeile

Unbenannt: Text

Better Together: The Social Dimension of Well-Being

[Image: teff logo]

Fußzeile

[Image: teff logo]

[Image: eu logo]

[Image: Creative Commons BY SA]