Is using the term wellbeing with students a mistake? Evaluating a wellbeing intervention in a UK Law School - suggestions for repositioning strategies to address the impact of deficit-discourse

This paper evaluates a curriculum-based and student co-created approach to improving wellbeing psychological resilience in law school. The pilot employed an enhanced pedagogic framework informed by evidence-based literacy model compatible with self-determination theory (SDT). Level 4 students were introduced simple for recognising the role of emotion regulation successful learning relevance this developing supportive connections sense belonging within inclusive community. Student “Wellbeing Champions” received further peer support leadership training referencing then supported primarily through community-building initiatives. Staff also issued bespoke “Student Success” framework, encouraging them motivation success incorporating activities building relationships, creating community safety make mistakes, scaffolding understanding assessment feedback. Recognising limiting positions offered medicalised or deficit-focused narrative about mental health, findings evaluate effectiveness repositioning strategies represented interventions, including focus on leadership.