Let’s Play! Engaging College Students in Mini Play Sessions

By Marna Winter

The need to support student mental health and wellness has never been more prevalent in higher education. Across campuses, faculty and administrators are exploring programs and initiatives to address increasing levels of stress and anxiety, which can lead to disengagement in the classroom. However, faculty face a unique challenge: while invested in their students’ well-being, they often feel tension around how and when to address mental health concerns, as they are primarily trained as content experts, not clinicians.

Through my research, I’ve found that mini-play sessions—a practice grounded in wellness and play pedagogy—offer a simple yet powerful tool to bridge this gap. These play sessions have transformed and enhanced our classroom community, creating a noticeable shift in the environment. After engaging in play, students report feeling more relaxed, less stressed, and more open to engaging with course content. This article aims to provide faculty across disciplines with an intentional yet practical strategy for embedding mini-play sessions into their classrooms. These quick activities can ease students’ minds, build community, and enhance their overall learning experience. By dedicating just a few minutes to play, faculty can create a supportive space that encourages academic success and emotional resilience—and perhaps, spark a little joy in the process.

Read the TLI article here.