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Wellness Tips for UNIV 100 Instructors

Please Note: Please note that this is not an exhaustive list, but hopefully provides some guidance regarding small tweaks in practice that can have a big impact.

Normalize sharing and asking for pronouns, especially during introductions and when sharing rosters. Visit the resources below to learn more about the best practices and how you can update your name and pronouns:

Establish practice for routine check-ins with students and plan for follow-ups/referral as needed.

You are not expected to handle it all, nor should you! It's important that you rely on your supports and experts to provide the best care for others. Campus and community resources include but are not limited to:

Minimize late-night deadlines and refrain from sending out non-urgent emails after 8pm (use schedule send when needed). Encourage and model that it’s OK to disconnect from technology. Share our time management activity if that presents an issue. 

Follow @UMDHealthCenter on Instagram and Facebook, and share out relevant information and resources (i.e. STI testing services, Mental Health Resources).

Familiarize yourself with ways to make your classroom more inclusive, as well as your responsibilities as an instructor. Click here for more information.

When discussing substance use, encourage your students to create their own harm reduction plan before engaging in any form of substance use or going out with others who are engaging in substance use, including drinking. Using the Gold Code is a great start!

Have proactive conversations with your students about being mindful of their substance use patterns and noticing when they shift, particularly if their use increases - this can be a sign to cut back on their use and/or seek some support. Visit our Substance Use Intervention and Treatment (SUIT) page for information and referrals.  

This is the first time in a student's life that they do not have a school system or parent/guardian scheduling their meals. Encourage your residents to schedule and plan their meals and snacks throughout their day, just like they would classes, meetings, study sessions, etc. 

  • Remind students that Food Is Fuel for their brain and body! Just as their car needs gas to perform on the road, they need fuel to perform well in their classes.
  • Falling asleep in class, difficulty focusing/comprehension and lack of energy to participate in class discussion are all caused by the brain on “empty”.
  • Consider if your class is held over a meal time inviting students to bring their breakfast/lunch. (Note: survey your students first to ensure everyone feels comfortable with people eating in close quarters and if people have food allergies).

Encourage students to check out the Peer Nutrition Coaching service at the Health Center.

  • Talk of restrictive diets, weight loss, “bad” foods, etc. significantly impacts our relationship with food and our body. At worse, it can trigger eating disorder behavior. Establish a culture of celebrating food and body diversity in your environment.
  • Our culture has a “good food vs. bad food” message around food and nutrition which raises negative feelings and emotions.
  • Discuss food in an inclusive way (what to include more of) rather than an exclusive way (what “not” to eat.).
  • For more resources visit https://www.nationaleatingdisorders.org/nodietday

Resting helps support their wellness, aids in their recovery and treatment, and allows them to more fully engage in coursework when they return to your class. It is also a good public health practice!

Notify students about the Policy on Excused Absence and that the University Health Center provides a template for a Self-Sign Class Excuse Note. 

Encourage students to move, get some fresh air, grab some food or water, and doodle or take notes - whatever their mind and body might need. Breaks help boost concentration, energy, and productivity. For some students it might also help them process the information they are learning.

Just as their car needs gas to perform on the road, they need fuel to perform well in their classes. 

  • Falling asleep in class, difficulty focusing/comprehension and lack of energy to participate in class discussion are all caused by the brain being “empty”. 
  • Consider if your class is held over a meal time and invite students to bring their breakfast/lunch. (Note: survey your students first to ensure everyone feels comfortable with people eating in close quarters and if people have food allergies).
  • Or consider scheduling a break during class to allow students to refuel with a quick snack. 

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