Supporting students at the Faculty of Education, Charles University: balancing academic demands and mental well-being
DOI:
https://doi.org/10.14712/25337890.5213Klíčová slova:
well-being, higher education, positive psychology, metacognition, study strategies, stress management, prevention of academic failureAbstrakt
Higher education institutions are increasingly facing challenges related to student mental wellbeing, which is now widely recognised as a key determinant of academic success, persistence in study, and overall personal development. This methodological study presents a comprehensive concept of a support-oriented elective course titled Managing Study Demands and Supporting Wellbeing, developed within the ESF+ project at the Faculty of Education, Charles University. The course is grounded in theoretical frameworks of positive psychology, metacognitive approaches to learning, and the recommendations of international organisations (OECD, WHO, UNESCO). It focuses on fostering self-awareness, self-regulation, stress management, effective study strategies, and the ability to maintain balance between academic responsibilities and personal life. The study summarises the theoretical underpinnings of wellbeing in higher education, introduces the PERMA model, and highlights the specific needs of diverse student groups, including those with specific learning difficulties, autism spectrum disorder, and anxiety-related challenges. The text outlines the structure of the course, the methods employed, key thematic areas and study materials, and reflections on student participation. The study demonstrates how systematic support for wellbeing can be effectively integrated into university curricula as a preventive measure against academic failure and as a means of developing essential 21st-century competencies.
Reference
Bakker, A., & Mostert, K. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09940-8
Brooker, A., Larcombe, W., & Baik, C. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38, 674–687. https://doi.org/10.1080/07294360.2019.1576596
Cassidy, T., & Poots, A. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2019.101506
Clear, J. (2019). Atomové návyky: Jak si budovat dobré návyky a zbavovat se špatných. Praha: Jan Melvil Publishing.
Corcoran, R., Pennington, A., & Worsley, J. (2022). Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions. PLoS ONE, 17. https://doi.org/10.1371/journal.pone.0266725
Cruz, J., & Lopes, R. (2023). Self-efficacy, Stress and Well-being in the transition to Higher Education. European Psychiatry, 66, S478-S479. https://doi.org/10.1192/j.eurpsy.2023.1024
Česká školní inspekce. (2017). Národní zpráva PISA 2015. Praha: Česká školní inspekce. Dostupné z: https://www.csicr.cz/cz/dokumenty/publikace/narodni-zprava-pisa-2015
Česká školní inspekce. (2021). Sekundární analýza PISA 2018: Well‑being žáků, třídní klima, používání ICT a vnímání role učitele. Praha: ČŠI. Dostupné z:
https://www.csicr.cz/cz/Aktuality/Sekundarni-analyza-PISA-2018-Well-being-zaku,-trid
Govorova, E., Benítez, I., & Muñiz, J. (2020). How schools affect student well-being: A cross-cultural approach in 35 OECD countries. Frontiers in psychology, 11, 431.Ryan, Larcombe, & Baik, 2021
Gobena, G. (2024). Effects of Academic Stress on Students’ Academic Achievements and Its Implications for Their Future Lives. International Journal of Instruction. https://doi.org/10.29333/aje.2024.918a
Chen, G., & Chen, J. (2025). Academic burnout among Chinese college students: A study based on FSQCA method.. Acta psychologica, 253, 104701. https://doi.org/10.1016/j.actpsy.2025.104701
Inga-Ávila, J., Churampi-Cangalaya, R., Inga-Ávila, M., Huamán-Pérez, F., Caballero, E., Quispe, M., Ulloa-Ninahuamán, J., & Inga-Aliaga, M. (2024). Technology anxiety (technostress) and academic burnout from online classes in university students. International Journal of Data and Network Science. https://doi.org/10.5267/j.ijdns.2023.9.005
Ishihara, T., Adachi, M., Ohnishi, H., Fukao, T., Imamura, N., Tajirika, S., Watanabe, D., Yamamoto, M., Miwa, T., & Horita, R. (2024). Frequency and Mental Health Condition of Students with Developmental Disabilities Among First-Year Japanese University Students: A Cross-Sectional Survey. Journal of autism and developmental disorders. https://doi.org/10.1007/s10803-024-06515-y
Jarden, A., Young, T., Colla, R., & Macinnes, S. (2020). The impact of a wellbeing program imbedded in university classes: the importance of valuing happiness, baseline wellbeing and practice frequency. Studies in Higher Education, 47, 751–770. https://www.tandfonline.com/doi/full/10.1080/03075079.2020.1793932
Kats, Y. (2021). Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities. Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities. https://doi.org/10.4018/978-1-7998-7053-1.ch001
Kimball, E., & Thoma, H. (2020). From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder by Lynne C. Shea, Linda Hecker, and Adam R. Lalor (review). Journal of College Student Development, 61, 667–669. https://doi.org/10.1353/csd.2020.0066
Knoblauch, J. (2013). Cíle v pracovním i osobním životě. Praha: Portál.
Kočí, J. (2022). Zdraví a well-being vysokoškolských studentů v distanční formě vzdělávání. Vysokoškolské poradenství–aktuální výzvy a trendy, 46.
Kondo, M., & Sonenshein, S. (2020). Radost z práce: Jak uspořádat pracovní život. Praha: Jan Melvil Publishing.
MŠMT. (2023). OP JAK: Přes 15 miliard pro kvalitnější výuku na vysokých školách. Operační program Jan Amos Komenský. Dostupné z: https://opjak.cz/aktuality/pres-15-miliard-pro-kvalitnejsi-vyuku-na-vysokych-skolach/
Nevypusť duši: nebojíme se mluvit o duševním zdraví. Duševní zdraví na vysoké škole online. 3. 10. 2019 cit. 2025-06-28. Dostupné z: https://nevypustdusi.cz/2019/10/03/dusevni-zdravi-na-vysoke-skole/
Novotná, M., & Schreiberová, D. (2021). Přes zeď slov. Výtvarná Výchova.
Partnerství 2030+. (2022). Wellbeing ve vzdělávání: Tematický policy brief. Dostupné z: https://partnerstvi2030.cz/wp-content/uploads/Wellbeing-ve-vzdelavani_listopad-2022-1.pdf
Ryan, T., Larcombe, W., & Baik, C. (2021). How can universities better support the mental wellbeing of higher degree research students? A study of students’ suggestions. Higher Education Research & Development, 41, 867–881. https://doi.org/10.1080/07294360.2021.1874886
Sedgwick-Müller, J., Adamou, M., Catani, M., Müller-Sedgwick, U., Hank, D., Gudjonsson, G., Asherson, P., Young, S., Champ, R., & Pitts, M. (2022). University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry, 22. https://doi.org/10.1186/s12888-022-03898-z
Seligman, M. E. (2011). Building resilience. Harvard business review, 89(4), 100–106.
Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster.
Seligman, M. (2018). PERMA and the building blocks of well-being. The journal of positive psychology, 13(4), 333–335.
Schulz, T., Reiner, B., Olson, N., & Oberhoffer-Fritz, R. (2025). Stress, student burnout and study engagement – a cross-sectional comparison of university students of different academic subjects. BMC Psychology, 13. https://doi.org/10.1186/s40359-025-02602-6
Schwake, M., Wegener, N., & Kortsch, T. (2025). Improving mental health in high school students shortly before their final exams — a pilot study of a stress management intervention. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1548425
Smith, A., & Garcha, J. (2023). Associations between Autistic and ADHD Traits and the Well-Being and Mental Health of University Students. Healthcare, 12. https://doi.org/10.3390/healthcare12010014
Tong, X., Liu, M., Cai, W., & Zhao, L. (2025). More resources or less demands? A three-wave longitudinal study on student well-being and perceived employability in entrepreneurship courses. The International Journal of Management Education. https://doi.org/10.1016/j.ijme.2024.101120
Walker, C. (2022). Wellbeing in higher education: a student perspective. Pastoral Care in Education, 40, 310–320. https://doi.org/10.1080/02643944.2022.2093963
Wolter, C., Pleiss, L., Gusy, B., & Lesener, T. (2020). The Study Demands-Resources Framework: An Empirical Introduction. International Journal of Environmental Research and Public Health, 17. https://doi.org/10.3390/ijerph17145183
Woodruff, J., Kuder, S., & Accardo, A. (2019). Accommodations and support services preferred by college students with autism spectrum disorder. Autism, 23, 574–583. https://doi.org/10.1177/1362361318760490
