Cultivating wellbeing literacy in university contexts: A dialogue for systemic change
Author Identifier (ORCID)
Narelle Lemon: https://orcid.org/0000-0003-1396-5488
Abstract
Higher education, specifically the university context, faces increasing wellbeing challenges among students and staff. This chapter explores wellbeing literacy as a transformative approach to address these issues, offering a framework for understanding, communicating, and fostering wellbeing across diverse contexts. Through an ethnographic conversation, we present a reflexive exploration of wellbeing literacy in higher education, drawing on personal experiences two researchers from different career trajectories and contexts, literature, and institutional examples. We examine how wellbeing literacy provides a novel perspective on using language to shape wellbeing experiences and outcomes. The chapter highlights the importance of developing a shared, intentional, and culturally sensitive language around wellbeing, exploring the application of the Five Component Model of Wellbeing Literacy to higher education. By fostering wellbeing literacy, institutions can create more supportive environments, empower individuals to manage their wellbeing, and potentially improve academic outcomes, addressing complex challenges faced by the academic community.
Document Type
Book Chapter
Date of Publication
1-1-2025
Publication Title
Wellbeing Literacy: Theory and Practice Through Multidisciplinary and Transdisciplinary Lenses
Publisher
Taylor & Francis
School
School of Education
RAS ID
84540
Copyright
subscription content
First Page
154
Last Page
166
Comments
Lemon, N., & Huang, L. (2025). Cultivating wellbeing literacy in university contexts: A dialogue for systemic change. In Wellbeing Literacy: Theory and Practice Through Multidisciplinary and Transdisciplinary Lenses (pp. 154–166). Taylor & Francis. https://doi.org/10.4324/9781003644293-15