Humber Polytechnic has developed a pair of open educational resource (OER) modules aimed at strengthening well-being and inclusion in post-secondary education.
The modules Well-Being in Learning Environments and Inclusivity in the Athletics Space are available to Humber faculty and staff and widely to educators across the post-secondary sector.
The initiative reflects Humber's community-centric approach to student well-being, viewing it as something built collectively rather than delivered as a service within a single campus. In sharing the resources openly, Humber is emphasizing collaboration over competition and recognizing that, in a time of fiscal constraint, the most meaningful investments are those that strengthen the broader education community.
"There's no such thing as one-way liberation our collective flourishing depends on everyone being resourced to contribute to it," said Sterling Crowe, associate dean of Student Wellness and Equitable Learning. "When we equip every member of our community with the tools, language and awareness to show up for one another, we shift from a model of individual support to one of shared accountability."
Studies have shown that academics are one of the main drivers of stress for students. Learners who feel connected and supported typically have a better post-secondary experience than those who don't.
Bindia Darshan, manager, Wellness Education and Programs with Student Success and Engagement, notes that Humber's Well-Being Strategy is committed to fostering a healthy, inclusive and supportive learning community.
"Recognizing that student well-being is deeply shaped by the environments in which students learn, work and connect. We prioritized initiatives that strengthen institutional capacity to create more inclusive physical and learning spaces," said Darshan. "To support this goal, Humber has focused on the development of open educational resources designed to equip faculty and staff with the knowledge, tools and shared language needed to promote student well-being and inclusive practice. These resources serve as both professional learning opportunities and long-term capacity-building supports across the institution."
Darshan said the work directly aligns with nationally recognized standards, including the National Standard of Canada for Mental Health and Well-being for Post-secondary Students. Darshan added that Humber's approach is informed by international health promotion frameworks, including the Okanagan Charter and the Limerick Framework for Action, which call on post-secondary institutions to engage and collaborate with campus communities to foster cultures of health and well-being across both physical and virtual environments.
The Inclusivity in the Athletics Space modules supports inclusive athletic environments and launched in August for Humber employees who are onboarding with Athletics. Nathania Bron, a recreation and fitness coordinator with Student Support and Engagement, said the campus gyms are typically student run, and many of them are young, newer to the job market and newer to customer service. The module helps them see their own biases and advises on how they can create a safe and welcoming gym environment for all members of the community.
"When you have folks working in a space who are given additional knowledge and empathy for others, it creates an experience where people feel welcomed and seen without barriers," said Bron.
The Well-being in Learning Environments module encourages pedagogical approaches that embed well-being, belonging, and engagement into classroom settings. This module includes podcast excerpts, links to resources, and example scenarios that users can click on for additional context and support.
It includes strategies for planning the course, the learning environment, and assessment design.
Supported by the Academic Plan P3 Project Fund, the module was developed through a cross-institutional partnership between Student Wellness & Equitable Learning, the Faculty of Liberal Arts, the Longo School of Business, the Faculty of Health Sciences, and the Centre for Innovation in Health & Wellness.
"This is evidence-based work on how to improve teaching and meet students where they're at," said Estefania Toledo, a professor with the Faculty of Liberal Arts & Sciences. "Faculty can be change agents when it comes to student well-being and can build a community in their classrooms where they see learners as whole people. When learners feel seen and included, it humanizes the learning experience."
Students who feel more supported are more likely come to class, submit their assignments and work successfully towards their academic goals, added Toledo.
"As educators, our primary commitment is to advance student learning," said Toledo. "This module can validate existing instructional approaches or prompt intentional pedagogical refinement grounded in evidence-based research. It fosters the deliberate design of high-quality learning environments that promote rigor, student success, and well-being."
Find out more by visiting Humber's Healthy Hub Education Tools & Resources webpage.
