The Importance of an Increased Focus on Developing the “Whole Student” during and beyond Their Time at Higher Education, with a Particular Focus on First-Year Student

Abstract

This is a theoretical document for the consideration of how we can enhance overall students' academic and overall wellbeing. Because first-year students' transition into higher education is particularly important for their remaining time at higher education, and to diminish their risk of attrition after their first year, this group will be particularly focused on. However, a focus on the "whole student" is important for all their time at university in the whole world. Also, considering the recently enhanced legal educational requirements with regards to overall student wellbeing for New Zealand tertiary institutions, there is for them an even more clear rationale for NZ tertiary institutions to focus on this topic. This article is aimed at advocating for an increased focus on the whole student development, drawing on much of our research so far, as well as research from across the world.

The Importance of Supporting Students’ Sense of Meaning and Purpose as Part of Supporting the “Whole Student”

“…Positive psychologists have also developed "Positive Education" interventions, which are very relevant to the findings of our research. Higher Education institutions may all benefit from a focus on "Positive Education" to enhance the overall wellbeing and the "whole student", especially by supporting them in developing their sense of purpose and meaning (van der Meer, 2021;2022).…”

“…This means that they engage, consciously or subconsciously, in the development of their sense of identity and their sense of meaning and purpose in life. It could be argued that universities therefore should focus more on the "whole student" (van der Meer, 2021;2022). Jayawickreme et al (2016) in the context of education suggest that "Educators should be encouraged to consider well-being in a holistic manner that ensures that the education of the whole student is promoted without prioritizing one aspect of well-being and character above others" (Jayawickreme & Dahill-Brown, 2016: p. 481).…”