HIGHLIGHTS
SUMMARY
Specific activities, such as groupwork, can be a barrier for wellbeing (McPherson et_al, 2019), while impacts of power dynamics involved in faculty-centered as opposed to student-centered pedagogies have been found to affect students` confidence and wellbeing (Felton and Stickley, 2004; Hill et_al, 2019). Feeling "overwhelmed" by curriculum content has been linked to student withdrawal (Weller et_al, 2018, p 43), and distressing curriculum content has been shown to present particular mental health challenges for some students (Slavin et_al, 2014; Bentley, 2017). Students experiencing mental health difficulties are less likely to complete and/or . . .
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