First year students

UON undergraduate profile is diverse, with 43% school leavers, 52% first in family and 49% reporting external commitments so it’s not surprising that our first-year cohorts have multi-layered identities.

While changes in routines, roles and responsibilities will be unique for each new student, it’s important to acknowledge the psychological challenges integral to transition during the first year, and to recognise a point of vulnerability for many, but also an opportunity to foster student development. Students’ usual health and wellbeing practices are often disrupted initially due to stress, and we know adjustment takes time. Those students with pre-existing mental health conditions may already have health care networks and effective strategies in place, however some will require additional supports.

Early intervention during transition

Supporting first year adjustment and early access to mental health supports will contribute to student wellbeing and success, and a positive university experience overall.

1. Support first year adjustment

   Schlossberg’s transition theory (1984) suggests student coping will depend on four factors – (situation, self, supports and strategies).

   (Ben can we link four factors to this doc

   http://apps.nacada.ksu.edu/conferences/ProposalsPHP/uploads/handouts/2013/C262-H03.pdf?)

   We can support student’s resourcefulness and reduce their vulnerability by sharing mutual conversations and maps about how to navigate transition and adjustment processes.

   Based on his review of life transitions, Lizzio (2006) identified five key areas of mastery which contribute to the wellbeing, early success and continued motivation of first year students.

   According to Lizzio’s model, students need to develop their senses of: (Ben this could be a backdoc under five key areas).

   • Purpose: Clarity about reasons for studying and goal commitment.
   • Resourcefulness: Learning how university systems work, seeking help and balancing study with work and life commitments.
   • Capability: Understanding student roles and expectations, acquiring academic skills and engaging in learning processes.
   • Connectedness: Developing quality relationships with peers, staff, their school and University.
   • Academic Culture: Appreciating University culture and values, and those of their chosen disciplines.

   ​

   Lizzio suggests some targeted support strategies in this brief presentation.

   (Ben, can we link to

   https://www.youtube.com/watch?v=vgKQRimuWdo&list=PLfqWyDah_ybAP1QaiE-199pykCTdYcwD1&index=5&t=0s).

2. Promote student mental health and wellbeing

Any opportunities to embed wellbeing practices in curricula and to engage in health promoting conversations will benefit first year students. There are some excellent student wellbeing resources you can readily access. As valued role models and mentors, you set the cultural tone for what matters and students will look to you for messages about the place of self-care in student life. Recommend they seek support early when mental health concerns arise. As a health promoting community, UON is committed to enhancing the physical and mental wellbeing of students and staff.

Fundamental to student wellbeing lifelong, is their capacity to maintain authentic motivation derived from experiences of autonomy, competence and relatedness. Authentically motivated students are more likely to pursue their valued goals and interests, acquire relevant skills and create meaningful connections.

(Ben – could you link ‘student wellbeing resources’ to Helen’s quest material)

(Ben – could you link this page to the word wellbeing http://unistudentwellbeing.edu.au/student-wellbeing/wellbeing-essentials/)

What can I do to help?

Student Personal Journeys

• Acknowledge first year student hopes, strengths and skills, and normalise concerns.
• Help students to articulate transition tasks and share relevant resources.
• Inform students it is resourceful to access supports early and often, and signpost pathways to student support services.
• Highlight student mental health and wellbeing as fundamental, encourage students to develop their mental health literacy and to ask peers RUOK.

(Ben this is the link to RUOK -how to ask https://www.ruok.org.au/how-to-ask)

• Ask students to share their wellbeing tips.
• Outline the purpose of Adverse Circumstances, and registration with AccessAbility for Reasonable Adjustment Plans for those with pre-existing mental health conditions.
• Promote self-management skills acquisition and direct students to resources about stress and time management, study-work-life balance and performance anxiety.
• Provide opportunities for students to reflect on their adjustment at the end of the first semester.

Student Academic Journeys

• Discuss student responsibilities for learning, share your expectations and inform them of your availability.
• Direct students to resources to develop their academic skills.
• Encourage students to plan for semester assessment peaks and suggest they negotiate with family and friends ahead of time.
• Cultivate a growth mindset – a concept developed by Professor Carol Dweck.
• Invite them to return to their sense of purpose when de-motivated later in the semester.
• Discuss the relevance of generic skills development to graduate capabilities and professional practice.
• Share your knowledge about strategies for success.
• Collaborate with colleagues and student services to embed wellbeing skills in the curriculum.

(Ben can we link –

‘family and friends’ to Keep ‘family and friends in the loop’ below as a pdf backdoc?

to ‘growth mindset’ either https://www.youtube.com/watch?v=75GFzikmRY0 or Nigel Holmes diagram which I have prior permission to use.

‘embed wellbeing skills in the curriculum’ to Helen’s Quest resources?)