An Exploration of Reflection Week at University College Maastricht

Does reflection week improve student well-being?

Abstract

Student well-being has become a global priority, and many universities are seeking to implement strategies that promote student well-being to enhance the overall mental and physical health of their student community. This study explores how University College Maastricht (UCM) reflection weeks impact student well-being. A randomized group of 45 (N = 45) UCM students completed the Subjective Well-Being scale (SWB) before and after their reflection week to assess their psychological wellbeing, relationships, and physical health. Utilizing a paired-sample t-test to compare pre- and post-reflection week scores, the results revealed a significant increase in well-being (p < .001). These findings support the use of structured breaks to positively influence student well-being and provide further practical insights for universities striving to enhance students' physical and mental health. This study addresses gaps in empirical evidence regarding reflective practices and their ability to strengthen academic performance.

Keywords: academic performance, breaks, student well-being, Subjective Well-Being Scale (SWB), University College Maastricht (UCM)