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Bamford, Jan and Heugh, Sheelagh (2021) Enhancing student wellbeing and student belonging in university through a gamification approach to rewarding and recognising extracurricular activities. In: Wellbeing in Higher Education. SEDA Specials (45). SEDA, London. ISBN 9781902435695
Increasingly public health issues around poor mental wellbeing of university students is gaining international attention (Johnson & Crenna-Jennings, 2018; Baik et al., 2019), further highlighting the need for early interventions to reduce/prevent the development of mental illness in university students (Stallman, 2010, Laracombe et al. 2016, Anon, 2018; Heugh et al., 2019a). The case study example discussed here is a work in progress. Its focus is a post-92 urban institution where the student body is culturally diverse with 69% falling into the Office for Students (OfS) defined Black, Asian and Minority Ethnic (BAME) category and two-thirds of students are from lower socioeconomic backgrounds, falling into the bottom two centiles of the Indices of Multiple Deprivation (IMD) (QS, 2018). The case study chimes with those that underline the importance of developing student belonging and the need for managing challenges to wellbeing presented by a crisis such as Covid-19.
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