Maslow’s Hierarchy of Needs outlines the things humans need, and the order in which these needs must be met, to thrive in their environments. My favorite element of this model is the assertion that these needs build on each other, and if a need from a foundational tier is not met, you cannot expect to be able to meet a higher order need. For example, if a student comes to class or to a mentorship meeting hungry and tired, their capacity for self-actualization during in-class activities will be limited. I use this model to guide how I structure each of my class sessions: I begin classes by attending to my students’ more basic needs, and once those are met I move onto materials that fulfill psychological and self-fulfillment needs. In the case that a student need can’t be met (again, that tired and hungry student above), this model helps me reframe my expectations of that student for the day, and provides a framework for me to reference in future conversations with that student about getting their needs met in class. Below please find more specific examples of how I address each level of need with my students and mentees:

Physiological: I encourage my students to meet their own physiological needs in and out of class by hosting regular class discussions about how physiological processes (nutrition, sleep, etc.) impact learning. These typically take place at the beginning of class and focus on a published piece of research. Important to note, there are notable barriers faced by students from underserved populations in getting physiological and other needs met, and I incorporate purposeful dialogue about these barriers in these discussions. I have found that these often bridge into larger discussions about inequity in the education system at large.

Safety: I meet my students’ needs for safety by creating a learning environment where students’ voices are heard and where expectations are clear. In support of this, at the beginning of each term I have a conversation with my students surrounding my expectations for them and invite them to voice what they expect of their learning experience while in my class. I use this conversation to construct a document outlining my responsibilities as their instructor and their responsibilities as students, and I include this document in the course syllabus.

Belonging: In order meet my students’ needs for belonging, I structure my classes around partnered and group activities in which members must work together over multiple weeks to achieve a goal. For example, in my Introduction to Parenting course I group students into co-parenting groups and ask them to work together to navigate parenting scenarios together throughout the term.

Esteem: I use a strengths-based approach to promote students’ esteem by asking students to identify their own strengths, and by then providing flexibility in class activities that allow them to apply these strengths. For example, in my Research Methods course I give students options for how they would like to complete their term project; they can choose to write an abridged grant proposal, conduct a brief study using secondary data analysis and complete “methods” and “results” manuscript sections, or participate in a series of interviews with me where they display their knowledge through structured conversations about research.

Self-Actualization: in order to promote self-actualization, I ask students to make explicit connections between the materials we learn in class and their lives outside of class as well as host high-impact guest speakers that bring real-world experiences directly to students. For example, in my Introduction to Parenting course I have students interview a parent about their experiences raising children, and then shortly after I host a panel of diverse parents in class. I have students reflect on what they learned from their interview and then contrast this with what they hear from panelists in order to help students understand the diversity of experiences among families today.

The PERMA Model also describes what individuals need in order to thrive, and does so by outlining five areas of import that are highly relevant in the classroom and in the mentor/mentee relationship: Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment. My favorite element of the PERMA model, and of Positive Psychology in general, is the assertion that my goal as a teacher and mentor should be to help my students thrive, and not just survive, during their time with me. While Hierarchy of Needs informs the structure and flow of my classes and mentorship meetings day-to-day, PERMA provides a more holistic, overarching view of the elements I try to hit on regularly throughout the term in my lectures, activities, and assignments. Below please find more specific examples of how I promote each element of PERMA with my students and mentees:

Positive Emotions: I use classroom rituals and recurring assignments to create regular space for positive experiences in class, for example in all of my courses I begin each class with a short “check-in” where I ask my students to share positive things that have happened to them since we last met. As another example, in my Introduction to Parenting course I have a recurring weekly assignment called “Make a Meme” where students can select something they learned in class the previous week and create a humorous meme representing that material. These are due the first class session of every week and I share all of the completed memes with the class. This not only creates a ritual where students regularly experience positive emotions (the memes are always humorous), but it provides a great opportunity for us to review course materials.

Engagement: In order to promote students’ active engagement with course materials, I situate coursework and discussions in students’ lived experiences. For example, in my Introduction to Parenting course I have students conduct interviews with parents outside of class. Many students end up interviewing their own parents, or other family members or close friends who have children, and this assignment helps them gain personal insight into the experience of parenting. As well, in my Research Methods course I ask students to design a hypothetical research study that seeks to improve the educational experiences of college students at our university. Many students choose to design studies on things like study habits, college student sleep, drug and alcohol use, etc.

Relationships: I promote relationships among students in my class by structuring in-class activities and ongoing course assignments that center around student discussion and collaboration. In my Parenting course, I group students together in parenting dyads and have them navigate a series of parenting challenges (ex. deciding whether or not to medicate a child diagnosed with ADHD) throughout the term. Often, students have conflicting opinions and must respectfully discuss these challenges with each other and come to an agreement – much like parents must do. I have found that these types of activities are not only helpful for applying course materials, but also build a sense of connectedness and camaraderie among students throughout a term.

Meaning: I promote meaning by regularly making explicit connections to how materials presented in class impact students’ lives outside of class. I do this in each of my lectures by adding a slide labeled “so, what does this mean for you?” that follows each big topic introduced in class. This ritual gives students opportunities to connect course materials with their lived experiences outside of class. For example, I lecture on individualistic vs. collectivist cultural models in my Introduction to Parenting course, and then have students connect with this material by asking them to identify the cultural model(s) they have experienced in their lives and how they think those have impacted them.

Accomplishment: I promote a sense of accomplishment in my students by taking a strengths-based approach in my assignments. I ask students to identify their own strengths, and by then providing flexibility in class activities that allow them to apply these strengths. For example, in my Research Methods course I give students options for how they would like to complete their term project; they can choose to write an abridged grant proposal, conduct a brief study using secondary data analysis and complete “methods” and “results” manuscript sections, or participate in a series of interviews with me where they display their knowledge through structured conversations about research. Please note, this overlaps significantly with the “Esteem” portion of the Hierarchy of Needs model. Just more evidence that these models align nicely!