Why Learner Well-Being Should Be Considered Part of the Learning Environment
We often think of the “learning environment” as the platform, the room, the schedule, or the slides. But what if we expanded that definition?
What if the state of the learner—their emotional, mental, physical, and social well-being—was just as important as the design of the course?
Because here’s the truth:
A learner who feels depleted, distracted, or disconnected is in no position to absorb, apply, or retain what’s being offered.
And this isn’t just a nice idea. There’s solid science to back it up.
Positive psychology, and specifically the PERMA model, identifies five key elements that support human flourishing:
Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment.
Each of these elements directly supports not only well-being—but the learning process itself:
| PERMA Element | Effect on Learning |
|---|---|
| Positive Emotion | Broadens attention, creativity, and problem-solving—key for effective learning (Fredrickson, 2001). |
| Engagement | Flow and focus increase cognitive absorption and deepen learning outcomes (Shernoff et al., 2003). |
| Relationships | Emotional safety and connection enhance collaboration and motivation (Roorda et al., 2011). |
| Meaning | Connecting learning to personal purpose fosters deeper strategies and ownership (Yeager et al., 2012). |
| Accomplishment | A sense of progress and mastery boosts confidence and sustained engagement (Shoshani & Steinmetz, 2014). |
When people feel well, they think more clearly, take more risks, and are more likely to engage.
That’s why creating conditions for well-being is not separate from creating conditions for learning—it’s the same work.
It Doesn’t Have to Be Complicated
And importantly, this doesn’t have to mean redesigning everything.
Here are some simple ways learning professionals already support well-being—often without even naming it:
- Starting with a warm welcome or check-in to build emotional safety
- Offering a few minutes of quiet reflection after a heavy topic to let learning settle
- Sharing a personal story to make content more relatable and meaningful
- Letting learners choose how to participate—chat, voice, shared doc, or annotation
- Recognizing small wins with a phrase like: “That’s a great point—thank you for sharing it”
If you’re good at your craft, chances are you’re already doing many of these things.
The point isn’t to do more. The point is to do them intentionally, with learner well-being in mind.
A Call for Intentional Design
Whether you’re a facilitator, instructional designer, or program strategist, supporting learner well-being is part of your responsibility—and your opportunity.
Ask yourself:
- Have I created emotional space, not just cognitive load?
- Does this content connect to something meaningful in learners’ lives?
- Are people walking away feeling seen, supported, and capable?
You don’t need a new platform or a huge budget shift.
What you need is intention.
Because when we support the state of being of the learner, we don’t just transfer knowledge—we shape capacity, confidence, and growth.
How do you support your learners’ well-being—especially during demanding or intense learning sessions?
Let’s keep building learning environments where people don’t just survive—they flourish.
Lifelong Learner 