Developing a Mentally Healthy Curriculum in the Carnegie School of Sport – Research and Knowledge Exchange Awards 2024

I have always been fascinated about our mental health and how being active and healthy can often enhance our psychological health. This has been the focus of my research and teaching here at LBU for the past 14 years. However, during this time, I have also been interested in how we can enhance students’ mental health and have worked with colleagues internal to LBU as well as external partners such as Student Minds.

As a course leader in the Carnegie School of Sport with an interest in student mental health, I proposed a project which could integrate mental health into the curriculum of our courses. This project was awarded a fellowship from the School of Sport, allowing time and funding to undertake the work. This research aligns with the Educational Innovation criteria of the Teaching Impact award. The challenge was to develop a ‘Mentally Healthy Curriculum’ for the revalidated course BSc (Hons) Health and Exercise Science (HEXS).

A case study design exploring how mental health does, and could, feature across the curriculum was undertaken. Current students, academics, well-being and Centre for Learning and Teaching (CLT) colleagues, participated in listening workshops and interviews over a four-month period. The analysis informed the design of the revalidation of HEXS.

Some of the key actions included:

• Integration workshops with students, academic staff and external stakeholders;
• Systematic mapping of the development of well-being and academic skills (as well as knowledge) across the entire curriculum to enhance confidence;
• Learning outcomes designed to include well-being, process and skill development;
• Authentic assessment embedded, with some including assessment of the process.

This work has resulted in internal and external workshops and presentations on ‘mentally healthy curriculum design’. Reports and publications have been produced for internal colleagues, the sport and exercise science community and the higher education community. Subsequent funding from the Royal College of Veterinary Surgeons has also been awarded to explore the mental health curriculum of student veterinary nurses.

Supporting students through their journey and enhancing their confidence in their studies and themselves is the inspiration behind this work. The most rewarding aspect of the project was working with the students and staff to explore what is already being undertaken and what would be beneficial. Many of the participants commented on how useful the workshops have been. I look forward to continuing this work and strengthening curriculum design and mental health initiatives and would love to support other colleagues in this development.

Tips to others looking for opportunities in research into teaching would be to work with CLT and look out for small pots of funding to support your work. Also, I would recommend joining special interest groups such as the Mental Health and Wellbeing subgroup of the Research and Scholarship of Teaching group.