Seeking Well-being

Developing one's physical, mental, and spiritual well-being through regular practice to develop lifelong health and wellness practices and deeper, more joyful learning.
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Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Students devise a self-development plan, follow it, and track the benefits of their program over time, adjusting the plan as needed based on the ongoing results.

Method Components

As students undertake an activity, the educator leads them through a four-step process to create, follow, monitor, and revise a self-development plan for improved physical, mental, and emotional well-being. This can be done individually, in small groups, or in whole-group instruction.

Four-step well-being strategy process

  • Devise a self-development plan. Suggested activities include:
    • Research aspects of health and wellness science and practice that you'd like to focus on in your self-development plan.
    • Include goals in one or more categories, such as exercise goals, nutritional goals, spiritual practice goals, or other kinds of goals. Goals should be very specific, easily measureable on a daily basis, and defined by a time frame in which they will be reached; good examples include increasing the number of push-ups you can do by the end of two weeks, reducing the number of grams of sugar consumed each day by the end of seven days, or increasing the number of days you meditate more than 20 minutes by the end of two weeks.
    • IMPORTANT: Make sure that at least one responsible adult, a parent or other adult family member, a teacher, or a coach, reviews and approves student self-development plans to make sure that they are safe, will actually promote improved health, and cause no harm to students.
    • Set reasonable and attainable goals, a little less than you think you can achieve, so that you will feel good about reaching the goal and can then be enthusiastic about setting a new stretch goal.
    • If possible, enlist a friend to be a wellness partner to help you stay motivated and share your progress.
    • The plan should be written down in a well-being notebook or personal health smartphone app where you can also regularly record less easily measureable indicators, such as your daily stress or energy levels and other mental and spiritual well-being observations.
  • Follow the plan for a specified period of time. Suggested activities include:
    • Set aside specific times of the day in which to work on each goal, knowing that you will have to shift some of these times as needed.
    • If the set times to work on your goals are not working out, reset the times to be more achievable.
    • Set a period of time to follow your plan as well as you can, knowing that you will review how the plan is working and make adjustments at the end of that period.
  • Monitor the ongoing results of the plan. Suggested activities include:
    • Use a notebook, personal health smartphone app, voice recording, or other method to record your daily progress toward your self-development goals.
  • Revise the plan based on the feedback from monitoring. Suggested activities include:
    • Based on the monitoring of your progress toward your goals and other health measures, revise your plan so that the next set of goals are still achievable, but move you a bit further toward improved well-being.
    • Discuss your progress with a responsible adult and continue revising, following, monitoring, and revising your plan again until the self-development practices become a regular part of your daily routines.

Suggested preparation

  • Students discuss what it means to be physically and mentally fit and what it takes to achieve a high level of physical, mental, and spiritual well-being (see the Mindfulness micro-credential), then make a list of the most important self-development practices they can think of that can lead to better fitness and well-being.

Suggested review

  • Students reflect on the progress they've made in improving their level of well-being, what may not have gone so well and why, what could be done to make further improvements, and how their self-development has affected other parts of their life such as school work, family life, and friendships.

Research & Resources

Supporting Research

Developing one's physical, mental and spiritual capacities can have a positive impact on students' success in school through the development of such skills as persistence, grit, resilience, self-direction, and self-esteem, and can improve one's general health, personal outlook, and well-being, which promotes more focused attention and concentration, improved motivation and conscientiousness, and deeper learning.


Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn the micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.

Part 1. Overview questions

(200-word limit for each response)

  • Activity Description: What kind of project activities did you and your students engage in to become more proficient in seeking well-being? Please describe the learning activities and strategies you used.
  • Activity Evaluation: How do you know your students increased their proficiency by engaging in the seeking well-being project and what evidence did you collect that demonstrates these learning gains?

Part 2. Evidence/artifacts

Please submit work examples from two students (such as links to writing, audio, images, video, or other media) that demonstrate progress toward the seeking well-being competency, including items such as evidence of discussions of what it means to be fit and how to achieve it; samples of student-developed self-development plans, goals, and well-being monitoring; examples of student research to better understand health and wellness; images or audio/video excerpts of students’ actual wellness exercises or practices; reflections on what was learned from the well-being project experience; and other relevant items.

Part 3. Student reflection

For the two students whose work examples were included above, submit student-created reflections on their experience of the seeking well-being project activities they experienced. Use the following questions as a guide (200-word limit for each reflection):

  • How did the goal-setting, tracking, and revising process help you understand how you can stay motivated to reach your self-development goals?
  • How did the project change your view of what you can achieve and what your biggest challenges are in seeking improved health and well-being?

Part 4. Teacher reflection

Provide a reflection on what you learned, using the following questions as a guide (200-word limit for each response):

  • What was the impact of engaging your students in the seeking well-being activity?
  • How will experiencing these project activities shape your daily teaching practice in the future?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
Requirements for Seeking Well-being
How to prepare for and earn this micro-credential - in a downloadable PDF document

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