Supporting Student Wellbeing in the University Library: A Core Service or a Distraction?

In October 2017, an e-mail was posted to the UK university library discussion list (LIS-SCONUL) summarizing university libraries’ approaches in supporting student well-being (Beaufils, 2017). The range of services and ideas included providing:

•	Physical space: A quiet corner where students can pick up materials from the Guidance team /A health and wellbeing corner where users can color, play chess, or undertake a jigsaw/. A respite room for students with narcolepsy/ A chill-out space for students to use at stressful times of year (normally exam times)/ dedicated space called the Well Being Zone with coloring books, comfortable chairs, music, film, and books related to relaxation.
•	Digital support: Lead on an initiative called Study Happy throughout the year designed to support student well-being, as well as being backed up by online materials/ Provide a digital library as a “a digital treasure house to share inspiring books and films to spark a global empathy revolution.”
•	Collection provision: collection of Reading Well books in the Library to which the Guidance and Wellbeing team direct students/ create a read and relax book collection.
•	Other: animal visits for petting/ Nintendo switch group gaming sessions and giant Jenga and other oversized games around the library/ Tea parties / Silent disco.

Brewerton and Woolley (2016) provide a detailed overview of the various ways one university library supports student wellbeing.

The World Health Organisation (2014) describes wellbeing as a state in which “every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.” Student wellbeing is a concern of universities across the world. In Australia, a handbook has been produced offering research-based guidance to help understand how and why particular curriculum choices or pedagogical approaches may impact on university students (Baik, 2017). A task group was set up in Stanford University (2008) (USA) to “critically examine expectations surrounding academic achievement and to assess their impact on students’ mental health and well-being.” It concluded that “supporting student mental health and well-being is the province of all of us – - faculty, staff and students alike.. Some universities have developed strategic and policy statements around wellbeing. In the U.K., the University of Kent takes the view in its Student Wellbeing Strategy “that wellbeing is fundamental to a positive student learning experience. Students who are happy, confident and able to establish meaningful relationships are better placed to achieve good academic outcomes during their studies” (University of Kent, 2014, p. 1). West Sydney University (Australia) has a strategy that aims to “provide a strategic and sustainable approach to mental health and wellbeing across the University that is based on best practice; to identify priorities for staff and students and to share resources whilst avoiding duplication” (West Sydney University, n.d.). A similar approach has been taken by McMaster University (Canada) where their strategy states they “will strive to nurture and support all students to be as healthy as they can be and to reach their potential” (McMaster University, 2017).

University libraries have to decide where they wish to be in supporting wellbeing in the context of the broader institution. Diversification is a strategic approach being adopted by university libraries but diversifying has some strengths, but it also can have challenges (Walton, 2007). It allows the library to both grow, and it also creates synergy by new inter-relationships developed in the actual process of establishing the student wellbeing services. On the other hand, it does bring a level of uncertainty where prediction of success levels is difficult. There is no point in supplying wellbeing support if similar provision is apparent on campus. With constraints in budgets, consideration needs to be given as to whether scare resources should be taken away to develop and supply wellbeing support.

As a physical space, the university library is well placed to support student wellbeing as it is generally trusted across the campus, open long hours and often has space it is seeking to use for different purposes. It would make sense for the following key issues to be addressed by the university library if it seeks to develop wellbeing services:

•	Review and contact other university wellbeing providers and establish processes and systems for effective collaboration. The university library may take a lead or take a minor role or have no role depending on the individual organization's context.
•	Determine the resources needed to develop and supply the library wellbeing support whether it is financial or staffing. Ensure resources are allocated to the service so it has a chance to succeed.
•	With other university providers, complete an evaluation to establish the extent to which the university library wellbeing support meets students’ needs.
•	Continue on-going collaboration and discussions within the university around wellbeing and joint working.

Warwick University Library in the UK proposes that they support wellbeing because one of their objectives is to “create the conditions for our students and staff to succeed” (Brewerton & Woolley, 2016, p. 16). This is a driver to which many other university libraries can relate.