4 Creating Wellness-Centred ABE Classrooms: Practical Strategies for Digital and Face-to-Face Learning
By Jack Massalski and Tory Anchikoski, Thompson Rivers University
Adult learners returning to education often carry significant life responsibilities alongside their academic pursuits. They juggle work, family, financial pressures, and the psychological challenge of re-entering academic spaces after extended absences. For many, this creates a perfect storm of stress that can undermine their learning and threaten their persistence. As ABE instructors, we have the opportunity, and the responsibility, to design our classrooms in ways that support not just academic learning but holistic student wellness. The following evidence-informed strategies we’ve implemented in our classes have helped create learning environments where students feel safe, supported, and capable of success, whether in digital or face-to-face settings.
CREATING PREDICTABLE LEARNING ENVIRONMENTS
Establish Consistent Class Structure
We’ve found that adult learners thrive in environments where they can predict what will happen next. Each of our class sessions follows a recognizable pattern: beginning with housekeeping announcements, moving to a warm-up activity (such as a review question from the previous class written on the board), proceeding through the lesson content, and concluding with clear next steps. Beginning a class with various housekeeping announcements adds value by helping students navigate the institutional landscape of their new learning environment. Similarly, starting a class by displaying a question on the board related to previously covered content activates prior knowledge, gets students’ minds engaged with academic thinking, provides late arrivals a way to catch up, and reduces the anxiety of not knowing what to expect. When students can rely on predictable routines, their cognitive resources are freed up for actual learning rather than being consumed by navigating uncertainty.
Create and Disseminate Week-by-Week Syllabi with No Surprises
We’ve learned that transparency about course expectations begins with a comprehensive, week-by-week syllabus distributed at the start of the semester. Rather than simply listing “Week 5: Essay Writing” or “Week 3: Chemical Reactions,” our detailed syllabi specify the topics, activities, and learning objectives for each class session. This repetitive, transparent communication allows students to marshal their resources, both mental and practical, to prepare adequately. By eliminating surprises, students are able to plan their lives around their coursework, arranging childcare, adjusting work schedules, or managing other commitments well in advance. It also enables students who miss a class to understand exactly what they missed and what they need to catch up on. For students balancing multiple life responsibilities, this transparency is not a luxury; it’s a necessity that directly impacts their ability to persist.
Uniformize Assignment Formats and Procedures
Learning new content is cognitively demanding; learning new submission procedures for every assignment adds unnecessary stress. Ideas or ways to eliminate that stress would be to have assignments submitted the same way each time and have them accompanied by the same submission checklist. Students learn the routine once and can then focus entirely on the content of their work. This consistency is particularly crucial for students learning English as an additional language, students with learning disabilities, or those who lack confidence with technology. When the “how” of assignment completion becomes routine, students can devote their full attention to the “what”: the actual learning and demonstration of knowledge.
Develop and Communicate Clear Classroom Policies
Ambiguity about expectations creates anxiety and can lead to misunderstandings. Our clear, written policies about key classroom procedures eliminate this ambiguity. These policies cover how to report absences (email the instructor within 24 hours with subject line “Absence – [Date]”), what happens if we must cancel class (notification via Moodle and email at least 2 hours in advance), how to communicate with us and peers, and what is expected regarding attendance and participation. For example, our absence policy states: “If you must miss class, email me with ‘Absence’ in the subject line. Include the date you’ll miss and, if possible, the reason. I’ll respond with what you missed and any make-up work needed.” This clarity shows students they are respected enough to receive clear expectations, provides a roadmap for navigation when things go wrong, and creates consistency and fairness across all students.
BUILDING CONNECTION, TRANSPARENT COMMUNICATION, AND ROBUST SUPPORT SYSTEMS
Implement Mandatory Check-Ins
Post-COVID, we’ve also implemented mandatory student check-ins which help the instructor know where the student is at and demonstrate to the student that the instructor cares about their success. Scheduling three check-ins with each student during the semester has worked well. At least one of those check-ins is face-to-face when possible, as the personal connection strengthens the instructor-student relationship significantly. These check-ins follow a consistent format with specific questions: “How are you managing the workload?” “What’s going well in the course?” “What’s been challenging?” “How are you balancing school with other responsibilities?” “Is there anything you need support with?” The beginning-of-semester check-in establishes rapport and surfaces early warning signs. The midterm check-in catches students who are struggling before they’re too far behind to recover. The end-of-semester check-in helps students reflect on their growth and plan for future semesters. Another method is scheduling consultations during major assignments such as research essays. Students have an opportunity to report on their progress and ask specific questions. These meetings need not be long (15-20 minutes is often sufficient) but their impact on student wellness is profound. Students consistently report feeling “seen” and “cared about,” and they’re more likely to seek help when needed.
Use Proactive Communication via Learning Management Systems
We push information to students proactively using Moodle’s announcement feature rather than waiting for students to seek it out. We send brief, focused announcements regularly: a welcome message before the semester starts, weekly reminders about upcoming assignments and class topics, celebratory messages at key milestones, and practical reminders about institutional deadlines. The key is keeping these communications concise and scannable since busy adult learners tend to tune out lengthy messages. For example: “Reminder: Lab report due Friday by 11:59pm. Submit via Assignments tab. Need help? Drop-in hours Tuesday 2-4pm or email for appointment.” We ensure all students are connected to Moodle by checking participation analytics after Week 1 and personally contacting anyone who hasn’t logged in. This proactive communication reduces the mental load students carry and demonstrates that we’re actively invested in their success.
Respond to Student Emails Within 48 Hours
We’ve committed to a 48-hour response time (excluding weekends), which sets a clear, manageable expectation while demonstrating respect for students’ time and concerns. Sometimes we need to respond with “I received your email and am looking into this; I’ll have a fuller answer by [date],” but we always acknowledge receipt and provide some initial guidance. This consistency has significant wellness benefits: students don’t spiral into anxiety wondering if their message was received, and they develop trust in us as reliable supports. This boundary-setting is also healthy for instructor wellness as it helps students learn not to expect immediate responses, particularly outside business hours.
Establish Clear Expectations About Technology Use
At the beginning of each semester, we explicitly teach students about the technology they’ll need to use: how to access and navigate Moodle, what equipment they’ll need, what software programs will be used and how to access them. In ABE courses, it is helpful to develop assignments that double as technology tutorials. For instance, an early low-stakes assignment might require students to create a spreadsheet, save it with proper naming conventions, and upload it to Moodle. Proving simple tutorial documents with screenshots showing the step-by-step submission process helps students new to the technology. Addressing practical concerns such as where students can print on campus, how to connect to the internet, how to record video reflections using their phones, is important as well. This explicit instruction prevents the frustration of students who understand the course content but can’t figure out how to demonstrate that knowledge due to technology barriers.
Maintain Consistent Availability Through Office Hours
We’ve established regular office hours each week, hold drop-in hours at the student centre (where students already spend time), and offer appointments outside regular hours for students with scheduling conflicts. We communicate these times repeatedly: on our syllabi, in class, in Moodle, and in our email signatures. For example: “I’m available Tuesdays 2-4pm in my office [Building, Room #], Thursdays 11am-12pm at the Student Centre (drop in!), and by appointment. Email me to schedule a time that works for you.” We track office hours attendance and reach out to students who never attend. Sometimes students need an explicit invitation: “I noticed you’ve been struggling with balancing chemical equations. Would you like to meet during office hours this week to work through some practice problems together?” This proactive outreach has been life-changing for students who lack the confidence to seek help independently.
Serve as Bridge to Campus Support Services
We’ve developed relationships with key support offices: academic advising, counseling services, accessibility services, the library, health clinic, international student office, financial aid, and crisis resources. We know their contact information, locations, and services. When a student presents a challenge, we make direct connections rather than vague referrals. For example, if a student mentions overwhelming anxiety during a scheduled check-in, instead of merely saying “You might want to check out counseling services,” or “You might qualify for accommodations through accessibility services,” we say: “It sounds like you’re dealing with a lot of stress. Our counseling center offers free counseling and it’s easy to make an appointment with accessibility services. I can walk over there with you after class if you’d like, or I can send you their contact information right now. They’re in [Building, Room #] and you can call [#] or email to make an appointment. Would that be helpful?” This specificity and offer of accompaniment dramatically increases the likelihood that students will actually access services.
Provide Time Management Support and Guidance
We’ve found that many adult learners struggle with time management when balancing coursework with employment, family responsibilities, and other commitments. Rather than assuming students have these skills, we explicitly teach time management strategies. Early in the semester, we provide a workshop or handout on effective time management and offer weekly schedule templates where students can block out work hours, class times, family commitments, and identify remaining study time. For students who continue struggling, we offer one-on-one support to create personalized semester schedules. For example, Jack might sit down with a student and say, “Let’s map out your Essay #1 timeline. It’s due in four weeks. Week 1, you’ll research and create an outline. Week 2, write the first draft. Week 3, revise based on peer feedback. Week 4, final edits and submission. Let’s pick specific days for each task.” Jack writes this down together with the student and helps them identify potential obstacles and solutions. Students feel less overwhelmed when large tasks are broken into manageable steps, and they gain concrete skills they can apply across courses and in professional life.
REMOVING BARRIERS THROUGH ACCESSIBILITY
Offer Alternative Assessment Methods
We offer students choices in how they demonstrate learning: a traditional essay or a video essay; an in-class quiz or a take-home assignment; a written research paper or an oral presentation with slides. For example, allowing students to elect to either write a standard persuasive essay or create a 5-minute video argument using the same rhetorical techniques studied in class. Another example could be using apps to facilitate data collection for science labs. We provide clear rubrics for each option showing they’re of equivalent rigour, and we assess the same learning objectives. This flexibility accommodates different learning styles and strengths, reduces anxiety for students with specific challenges, and signals that we value what students know, not just whether they can demonstrate it in one particular format.
Design Materials with Universal Accessibility in Mind
In our courses, we create accessible materials using fonts designed for readability (Arial, Calibri, or Verdana) in a minimum 12-point size. We structure documents with clear headings, bullet points, and white space which is necessary for increased readability. When possible, we provide materials in multiple formats: text documents alongside audio recordings, written instructions with accompanying video demonstrations that include close captioning. We’ve also created resource libraries with links to relevant video tutorials, audio lectures, and text explanations so students can engage with content through their preferred modality. Moreover, we permit students to audio or video record class sessions with the understanding that recordings are for personal study use only and not to be shared. These universal design principles mean that students with official accommodations don’t feel singled out, and all students have better access to learning.
Reword Complex Instructions for Clarity
We take time to reword assignment questions and instructions in clearer, more direct language. Instead of “Compose a comprehensive analytical exposition examining the multifaceted causes precipitating the conflict,” Jack writes “Write an essay analyzing the different causes of the conflict.” Similarly, when giving verbal instructions, we write key information on the board or provide a handout so students have a permanent record to reference. This practice aids students who process information better visually, helps students whose first language isn’t English, and creates a record for students to review later. Students spend less mental energy decoding instructions and more energy engaging with the actual learning task.
Provide Detailed Rubrics and Checklists
We provide detailed rubrics that break down each component of assignments with specific criteria for different performance levels with descriptors for excellent, proficient, developing, and emerging performance. We accompany these with simple submission checklists: “Before submitting, verify: ✓ Name and date on first page, ✓ Thesis statement underlined, ✓ At least three sources cited, ✓ Reference page included, ✓ File named correctly, ✓ Submitted to correct assignment drop box.” Students use these checklists to self-assess before submission. The result is that students feel less anxiety because they know exactly what’s expected, they produce better work because they have a roadmap, and they perceive grading as fair and objective rather than mysterious.
FOSTERING COMMUNITY AND BELONGING
Start Classes with Student-Led Inspirational Quotes
In his student success courses, Jack begins each class with a student-selected inspirational quote, with students on rotation throughout the semester finding and presenting a brief quote about learning, perseverance, education, or life generally, and sharing why they chose it or what it means to them. For example, a student might share Maya Angelou’s “You may encounter many defeats, but you must not be defeated,” and explain, “This helped me this week when I got a low grade on a quiz. It reminded me that one setback doesn’t define me.” This practice creates a positive, uplifting start to class, gives students voice and visibility, builds empathy, and serves as an effective warm-up. Over the semester, students often reference previous quotes, creating shared language that strengthens the classroom community. This simple ritual, taking just 2-3 minutes per class, has a disproportionate impact on creating a classroom culture where students feel they belong.
Rotate Partners for Collaborative Work
We intentionally rotate partnerships throughout the semester, exposing students to different working styles, perspectives, and personalities. We use online random partner generators to rotate partners weekly for small discussion activities, every few weeks for larger projects, and randomly for in-class exercises. For example, we may say, “For today’s peer review, you’ll work with [name]. Find them, introduce yourselves if you haven’t met, and exchange papers.” Since comfortable partnerships feel safe, students may initially resist, but over time they report increased confidence, broader social networks in class, and greater comfort speaking up. By the end of the semester, students know everyone, creating a robust community rather than isolated pairs.
Incorporate Humour to Create Approachable Atmosphere
Using humour appropriately to transform classroom culture can reduce anxiety and make instructors more approachable. We share relevant funny anecdotes, allow ourselves to laugh at minor mishaps, include humorous examples in lessons, and even add joke bonus questions to formal assessments. For instance, on a final exam, we might include: “What’s the best way to prepare for an exam? a) Study consistently throughout the unit, b) Cram the night before, c) Hope for the best, d) All of the above if you’re feeling adventurous.” Students who answer correctly get a bonus point, but more importantly, they get a moment of levity during a stressful experience. In a grammar lesson, Jack might show a humorous meme about common punctuation errors. In a science class, a bonus question may include a science joke asking students to explain why it’s funny using the content covered in the course. Students who laugh together bond more quickly and feel more comfortable asking questions, offering answers, or admitting confusion.
Create Safe Space for All Questions
We explicitly create space for questions both related to the course and beyond it, demonstrating that we see students as whole people. We announce early in the semester: “I’m here to help you succeed, which means I’m available for questions about course material, but also about university processes, finding resources, or adjusting to student life. If I don’t know the answer, I’ll help you find someone who does.” When a student asks something unrelated to course content, perhaps “Where can I find help with my resume?” we provide information about the career services office, offer to review their resume if we’re comfortable, or connect them with another faculty member who can help. Students learn they have advocates who care about their overall success, and they’re more likely to ask for help early before small problems become crises.
CONCLUSION
Creating wellness-centred learning environments requires intentional design and consistent implementation, but the return on this investment is substantial. When students feel supported structurally through predictable routines and clear communication; when barriers to access are removed through alternative assessments and universal design; when community and belonging are actively fostered; and when robust support systems connect students to help when needed, they are freed to focus their energy on learning rather than on managing overwhelming stress or navigating confusion.
These strategies work in both digital and face-to-face classrooms. Whether teaching online, in-person, or in hybrid formats, the principles remain: structure reduces anxiety, communication builds connection, accessibility removes barriers, community fosters belonging, and support enables success. None of these strategies requires expensive technology or dramatic curricular overhaul. What they require is intentionality, or the deliberate choice to design our classrooms with student wellness as a central consideration alongside academic rigour.
If any of these ideas are new to you, we encourage you to start small. Perhaps begin with consistent class structure and proactive communication, then add alternative assessments next semester, and build from there. What matters is not implementing everything at once but rather making steady progress toward a classroom culture where students feel seen, supported, and capable. When we do this work well, we don’t just teach content; we change lives. We create environments where adult learners, often returning to education after years away and carrying justified doubts about their capabilities, discover that they do belong, they can succeed, and they have instructors who will walk alongside them on that journey. That is wellness-centred pedagogy at its finest.