Creating a Culture of Wellness: Tips and Tool Kit
- UMD Health Center
- Wellness & Advocacy
- Health Promotion & Wellness Services
- Creating a Culture of Wellness: Tips and Tool Kit
See below for a list of some basic recommendations that can support the wellness of your students. These recommendations are not program-specific, rather practices you can incorporate into your already existing processes for connecting and community.
Please Note: Please note that this is not an exhaustive list, but hopefully provides some guidance regarding small tweaks in practice that can have a big impact.
Wellness Tips to Consider in Your Role at UMD
UNIV100 InstructorsView Info
Share and ask for pronouns
Normalize sharing and asking for pronouns, especially during introductions and when sharing rosters. Visit the resources below to learn more about the best practices and how you can update your name and pronouns:
Check in with students regularly
Establish practice for routine check-ins with students and plan for follow-ups/referral as needed.
You are not expected to handle it all, nor should you! It's important that you rely on your supports and experts to provide the best care for others. Campus and community resources include but are not limited to:
Behavioral Health Services: (301) 314-8106
Counseling Center: (301) 314-7651
Faculty Staff Assistance Program: (301) 314-8170 or (301) 314-8099
Crisis Text Line: Text HOME to 741741
National Suicide Prevention Lifeline: 1-800-273-8255
The Trevor Project: 1-866-488-7386 or text TREVOR to 1-202-304-1200
Trans Lifeline: 1-877-565-8860
Practice and encourage good time management
Minimize late-night deadlines and refrain from sending out non-urgent emails after 8pm (use schedule send when needed). Encourage and model that it’s OK to disconnect from technology. Share our time management activity if that presents an issue.
Use social media to share out UHC information and resources
Create a more inclusive classroom environment
Familiarize yourself with ways to make your classroom more inclusive, as well as your responsibilities as an instructor. Click here for more information.
Encourage a harm reduction plan
When discussing substance use, encourage your students to create their own harm reduction plan before engaging in any form of substance use or going out with others who are engaging in substance use, including drinking. Using the Gold Code is a great start!
Be proactive with students about their substance use patterns
Have proactive conversations with your students about being mindful of their substance use patterns and noticing when they shift, particularly if their use increases - this can be a sign to cut back on their use and/or seek some support. Visit our Substance Use Intervention and Treatment (SUIT) page for information and referrals.
Promote healthy nutrition habits
This is the first time in a student's life that they do not have a school system or parent/guardian scheduling their meals. Encourage your residents to schedule and plan their meals and snacks throughout their day, just like they would classes, meetings, study sessions, etc.
- Remind students that Food Is Fuel for their brain and body! Just as their car needs gas to perform on the road, they need fuel to perform well in their classes.
- Falling asleep in class, difficulty focusing/comprehension and lack of energy to participate in class discussion are all caused by the brain on “empty”.
- Consider if your class is held over a meal time inviting students to bring their breakfast/lunch. (Note: survey your students first to ensure everyone feels comfortable with people eating in close quarters and if people have food allergies).
Encourage students to check out the Peer Nutrition Coaching service at the Health Center.
Create a No-Diet/Body Weight Talk zone/time.
- Talk of restrictive diets, weight loss, “bad” foods, etc. significantly impacts our relationship with food and our body. At worse, it can trigger eating disorder behavior. Establish a culture of celebrating food and body diversity in your environment.
- Our culture has a “good food vs. bad food” message around food and nutrition which raises negative feelings and emotions.
- Discuss food in an inclusive way (what to include more of) rather than an exclusive way (what “not” to eat.).
- For more resources visit https://www.nationaleatingdisorders.org/nodietday
If a student isn't feeling well, encourage them to stay home and rest
Resting helps support their wellness, aids in their recovery and treatment, and allows them to more fully engage in coursework when they return to your class. It is also a good public health practice!
Notify students about the Policy on Excused Absence and that the University Health Center provides a template for a Self-Sign Class Excuse Note.
Schedule short breaks in your lesson plan
Encourage students to move, get some fresh air, grab some food or water, and doodle or take notes - whatever their mind and body might need. Breaks help boost concentration, energy, and productivity. For some students it might also help them process the information they are learning.
DFSL Student LeadersView Info
Share and ask for pronouns
Normalize sharing and asking for pronouns, especially during introductions and when sharing rosters. Visit the resources below to learn more about the best practices and how you can update your name and pronouns:
Check in with students regularly
Establish practice for routine check-ins with students and plan for follow-ups/referral as needed. You are not expected to handle it all, nor should you! It's important that you rely on your supports and experts to provide the best care for others.
In addition to notifying your RD when you need support in helping a resident, campus and community resources include but are not limited to:
Behavioral Health Services: (301) 314-8106
Counseling Center: (301) 314-7651
Faculty Staff Assistance Program: (301) 314-8170 or (301) 314-8099
Crisis Text Line: Text HOME to 741741
National Suicide Prevention Lifeline: 1-800-273-8255
The Trevor Project: 1-866-488-7386 or text TREVOR to 1-202-304-1200
Trans Lifeline: 1-877-565-8860
Have proactive conversations about harm reduction and self-care with your residents/chapter members
Harm reduction and self-care are two critical strategies for supporting their overall wellness.
Harm reduction can include anything from using protection when having sex, to wearing your seatbelt when you drive in a car, to eating a protein-rich meal before drinking. The goal is to reduce the harms associated with any activities that involve some level of risk.
Self-care can look like a lot of things, including establishing a regular sleep schedule, spending time in nature, washing your face, etc. The goal is to spend time caring for yourself and recharging your battery.
Encourage a harm reduction plan
When discussing substance use, encourage students to create their own harm reduction plan before engaging in any form of substance use or going out with others who are engaging in substance use, including drinking. Using the Gold Code is a great start!
Provide safer sex materials in your spaces
Looking for a bulk pack of safer sex supplies to distribute to your students or at an event? We’ve got you covered – literally. Fill out the Safer Sex Supply Request Form below and you’ll get an email in 3-5 business days with instructions for pick up.
If you are looking for more information about sexual health or safer sex resources, including some materials you could print or share with other students, please visit our sexual health resource Google folder.
Use social media to share out UHC information and resources
Promote healthy nutrition habits
This is the first time in a student's life that they do not have a school system or parent/guardian scheduling their meals. Encourage your residents to schedule and plan their meals and snacks throughout their day, just like they would classes, meetings, study sessions, etc.
- Remind residents that Food Is Fuel for their brain and body! Just as their car needs gas to perform on the road, they need fuel to perform well in their classes.
- Falling asleep in class, difficulty focusing/comprehension and lack of energy to participate in class discussion are all caused by the brain on “empty”.
- Consider if your class is held over a meal time inviting students to bring their breakfast/lunch. (Note: survey your students first to ensure everyone feels comfortable with people eating in close quarters and if people have food allergies).
Encourage residents to check out the Peer Nutrition Coaching service at the Health Center.
Create a No-Diet/Body Weight Talk zone
Talk of restrictive diets, weight loss, “bad” foods, etc. significantly impacts our relationship with food and our body. At worse, it can trigger eating disorder behavior. Establish a culture of celebrating food and body diversity in your environment.
Our culture has a “good food vs. bad food” message around food and nutrition which raises negative feelings and emotions.
Discuss food in an inclusive way (what to include more of) rather than an exclusive way (what “not” to eat.).
For more resources visit https://www.nationaleatingdisorders.org/nodietday
If a student isn't feeling well, encourage them to stay home and rest
Resting helps support their wellness, aids in their recovery and treatment, and allows them to more fully engage in coursework when they return to your class. It is also a good public health practice!
Notify students about the Policy on Excused Absence and that the University Health Center provides a template for a Self-Sign Class Excuse Note.
Resident AssistantsView Info
Share and ask for pronouns
Normalize sharing and asking for pronouns, especially during introductions and when sharing rosters. Visit the resources below to learn more about the best practices and how you can update your name and pronouns:
Check in with students regularly
Establish practice for routine check-ins with students and plan for follow-ups/referral as needed. You are not expected to handle it all, nor should you! It's important that you rely on your supports and experts to provide the best care for others.
In addition to notifying your RD when you need support in helping a resident, campus and community resources include but are not limited to:
Behavioral Health Services: (301) 314-8106
Counseling Center: (301) 314-7651
Faculty Staff Assistance Program: (301) 314-8170 or (301) 314-8099
Crisis Text Line: Text HOME to 741741
National Suicide Prevention Lifeline: 1-800-273-8255
The Trevor Project: 1-866-488-7386 or text TREVOR to 1-202-304-1200
Trans Lifeline: 1-877-565-8860
Have proactive conversations about harm reduction and self-care with your residents/chapter members
Harm reduction and self-care are two critical strategies for supporting their overall wellness.
Harm reduction can include anything from using protection when having sex, to wearing your seatbelt when you drive in a car, to eating a protein-rich meal before drinking. The goal is to reduce the harms associated with any activities that involve some level of risk.
Self-care can look like a lot of things, including establishing a regular sleep schedule, spending time in nature, washing your face, etc. The goal is to spend time caring for yourself and recharging your battery.
Provide safer sex materials in your spaces
Looking for a bulk pack of safer sex supplies to distribute to your students or at an event? We’ve got you covered – literally. Fill out the Safer Sex Supply Request Form below and you’ll get an email in 3-5 business days with instructions for pick up.
If you are looking for more information about sexual health or safer sex resources, including some materials you could print or share with other students, please visit our sexual health resource Google folder.
Use social media to share out UHC information and resources
Encourage a harm reduction plan
When discussing substance use, encourage your residents to create their own harm reduction plan before engaging in any form of substance use or going out with others who are engaging in substance use, including drinking. Using the Gold Code is a great start!
Be proactive with students about their substance use patterns
Have proactive conversations with your students about being mindful of their substance use patterns and noticing when they shift, particularly if their use increases - this can be a sign to cut back on their use and/or seek some support. Visit our Substance Use Intervention and Treatment (SUIT) page for information and referrals.
Promote healthy nutrition habits
This is the first time in a student's life that they do not have a school system or parent/guardian scheduling their meals. Encourage your residents to schedule and plan their meals and snacks throughout their day, just like they would classes, meetings, study sessions, etc.
- Remind residents that Food Is Fuel for their brain and body! Just as their car needs gas to perform on the road, they need fuel to perform well in their classes.
- Falling asleep in class, difficulty focusing/comprehension and lack of energy to participate in class discussion are all caused by the brain on “empty”.
- Consider if your class is held over a meal time inviting students to bring their breakfast/lunch. (Note: survey your students first to ensure everyone feels comfortable with people eating in close quarters and if people have food allergies).
Encourage residents to check out the Peer Nutrition Coaching service at the Health Center.
Create a No-Diet/Body Weight Talk zone
- Talk of restrictive diets, weight loss, “bad” foods, etc. significantly impacts our relationship with food and our body. At worse, it can trigger eating disorder behavior. Establish a culture of celebrating food and body diversity in your environment.
- Our culture has a “good food vs. bad food” message around food and nutrition which raises negative feelings and emotions.
- Discuss food in an inclusive way (what to include more of) rather than an exclusive way (what “not” to eat.).
For more resources visit https://www.nationaleatingdisorders.org/nodietday
If a student isn't feeling well, encourage them to stay home and rest
Resting helps support their wellness, aids in their recovery and treatment, and allows them to more fully engage in coursework when they return to class. It is also a good public health practice!
Inform students about the Policy on Excused Absence and that the University Health Center provides a template for a Self-Sign Class Excuse Note.
Wellness Tool Kit
The Wellness Toolkit includes a variety of pre-packaged recordings, activities, handouts, discussion guides, resources and more to keep you and the students you work with connected to HPWS programs, services, and resources.
View the tool kitWe'd love your feedback!
Please take a moment to complete this survey. Every semester we will review your comments to continuously improve the Wellness Tool kit.