How Fontys works on improving student well-being

Young people with mental health issues: it’s a topic that’s gaining more and more attention. Do young people face greater challenges now than, say, twenty years ago? Rens Gresnigt, project leader at Fontys Studentenvoorzieningen, doesn’t have a definitive answer. ‘I haven’t conducted research on that. However, there is now clearly more awareness of mental health issues among young people. We know that the COVID-19 period negatively impacted the mental health of many young people, and they often feel pressure from social media, performance demands, and the potential financial penalties for studying longer than expected. That’s why educational organisations, student unions, experts, and the Ministry of Education, Culture, and Science (OCW) have developed a National Framework for Student Well-Being. As a result, Fontys has strengthened its efforts in the area of student well-being, of course, in consultation with students, staff, and other experts.’

Well-being essential for study success
According to student counsellor Pieternel Brughuis, the Student Well-Being Framework serves as the starting point for activities aimed at increasing attention to student well-being at Fontys. ‘When you are not feeling your best, your studies often do not go as smoothly as you had hoped. Well-being is essential for a successful student journey. That’s why we organise a range of activities to ensure that lecturers, student coaches, and others in direct contact with students feel better equipped to contribute to student well-being.’

Role for study associations
Consultant for student coaching and well-being, Sander Waulthers: ‘Fontys students can seek support not only from fellow students but also from lecturers, student coaches, and the Fontys student support team. We refer to this as the support chain. Our goal is to strengthen this chain within every study programme and institute, for instance, by offering opportunities for professional development of student coaches. Another focus area is the study associations at Fontys. They also play a role in the support chain. Study associations can apply for financial support from us to organise activities related to student well-being, such as inviting a guest speaker to talk about study stress or performance anxiety. Additionally, we collect good practices from study associations, which can benefit other associations in turn.’

One-and-a-half line
The support chain consists of three lines. Pieternel: ‘The first line is made up of the student coach and the involved teaching team within the student’s study programme. The second line includes programme-independent student services, such as the student counsellors and student psychologists at Fontys Studentenvoorzieningen. In between, there’s an additional layer we call the ‘one-and-a-half line’; the support team within the student’s study programme. This intermediate layer is not present in every programme. These three lines together form the foundation of the support chain. Attention to this chain – the division of roles, communication, and professionalisation – is important; it strengthens the entire support chain and benefits the well-being of the student.’

Rens hopes that it will become normal for students to be open about any mental health issues. ‘There are two things to consider. A: You don’t need to be ashamed of it. B: Support is available. It’s also unnecessary to panic if you don’t feel well for a day or a few days. That’s part of life, and suppressing negative feelings with alcohol or party drugs doesn’t solve anything. On the contrary, we know that alcohol and drug use do not go hand in hand with a successful student journey.’

Plenty of support free of costs
What also has a positive effect on student well-being is the feeling of belonging. How do you get that feeling when you occasionally feel like an outsider, for example, if you are part of the LGBTQ community or neurodiverse (such as having autism or ADHD)? Pieternel: ‘At Fontys, we have several communities for special target groups where students can meet like-minded individuals and experience that they belong too. Perhaps not everyone is aware of these communities, but the student coaches certainly are. They should also recognise when a student is frequently absent or withdrawing and can point the student to the diverse support options available within Fontys.’

Sander: ‘Let’s not forget our online self-help modules, in addition to all the other support options available on Fontys Helps. There are various topics, ranging from alcohol and drug use to phone and gaming addiction, stress, caregiving, and grief support.’ Rens: ‘Let’s all emphasise that Fontys offers various forms of support and that our support costs the student nothing. This is a message that the student coaches need to spread, as they are the first point of contact for students.’