On this page, you will find best-practice examples of resilience at universities.
They show how students, staff, and the institution itself can be strengthened to better cope with challenges. Please indicate in the survey which approaches you find particularly useful.
Resilient Learning Strategies: Student Self-Regulation & Adaptability
Democritus University of Thrace, Greece
A structured undergraduate course developed at the Democritus University of Thrace to strengthen academic and emotional resilience through self-regulation, metacognitive strategies, and adaptive coping practices.
Impact:
Strengthens learning persistence, adaptability, and academic autonomy; reduces cognitive overload and ineffective study habits; enhances emotional regulation, stress management, and performance confidence; supports retention and student well-being across all years of study.
Target Audience:
Undergraduate students across disciplines and years of study, particularly those experiencing transition stress, performance anxiety, or academic fatigue; academic advisors and teaching staff involved in student support.
How to Replicate:
Embed short resilience-focused modules within curricula or student-support services; train facilitators in metacognitive and emotional-regulation approaches; deliver in flexible formats (face to-face, blended, or online) and monitor outcomes for local adaptation.
What Was the Benefit?
Prevents burnout and disengagement; improves study effectiveness and learner confidence; aligns academic performance with student well-being; scalable, low-cost intervention fostering a shared culture of resilience.
What Has It Achieved?
Improved student adaptability and learning autonomy; reduced performance anxiety and cognitive overload; positive impact on engagement, retention, and academic confidence; strengthened institutional capacity for systematic student support.
EMERGE Re-branding:
Fully transferable and modular. Indicative formats: EMERGE Resilient Learning Toolkit, EMERGE Adaptive Learner Module, or EMERGE Student Resilience Badge, aligned with EU frameworks and EMERGE priorities in resilience and student success.
Contact Information
Email:idosi@hs.duth.gr Email: mmitsiaki@helit.duth.gr
Counselling Centre for Psychological Support and Evaluation (SKEPSIS) – Supporting Student Wellbeing
Neapolis University Pafos, Cyprus
Impact: The Counselling Centre provides psychological support, assessment, and wellbeing services to students and, where applicable, the wider community. It promotes mental health, inclusion, and resilience within the university environment.
Target Audience: Students, academic community and the wider community.
How to replicate: Establish a university-based counselling unit staffed by qualified psychologists, integrate it within student services, and promote confidential, accessible support. Collaborate with academic departments and student bodies to raise awareness.
Basic University Pedagogy course
University of Inland Norway, Norway
The mandatory Basic University Pedagogy course (10 ECTS) is developed and provided by the Section for Higher Education Pedagogy and Quality. The course provides educators with a fundamental pedagogical understanding. Participants learn how to design effective course plans and how to plan their teaching. They also gain knowledge about assessment and supervision techniques. It also prepares academic staff to teach increasingly diverse student groups and emphasizes universal design and inclusion. Other core elements include the effective use of digital tools, reflections on AI, and multimedia learning. The course consists of 11 days of sessions over one year. It includes several assignments, such as a pedagogical credo, peer mentoring, and an ICT project.
Impact: We ensure that all academic staff achieve the necessary and mandatory pedagogical qualifications. We create a learning community where we share best practices in teaching, assessment, and supervision. Additionally, we promote student-active learning, the pedagogical use of ICT, and the reflected use of AI. We also emphasize inclusion, universal design, ethics, and sustainability.
Target Audience: Academic staff
How to replicate:
- Secure support from university management. It is vital that the course is mandatory for all academic staff at your university.
- Establish a dedicated section of experts in higher education pedagogy.
- Create a structure that combines theory with practical work. Design student activities and assignments that the participants find relevant to their daily work. The course itself should span a full year with regular sessions. We use six two-day sessions spread across two semesters.
- Facilitate collaboration between colleagues, by allowing time for discussion and model various student-active teaching methods. Aim for a balance between lectures and practical exercises. Participants observe each other and provide feedback. Use a digital platform to share resources.
- The course curriculum should be based on both national and international literature from the field of higher education pedagogy.
- The course concludes with a group development project and an oral exam where the project is presented in groups of approximately 8–10 participants.
What is the benefit?
- The course enhances the pedagogical competence of our staff and improves the overall quality of our study programs. It also gives all educators a common platform for their teaching practice.
- We prepare our educators to manage challenges involving digitalization, change, and inclusion. These skills make our organization more robust and adaptable.
- The program builds a culture of continuous development and reflection. Staff members evaluate and improve their teaching practices together within the academic community.
What has it achieved? The course consistently receives excellent evaluations. Additionally, they build strong professional relationships with colleagues across all seven of our campuses.
Stop Violence Initiative
Université Bretagne Sud, France
The programme is based on an integrated strategy for the prevention, reporting and handling of violence, discrimination, harassment and sexist behaviour for all staff and students. The Stop Violence Unit is independent and is not attached to any department within the University of South Brittany.
Impact:
- Securing the living environment: Creation of a "safe, respectful and caring" study and work environment.
- Cultural change: Development of a common culture of respect and equality through ongoing training.
- Protection of individuals: Possibility of temporarily removing an alleged perpetrator through protective measures to protect victims and the integrity of services and students.
Target Audience: students and staff.
How to replicate:
- Establishment of the Platform: Create a tool that allows for named or anonymous reporting.
- Setting up the units: Listening, information, guidance, support: Recruit professionals (social workers) and trained volunteers.
- Processing: Bring together the departments (HR, Legal, Services).
- Definition of the processing procedure: Receipt of the report → Referral to the listening unit within three working days, appointment of a social worker and a volunteer agent. Proposal for a face-to-face or Teams interview, then production of a report sent to the processing unit if necessary.
- Following the listening unit's report, qualification of the facts: Administrative investigation.
- Report to the Presidency: Decision on sanctions or referral to the public prosecutor.
What was the benefit?
- Confidentiality and neutrality: Provides a safe space where people can speak without judgement.
- Multidisciplinary expertise: The joint involvement of social services, HR and legal departments ensures rigorous handling.
What has it achieved?
- Structure of the system: Transition from the email address of the staff social services assistant to a system with a dedicated platform and units. (Sexist, homophobic and transphobic sexual violence). In 2025, opening up to "STOP VIOLENCE".
- Institutional commitment: Integration of the initiative into the objectives contract (2024 2026) and the student life master plan.
- Transparency: Production of an annual activity report by the listening unit, presented to the relevant bodies (Social Administration Committee/Specialised Training in Health, Safety and Working Conditions).
Human Rights Clinic
Univerzita Mateja Bela v Banskej Bystrici, Slovakia
This activity strengthens legal awareness among children and young people, promoting their ability to respond to social and legal challenges, thus contributing to community resilience. One of the main objectives of the course is to raise awareness of human rights and the possibilities of protection within the community of young adolescents. The Faculty of Law supports the activities of the Human Rights Centre, which, through our students, increased the number of educational activities in that year.
Impact: The main benefit for the community is raising awareness on human rights through educational presentations from students. This further leads to the promotion of tolerance, the prevention of discrimination, and the overall strengthening of civil society. Community partners also have the opportunity to work with the university and the Slovak National Centre for Human Rights, which provides space for further joint activities with concrete positive impacts on community life. Students presented the topic of anti-discrimination at 14 secondary schools and 8 primary schools. The main benefit for the university, the faculty, and the students is their strengthening of professional knowledge and practical skills in the field of human rights protection, thus increasing the quality and relevance of their education, and their competitiveness in the labour market. The link between theoretical knowledge and real-life practice is strengthened through cooperation with an expert from the Slovak National Centre for Human Rights. Through active participation in seminars and their independent presentations in communities, students develop their critical thinking, communication skills, and civic engagement, becoming responsible and socially conscious graduates.
Target Audience: Students of Law degree programs.
How to replicate: Partner universities can organise similar activity or liaise with UMB to share expertise directly.
What was the benefit?
As part of the human rights clinic, a subject in the Law 1 degree program, students complete training on a selected topic for the given semester (e.g., anti-discrimination) under the guidance of a lawyer from the Slovak National Centre for Human Rights over a period of 6–8 weeks. During the remainder of the semester, they are required to prepare a presentation on the topic and teach selected human rights issues to primary and secondary school students.
What has it achieved?
One of the main objectives of the course is to raise awareness of human rights and ways of protecting them among young adolescents. The Faculty of Law at Matej Bel University supports the activities of the Human Rights Centre, which has increased the number of educational activities this year through our students. Human rights education is one of the centre’s mandates under the law establishing it (Act No. 308/1994 Coll. as amended). The aim is also to consolidate the theoretical knowledge of UMB Faculty of Law students on specific issues, strengthen their verbal skills, independent work, work with the lay community, and the ability to explain more complex issues. The aim is also to deepen students' theoretical knowledge in the field of human rights, with particular emphasis on the activities and significance of the Slovak National Centre for Human Rights.
The Diversity Support Unit
Universidade da Coruña, Spain
The unit has a well-established track record in ensuring accessibility, guidance and support for students with diverse needs, and it also incorporates the LGTBIQ+ dimension. It has procedures, adaptation protocols, awareness campaigns, training activities and resources that can be clearly explained and readily adapted to other universities. In addition, its functioning represents an institutional structure that guarantees inclusion, well-being and support.
Impact: Its main task is to facilitate the full inclusion and equity of students and teachers who, for physical, sensory, gender identity, affective-sexual, gender expression, psychological or sociocultural reasons, experience difficulties or external barriers to equitable, equal and participatory access to university life.
Target Audience: All participants in higher studies: students, teachers and technical, management and administrative and service personnel.
How to replicate: The units’ procedures, adaptation protocols, awareness campaigns, training activities and resources are clearly explained and can be readily adapted to other universities.
What was the benefit? To bring closer those social realities that are less visible and that suffer from greater social vulnerability. By sharing knowledge and information about social groups with diverse needs and invisible disabilities, we form a basis for eradicating any form of discrimination, harassment and violence.
What has it achieved?
- Advice and awareness: of the entire university community about the rights, experiences and needs of people with disabilities, specific study support needs (NEAE), the LGTBIQ+ collective, or any collective or group that may be subject to discrimination or minoritization.
- Individualized attention: accompaniment, provision of technical assistance and establishment of networks for the exchange of information and mutual support both with individuals and with the associative fabric or relevant organizations in these fields.
- Progressive Removal of Barriers: elimination of architectural, bureaucratic and communication barriers or barriers on all campuses.
- Promotion of Community Rights: of the university community, with special interest in collectives or groups that suffer from greater discrimination and vulnerability.
- Establishment of collaborative networks: in the attention to diversity through agreements with universities, governmental and non-governmental organizations.
- Training in diversity: in topics related to diversity, inclusion and equity in the university.
- Elimination of violence: Actions that promote the elimination of all types of violence and discrimination in the university.
SOLIDARITY GROCERY STORE
Université Rennes 2, France
L’Épicerie Gratuite is a student-led solidarity initiative that operates a free grocery store on campus. It was created in January 2019 by students and local partner associations to respond to food insecurity and waste, issues that many students face. The initiative grew from collaborations between student volunteers and associations such as Cœurs résistants, responding to growing needs among students struggling to afford regular meals.
Impact: The main goals are to combat food waste by redistributing edible products that would otherwise be thrown away, and to support students facing food insecurity by providing access to groceries free of charge and without any conditions.
Target Audience: Students from Campus des Solidarités
How to replicate: To replicate this initiative, start by forming a small student-led team and partnering with local associations experienced in food redistribution or social support. The first step is to identify the two core issues the project addresses—food insecurity among students and food waste in the community—and build your concept around them. Next, secure a space on campus where groceries can be stored and distributed safely; even a small room is enough to begin. Establish partnerships with supermarkets, bakeries, markets, and food banks willing to donate unsold but still edible products. Recruit volunteers to handle collection, sorting, and distribution, and set up simple operating rules: free access, no conditions, and a respectful, stigma-free environment. Communication is essential—use student networks, social media, and campus channels to inform students about opening hours and donation needs. Finally, track basic indicators such as number of beneficiaries, volume of food redistributed, and partnerships created. This helps demonstrate impact, secure long-term support from the university, and adapt the model as demand grows.
What was the benefit?
Since 2019, the solidarity grocery store has created significant value by directly reducing food insecurity among students while simultaneously cutting down on food waste on and around campus. Since its launch, it has provided thousands of students with free access to essential groceries, helping them maintain a healthier, more stable daily life despite financial constraints.
What has it achieved?
Beyond the material support, it has also fostered a strong sense of community and mutual aid, empowering students to take collective action and support one another. The initiative has strengthened partnerships between the university and local associations, raised awareness about food waste, and normalised conversations around student precarity. In doing so, it has become both a practical safety net and a symbol of solidarity, dignity, and student engagement.
1st Seven Weeks (F7W)
University of Limerick, Ireland
Is a transition program designed to help students adjust to university life during the critical first weeks. Through targeted activities, workshops, and supports, F7W@UL addresses the common challenges students may face such as navigating university services and resources, adapting to new teaching styles, and developing independent learning skills. The programme themes of Belong@UL, Be Well @ UL & Do Well @ UL promote wellbeing and academic confidence.
Impact: Improved early student experience and transition contribute to improved retention, progression and academic performance. This was achieved through support from across the University and facilitated an increased sense of student belonging
Target Audience: Students transitioning to university for the first time. It started with first year years and has since expanded to all incoming students including mobility students, distance learning, part-time students or students with caring responsibilities.
How to replicate: It is possible to replicate First Seven Weeks @UL model across EMERGE institutions.
- Establish a shared emerge framework.
- Strengthen early student integration
- Use low-cost delivery methods
- Address diverse learner needs
- Share insights across institutions
- Build a resilient community of practice
What was the benefit? The programme delivered targeted supports—for example, dedicated resources and spaces for commuter students, plus tailored guidance for international, mature, access, and distance learners.
What has it achieved?
For Institutions: flexible and evidence-based model, reduced duplication, stronger partnerships, improved capacity to manage change with low-cost delivery.
For Students: early belonging and wellbeing support for diverse student cohort, improved adaptability, confidence, and transition success