Experiential learning spaces and student wellbeing: a mixed-methods study of students at three research intensive UK universities

Abstract

There is clear evidence that university students are experiencing significant mental health difficulties, further exacerbated by the temporary closure of university campuses during the height of the COVID-19 pandemic. Against this backdrop, our study – Student Wellbeing and Experiential Learning Spaces (SWELS) – explored the role of experiential learning spaces in supporting student wellbeing. We adopted a mixed-methods approach, consisting of an online survey and interviews with students from three research intensive UK Universities. The survey results revealed that compared to the national average of 16–25-year-olds from the UK Office for National Statistics’ (ONS) wellbeing questionnaire, the sampled students exhibited significantly lower levels of life satisfaction, happiness, perceived worthwhileness and higher levels of anxiety. The qualitative results further confirmed that students perceived their wellbeing to be affected by their university experience and the COVID pandemic. However, the results also suggest that experiential learning spaces (such as museums, collections, libraries, and gardens) hold strong potential to support student mental health. Accordingly, the study indicates that diversifying module content and conscientiously considering both physical and digital learning spaces can positively impact students. In short, curricula that are cognisant of the physical learning environment and embed a focus on wellbeing into their content might help to bolster student wellbeing.

Acknowledgements

The authors would like to acknowledge the funding received from the UKRI SMaRteN network and the invaluable support they have received from the SMaRteN team, in particular Nicola Byrom, Jo Ward, Alyson Dodd and Rebecca Upsher. Additionally, they would like to thank Helen Chatterjee, Helen Jury, Stephanie Tierney, Rebecca Sheriff, Helen Adams, Graeme Earl, Suzanne de la Rosa, Susan McCormack and Lucy Shaw for their support, advice and contribution.

Authors contributions

Esme Elsden and Thomas Kador are joint first authors of this paper to reflect their equal contribution to the project and the writing.

Thomas Kador was the Principal Investigator of the study, Esme Elsden was the main researcher, Hannah Sercombe research assistant, with Flora Smyth Zahra and Lucy Shaw having been Co-Investigators.

The project was led by TK, with EE conducting the survey, interviews, quantitative data management and analyses. HGS and EE conducted the qualitative analysis. All authors contributed to designing the study, provided input on the manuscript and are jointly responsible for the reported research, analysis, and interpretation of data. They contributed to drafting and revising the manuscript and have read and approved the final manuscript.

Disclosure statement

No conflict of interest arises for any of the contributing authors.

Data availability statement

Data has been deposited with the UK Data Service and will be made publicly available after publication of this article.

Additional information

Funding

This work was supported by funding from the SMaRteN Student Mental Health Research Network under the grant number ES/S00324X/1 (https://www.smarten.org.uk/funded-research-2020.html)