The article shares initial findings on the impact of structured play sessions in higher education as a strategy to reduce student stress and enhance well-being.
Marna Winter, senior lecturer of education at Elon University, recently published “Let’s Play! Engaging College Students in Mini Play Sessions: Perspectives and Reflections in Teaching and Learning Inquiry.”
The article shares initial findings on the impact of structured play sessions in higher education as a strategy to reduce student stress and enhance well-being. Winter plans to continue expanding this work in her upcoming role as associate director in the Center for the Advancement of Teaching and Learning.
This in-progress study explores the integration of play sessions into higher education classrooms as a strategy to reduce student stress and enhance overall well-being. With increasing levels of stress and mental health challenges among college students, faculty often struggle with providing adequate support, particularly as most are not trained mental health professionals. Through initial play sessions conducted in two different courses, students reported significant shifts from negative emotions, such as stress and overwhelm, to more positive states of happiness, excitement and calmness. This aligns with existing research suggesting that structured play and wellness activities can improve mental health and reduce stress.
The study also considers the potential for play sessions to offer a low-barrier, creative approach for faculty to foster a more supportive and engaging learning environment. The findings from this study aim to contribute to the growing body of research on wellness pedagogy, offering insights into the long-term benefits of integrating play into higher education settings. Further exploration is needed to systematically gauge the levels of impact over time and determine the broader implications of this approach for student well-being and academic success.
Read the full article in Teaching and Learning Inquiry.