Embedding Wellbeing in Curriculum for Student Success: Digital Inclusion and Accessibility
Recognizing the impact of digital content on student wellbeing, this initiative focuses on designing inclusive and accessible curriculum to support all students, particularly those from under-represented groups. The Ulster University's Student Wellbeing service provides vital support for students with various needs, including mental health, disability support, and financial advice. Data reveals the prevalence of different conditions among registered students, emphasizing the importance of promoting student wellbeing through a holistic approach.
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BB Ally, Digital Inclusion and Digital Accessibility Embedding Wellbeing in Curriculum to Maximise student success Ann Hart-Henderson
Digital Inclusion and Student Wellbeing Risk Factors and Protective Factors There is growing recognition that digital content can act as a barrier and detract from student wellbeing Digital content and resources can exclude and contribute to mental health and wellbeing pressures by producing stress and anxiety Well designed, accessible digital content acts as an enabler for any & all students Inclusively designed digital content and resources enable any & all students to access learning content Designing curriculum inclusively (consistent with UDL principles) we recognise that no two learners are alike Designing curriculum inclusively and accessibly acknowledges no two students with disabilities (even with the same disability) are alike Using inclusive digital resources promotes student wellbeing and benefits the mental health and academic achievement of any/all UU students and in particular those from under-represented groups.
UU Student Wellbeing service Student Wellbeing Appointments Ulster University s Student Wellbeing team supports student with a broad range of needs including general wellbeing support, mental health concerns, disability support and student money advice and financial support. From August 2021 to end of December 2021 there were 2107 attended appointments for 1215 students The top five presenting issues identified through these appointments are New Disability Disclosure (20%), Mental Health issues (13%), Anxiety (12%), Academic issues (10%) and Disability related issue (10%) . Student Wellbeing Report to HSW Committee Jan 2022 (August to December 2021)
UU Student Wellbeing service data Disability Support There are currently 2264 registered students with reasonable adjustments in place for a disability or medical condition 40% students with a single diagnosis of Dyslexia/SpLD 20% students with two or more conditions 15% with a single diagnosis of a mental health condition 9% of students with single diagnosis of a long-standing medical condition 8% students with a single diagnosis of an autistic spectrum condition Of the 462 students with two or more conditions 52% have a mental health condition as one of their diagnoses 47% have Dyslexia/SpLD as one of their diagnoses 30% have an autistic spectrum condition as one of their diagnoses
Listening and Responding Some students who have a primary disability will subsequently develop secondary or co- morbid mental health or wellbeing challenge or disability Student Wellbeing pressures and challenges directly impact student engagement, retention, motivation, academic success and lifelong outcomes.
Student M. Health & Wellbeing Strategy Being Well- Doing Well at Ulster Ulster University is committed to creating an emotionally intelligent, and inclusive community that: Generates a sense of connection and belonging Promotes resilience Enables, empowers and supports students to achieve their full potential SMH&WB Strategy Objective 3 Develop inclusive and engaging curricula that promote the principles of student wellbeing
Digital Inclusion and Digital Accessibility An inclusive curriculum design approach is one that takes into account student s educational cultural and social background and experience as well as any physical or sensory impairments and their mental wellbeing. (HEA 2011 Inclusive curriculum Design in HE) A major defining characteristic of inclusive education is response to student diversity through the deployment of learning environments and learning opportunities for all (Slee, 2018). Inclusion is defined by Ainscow (2005) as the constant, ongoing quest to optimize responses to diversity, involving the abolition of obstacles to physical presence, active participation, and attainment. There is growing awareness that all students are legally entitled to a learning experience that respects their diversity and enables their full participation, within an inclusive and supportive learning environment and that through providing an inclusive, accessible and supportive learning experience and environment which respects student diversity and enables full participation, we promote student wellbeing. Embedding mental health and wellbeing in the curriculum: maximising success (Advance HE A.M Houghton and J.Anderson. 2017)
