【Teaching Practice Report】

Overcoming Barriers to Student Wellbeing in the Classroom:
Utilizing Universal Design for Learning Principles in Lesson
Planning, Content, and Delivery
Matthew Alexander Hartley
Abstract
Recent global events such as the COVID-19 pandemic have brought the mental wellbeing of university students tothe forefront of many educator’s minds. However, they are not, nor should they be expected to be, experts in
psychological matters. Therefore, the question becomes as follows: what can educators do to support the wellbeingof students? Taking a social psychology model of disability to understand student behaviors, this paper applies
Universal Design for Learning principles to common English language class activities, and based on a teaching
journal kept by the author, evaluates their perceived impact on student wellbeing. Comments and suggestions formodifications and accommodations are then offered in order to aid teachers who seek to embed student wellbeing
into the design and delivery of their English language curricula.
Keywords: Curriculum design, equality, mental health, psychology, wellbeing

Introduction
Awareness of mental health and wellbeing related issues in society has grown in recent times, atleast in part due to global events such as the COVID-19 pandemic (United Nations, 2021). In thetertiary education sector, these challenges have become particularly acute: one study found that in2020–2021, more than 60% of university students met the criteria for at least one mental healthproblem, a rise of almost 50% since 2013 (Dopp et al., 2013). In addition to the intrinsic wellbeing
impacts incurred by the affected individual, there is also the effect that mental health has on learning.
For instance, students with such problems are not only less likely to complete individual modules andget passing grades than those without mental health difficulties (Richardson, 2015), they are also
more likely drop out of university altogether (Brown, 2016). Furthermore, the COVID-19 pandemic
has only exacerbated these concerns. One report noted that 80% of respondents said their mental
health had deteriorated during the Coronavirus pandemic (Young Minds, 2020), with young adults
aged 18–24–that is, the age of most university students–at greatest risk of suffering from hopelessness,loneliness, and suicidal thoughts (Mental Health Foundation, 2020).
Therefore, having established that challenges to mental wellbeing experienced by university
students are significant in number, have a detrimental effect on learning outcomes, and have been
exacerbated by recent global events, the need for educators to reflect on mental wellbeing is arguably
greater than everRegarding terminology, while “mental health” and “wellbeing” are often used synonymously,
wellbeing is a wider concept of which mental health belongs to and refers to “a state of happiness andcontentment, with low levels of distress, overall good physical and mental health and outlook, orgood quality of life” (American Psychological Association, n.d.-b). Moreover, some advocate for a
focus on wellbeing rather than mental health. As Houghton and Anderson (2017, p.7) contend,“…not everyone who experiences a decline in their wellbeing would associate that with a ‘health’96

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concern. Moreover, we wish to draw a distinction between mental wellbeing, which we all have, anda mental health problem which only some of us would identify as experiencing.”
In other words, a focus on wellbeing is more inclusive and therefore has greater application, widening
the potential benefits of actions that consider it.
Although this paper will discuss concepts around wellbeing, the aim is not to diagnose or assess
students for mental health problems, or even to have knowledge of related terminology beyond alayman’s definition. Rather, it is hoped that by exploring common wellbeing concepts in the context
of the language classroom, individual educators will be better equipped to support the wellbeing of
all learners. If serious concerns about student wellbeing do occur, advice should be sought from therelevant support department of the individual instruction.

Background
Barriers to Wellbeing
In order to discover how wellbeing can be addressed through curriculum design and delivery, it
is first necessary to explore various ways in which learning can impact wellbeing at the classroom
level. One useful concept here refers to barriers to wellbeing (Oliver 1996). Rooted in the social modelof disability, this approach focuses on the environmental, structural, and attitudinal barriers that
affect a disabled individual’s inclusion and progress in life (Oliver, 1996). Related to this, Lister, Seale,and Douce (2021) discuss a comprehensive array of wellbeing issues in an educational context intheir taxonomy of barriers and enablers to wellbeing. This detailed work recognizes the multivariate
environmental, skills-related, and study-related aspects of wellbeing in learning. Although it isbeyond the scope of this paper to cover the work in this field in-depth, a selection of the principal
themes identified by Oliver (1996) in particular will be identified and introduced below, along withassociated major wellbeing concerns.
Identity. The link between identity and wellbeing is long accepted in psychology. There are
innumerable ways through which the classroom experience may impact identity; however, as astarting point, based on Tajfel’s (1981) influential work, conceptions of identity in the classroom
might consider the learner’s personal identity (allowing them opportunities to know and express
themselves and their preferences); group identity (letting them participate in group activities in ways
they like and are comfortable with); and demographic identity (through awareness and representation).
As this can lead to more positive self-conceptions and higher self-esteem, a focus on identity from theformulation stage of lesson planning can therefore help teachers not only to avoid putting up barriers
to their students’ wellbeing but also design activities that promote it (Bliuc et al., 2017).
Belonging. As Vygotsky (1978) noted, learning is a social process and interactions are key.
These social interactions (and therefore learning) inevitably involve the formation of groups–fromuniversity wide cohorts, to particular classes, and also formal or informal study groups withinclasses–at which point a sense of belonging becomes an important consideration. Skipper and Fay(2019) argued that if we feel accepted and valued by other members of a group, we are more likely
to seek and develop stronger relationships with them, which will in turn lead to improved wellbeing.
The reverse is also true. If we feel like we do not belong, our mental energy is taken up by thesefeelings, leaving less space for learning (Eisenberger & Cole, 2012). Indeed, many studies have97

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linked sense of belonging with student performance (OECD, 2000). The responsibility then again
falls on educators to focus on belonging in the classroom through cultivating a sense of community
wherever possible, explicitly encouraging a supportive atmosphere, and representing students’
identities in lesson activities and materials if possible.
Powerlessness. This refers to “state in which individuals either lack or believe that they lackcontrol or influence over factors or events that affect their health (mental or physical), personal lives,or the society in which they live” (American Psychological Association, n.d.-a). The connection to
wellbeing is clear, in that when people feel like things are outside their control, their wellbeing ischallenged and they are more at risk of mental heal problems (Cheng et al., 2013). Among university
students, those who believe they have control over their lives are more likely to be proactive in theirlearning, whereas those who do not believe they have control are more likely to experience passivity
and feelings of hopelessness (Khumalo & Plattner, 2019). An initial way to address this is therefore
to find ways to give a sense of power back to students. Studies have shown that whether this is realor simply perceived control is not important, and the wellbeing outcomes are the same (Khumalo &Plattner, 2019). Giving choice over topics, questions, or other classroom details amount to what
Scrivener (2012) calls “small bursts of democracy” (p. 115) that can make students feel empowered
and heard. Meanwhile, it has long been argued that explicitly emphasizing that academic failures andsuccesses are connected to individually controllable things such as effort, rather than uncontrollable
things such as intelligence or natural ability, can also promote a sense of control (Dweck, 1975).
Stress and anxiety. Stress and anxiety are intrinsically connected, with stress described as the
response to a threatening situation and anxiety as the reaction to that stress (Mental HealthFoundation, 2018). While stress can sometimes be positive (when it is “pressure” to motivate
achievement), it can also have negative impacts if there is too much of it. Indeed, the statistics related
to university students and stress and anxiety are alarming. During the COVID-19 pandemic, one
meta-analysis suggested that the occurrence of anxiety reached 29%, and that stress prevalence
reached 23% (Wang et al., 2021). When looking at cases without diagnosis or treatment, the figures
become even starker: 84% of students said they felt overwhelmed, 79% felt exhausted, and 46% felt
hopeless (Samuolis et al., 2015). The relevance for learning outcomes is clear in that anxiety andstress are clearly related to lower academic performance (Kitzrow, 2003). There are, of course, arange of personal, cultural, and circumstantial influences on stress and anxiety that fall outside theclassroom and therefore outside a teacher’s influence. However, by being aware of and encouraging
coping strategies in their learners, teachers can still have a positive effect. One tactic is problemfocused coping, where students ask for and receive help on a difficult, stress-inducing task (Clarke,
2006). Another is emotion-focused coping, where the stressful task (and therefore the stressful
feeling) is avoided altogether (Folkman & Lazarus, 1988). Moreover, in further evidence of theimportance of belonging, how connected a student feels to their school has also been shown to playa role in ameliorating stress and its effects (Gilman & Anderman, 2006).
Social anxiety. A particular kind of anxiety worthy of its own mention is social anxiety. This
discomfort or fear of social situations or events can for some be a barrier to everyday wellbeing as it
manifests itself in discomfort or even complete avoidance of certain tasks. As the classroom
environment is, in principal, unavoidably social, this type of anxiety is especially relevant for academic
performance. It has been found to impair academic educational achievement in particular due to98

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reduced concentration levels in the classroom (Leigh et al., 2021) as well as how it effects
communication with instructors, peers, and overall student experiences (Archbell & Coplan, 2022).
However, it is important not to assume that the “solution” to social anxiety is simply morecommunication and group participation for the concerned individual. Research also shows that thatsome students simply prefer to work alone where possible and may achieve more as a result (Hoodet al., 2021).

Universal Design for Learning
It will be evident to anyone who has spent even a short amount of time in a classroom that every
learner is different. Still, while acknowledging that there is no “one-size-fits-all” strategy foraddressing classroom wellbeing, the Universal Design for Learning (UDL) (CAST, 2018) can yet
provide a useful guiding framework for those seeking to cultivate a teaching space with student
welfare at its heart. At its core, it encourages flexibility in teaching and learning and can aid a teacher
in making their classrooms more comfortable for all. All learners can benefit from UDL principles,not only those with identified wellbeing issues. UDL achieves this by focusing on three key areas:
multiple means of engagement, multiple means of representation, and multiple means of action andexpression. Due to limitations in the scope of this paper, only a brief overview of UDL’s main tenets
will be offered before discussing how they can be put into practice in the classroom.
Multiple means of engagement. Offering multiple means of engagement may take the formof giving students a diverse and authentic lesson experience with chances to work alone or in groups.
This should be implemented with the individual’s autonomy in mind, not forced on them.
Multiple means of representation. This can involve providing learning materials and content
in different modes (i.e., audio, video, written, etc.) so that learner autonomy and comfort can berespected, allowing them to choose the format they prefer wherever possible.
Multiple means of action and expression. Related to the above, multiple means of action andexpression are simply connected to giving students the opportunity to choose how they prefer todemonstrate their learning. This may include allowing them to record a video instead of presenting
in front of the class or answering a topic through a writing assignment rather than a speaking
assignment. This must be balanced with individual class or institutional-level grading and assessment
criteria.

Methodology
To explore specific ways in which UDL can be employed to overcome various classroom
wellbeing barriers, this paper will continue by describing various activities included in typical English
language lessons. Then, based on the author’s real reflections on teaching these activities, they will
be reviewed in light of their potential wellbeing impacts, and suggestions will be made for changes.
Finally, more general thoughts on possible intersections of English language classes and wellbeing
will be examined, and further amendments will be offered. These views were recorded in a reflective
teaching journal, which is a useful means for educators to scrutinize their classroom behaviors,
attitudes, and outcomes (McDonough, 1994). Principally, the three cognitive dimensions of reflective99

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teaching were analyzed: reflection for action, reflection in action, and reflection on action-in otherwords, interrogating one’s instruction before, during, and after the event (Schon, 1983). It is thenhoped that the reader will gain a practical understanding of how to embed mental wellbeing in theirown curricula.

Discussion
Quizzes
A short paper-based quiz may be given to students in order to assess completion of homework
reading tasks. A standard number of minutes is given for this activity, and the filled-out answer sheets
are exchanged with a classmate for immediate peer grading. However, when carried out in thisstandard way, this activity does not follow UDL guidelines. Firstly, the lack of flexibility and autonomy
afforded may make learners feel powerless, and secondly, grading each other’s work can also havewellbeing impacts. While peer grading is an established time-saver for teachers (Sadler & Good,
2010), studies have suggested that having other learners know and judge their performance can bea source of anxiety (Weisi & Karimi, 2013).
To make this stage of the lesson more wellbeing-friendly, alternative methods of homeworkassessment should be considered. One possibility is to ask students to journal their reflections on thereading assignment instead of taking a quiz, which could allow freer expression, potentially helping
them feel empowered because, as Baik et al. (2017) argue, it allows them to align their responses
with their own personal interests. A second benefit is that by giving learners the chance to keep
possession of their journals themselves, they provide a differentiated form of self-assessment
through which progress over time can be reflected on and self-monitored, which are important partsof the UDL (CAST, 2018). A final benefit here is that it removes the need for peer grading and any
associated anxiety. If teachers do wish to continue using quizzes to monitor homework completion,
consideration should at least be given to marking the answer sheets themselves.

Speaking Fluency
Speaking-focused classes such as English Discussion Class regularly have students completinga speaking fluency activity that involves standing up for a total of 15 minutes, taking turns speaking
on unrehearsed topics. First and foremost, asking students to stand for 15 minutes here may bephysically difficult for those with impairments. Officially, there are both formal and informal
institutional channels through which students may make their teachers aware of any problems they
may have with standing up for extended periods, such as disclosing a physical disability to thestudent support office. However, in practice, many individuals are reluctant to do so for reasons
including fear of stigma and a lack of awareness of available support and accommodations(Thompson-Ebanks & Jarman, 2017). In its present form, this activity therefore puts up what Lister,
Seale and Douce (2021) refer to as a physical space barrier to learning–as this physical activity isunrelated to the learning outcomes, it can easily be removed from the lesson. A simple adjustment
would be to arrange the desks in the classroom to permit students to carry out this speaking activity
while sitting, making the lesson less physically demanding.
Furthermore, typically, the speaking prompts at this point of the lesson are defined by theteacher, with students offered no autonomy. Denying students the chance to utilize their decision100

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making ability may further contribute to a sense of powerlessness. An alternative would be to offer a
range of questions related to the topic for the students to choose from while making sure the choices
are simple enough to follow, and enable learners to express their true selves.

Asking Students to Volunteer Answers to the ClassAt various points in a lesson, the teacher may select individuals to briefly present their ideas
about the topic to the whole class. The goal of this activity may be to check comprehension or shareinteresting comments with other students. Indeed, on the surface, this may seem like a harmlessroutine event in any classroom; however, it does raise wellbeing concerns. It has been suggested
that, especially for English language learners, the pressure of having to speak un-prepared in front of
the class can actually cause significant feelings of stress and anxiety (Mak, 2011).
Refraining from routinely asking students to speak unrehearsed can easily eliminate this sourceof anxiety, and to alternatively assess their understanding of the material, the teacher could monitor
the students’ speaking and write down any noteworthy ideas. The teacher themselves can sharethese ideas with the class. Although monitoring accurately can be challenging, particularly with large
class sizes, if done with care, the teacher will still be able to understand the strengths, weaknesses,
and areas of comfort of a class. They will therefore be able to take into account the diverse learning
profiles within a particular group while also meeting the learning outcomes of the lesson plan
(Tomlinson et al., 2003).

Group Work (Debates, Discussions, Presentations, etc.)
Group work in particular is a known source of stress for students. For example, the process ofgroup formation has the capacity to significantly affect feelings of inclusion during an activity, as wellas impact anxiety levels and overall classroom comfort (McPherson et al., 2019). Moreover, these
activities may be further problematic for learner wellbeing, as they often do not easily allow forreasonable alternatives or adjustments and due to the potential for ambiguity and lack of clear
structure (University of Kent, 2016).
A direct way to remove some ambiguity from group formation is for the teacher to assign
groups. Although this method may take away some autonomy, the wellbeing benefits may be aworthwhile tradeoff. Similarly, the teacher could allot clear roles within the group to further reduce
uncertainty–for example, deciding in advance which members will ask questions, who will control
the slides, and who will present each point in a debate, etc. Moreover, close attention should be paid
to both individual group members’ behaviours and also to wider group dynamics. In order tominimize negative social and learning experiences, the teacher could disrupt alpha-pairs, promoteequal participation, and encourage quieter members to contribute in non-pressuring ways (Gilbert,2016).
In addition, after the groups have been formed but before the group work begins, an icebreakershould be carried out. A suggested activity here is to ask students to share 3 important facts about
themselves. However, students should be made aware that they can share as much or as little as is
comfortable and may skip this activity if they wish. In allowing the students to speak about theiridentity in this way, wellbeing is promoted through the building of cooperative relationships (Barret,2014).

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Exams
A final frequent activity in English classes is the exam–either assigned in-class or as a take-hometask. No matter the form, the link between exams and wellbeing problems is long-established, with
one study noting that they were the number one source of stress for UK school children (Kyriacou& Butcher, 1993). Similarly, anxiety and negative feelings toward exams have been found to affectboth a learner’s ability to perform and also self-estimations of ability (Zwettler et al., 2018). An activity
that replaces the exam with a written assessment could reduce stress on the student as it allows fora more flexible completion of the task (CAST, 2018).

Further Considerations
The Need for Reasonable Accommodations
A key point to bear in mind throughout lesson planning and delivery is the need foraccommodations to be made for students with different abilities, preferences, and comfort levels. At
all times, teachers should approach their duties with flexibility so that wherever possible, all students
can participate effectively while still meeting the learning outcomes. A concrete example is thatstudents may, after communication with the teacher or student support staff, submit alternative
forms of assessment. This may take the form of submitting a speaking task in written form or being
able to complete a task as part of a pair. Such inclusive lesson design can minimize the negative
effects of the classroom experience and enhance a learner’s wellbeing (Gaydarov, 2014).

Clear Goals and Processes
As mentioned above, ambiguity can be a major source anxiety in the classroom, especiallyamong foreign language learners (Dewaele & Shan, 2013). Simply put, being unsure of what to do orwhat is expected of them can make students uncomfortable. An important step toward mitigatingthese negative feelings is to make sure lesson plans–including instructions, tasks, and learning goalsconform to SMART criteria. This requires that tasks be simple, measurable, achievable, relevant, andtime-bound. Using this framework to reduce ambiguity can make students feel more confident in theclassroom and therefore reduce the risk of negative wellbeing effects (Fulmer, 2017).
Practically speaking, the purpose of each individual task should be made clear at each stage ofthe lesson. This can be done verbally during the class and also in written form in a syllabus distributed
before a course begins. Along similar lines, making the learning outcomes known in advance(through the institution’s online portal) and reinforcing them by repeating them at the start of class
can improve the learners’ metacognition and empower them to make strategic decisions, which put
them in control of their own learning.

Barriers to Implementation
In terms of challenges that an educator may face when preparing and teaching a wellbeing
focused curriculum, the additional time commitment needed is one concern. For instance, toconsistently and effectively adhere to UDL criteria would necessitate “a thoughtful, slow, andrigorous process […requiring] enough time for ideation, iteration, high-quality media production,
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and formative assessments” (Abramenka-Lachheb et al., 2021, p. 17). There may also be institutionallevel barriers. Teachers must consider whether or not they have the freedom to design or adapt
lessons as they wish; the assessments may be fixed by entities outside their control, and some of therequired resources may be unavailable. As Scott (2018) summarized, new approaches are “often
contingent on teachers’ liberties to use inclusive instructional strategies” (p. 1).
Lastly, students themselves may be reluctant to embrace different styles of learning or
assessment. The source of this resistance can be rooted in a culture’s learning and social norms. In
Japan, for example, education is typically expected (by providers and students) to be “top-down” orteacher-led (Nemoto, 1999). Teachers employing more student-centered, UDL-focused lesson plans
may be met with skepticism, as this style may vastly differ from what students are used to.

Conclusion
Educators seeking to tackle the challenges of implementing a curriculum that is mindful of
student welfare would do well to heed the words of Freire (2000), who advocated for respectful
dialogue between students and teachers. His principles for positive communication included equality
in interactions; humility in respecting a student’s knowledge and dignity; faith in both your own andothers’ abilities; critical thinking in approaching knowledge; and hope by way of an optimistic attitude
toward student abilities and outcomes. If these messages are followed, the learner is more likely tohave a positive classroom experience. Indeed, overcoming such challenges is a key part of theteacher’s role in terms of promoting institutional change through research and practice and helping
students to feel the emotional and educational benefits that can be attained through curriculum
design.

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