Every year the needs of our students seem to become greater—and the expectation we will be able to help address these needs grows in parallel. In an era where universities seek to better understand and support student well-being, it's worth considering the relevance of Maslow's hierarchy of needs in this process. Abraham Maslow (1943), a renowned psychologist, developed the hierarchy as a way to understand human motivation and behavior.. The model suggests that individuals have a set of needs, starting with physiological needs at the bottom of the pyramid, that must be met before they can move on to higher-level needs like belongingness, esteem, and self-actualization.
In the context of higher education, understanding and assessing students' needs based on Maslow's hierarchy can be a useful tool for creating supportive and inclusive environments. By identifying where students are in the hierarchy, universities can tailor their support to better meet their needs and help them thrive academically and personally. In this post, we will look broadly at the relationship between Maslow’s hierarchy and higher education today–and then offer concrete steps campuses can take to help students move up the pyramid.
Here are some ways universities can assess students using Maslow's hierarchy:
Assess physiological needs: At the bottom of the pyramid are physiological needs like food, shelter, and sleep. Universities can ensure that students have access to basic needs by providing affordable housing options, food pantries, and resources for mental and physical health. This can include access to affordable healthcare, counseling services, and recreational facilities that promote healthy living. Most importantly though, campuses need to be willing to ask students how they are doing at meeting these needs. If students are worried about where their next meal will come from, odds are they are not focused when sitting in class; likewise, if they have to choose between necessary medical care or paying a tuition bill, they may not persist. Even more important than determining (through needs assessments or other mechanisms) what basic needs students are struggling with is quickly referring them to services that can assist. Knowing student needs and priorities, after all, is only half the battle!
Assess safety needs: The next level of Maslow's hierarchy addresses safety needs, such as physical safety, financial security, and protection from harm. Universities can address safety needs by providing a safe and secure environment for students, with emergency plans in place for potential crises. This can include security personnel, safety training, and campus-wide alert systems. Additionally, universities can offer financial aid and scholarships to students who may struggle to afford the cost of tuition or living expenses. But, again, we must be willing to seek feedback and respond—especially when it comes to finances. Students may want to attend our school or remain enrolled, but the rising costs at many institutions in higher education makes it difficult. But determining financial need is difficult. No matter how often we seek student input on financial stress, circumstances can change quickly. Likewise, the perception of need sometimes differs from actual need, making it essential that students are connected with professional staff adept in working through these types of needs with students quickly.
Meet belongingness needs: At the third level of the hierarchy, belongingness needs refer to a sense of social connection and the desire to feel accepted and loved by others. Universities can assess belongingness needs by providing opportunities for students to connect with each other and the campus community. Universities may support belonging needs by providing opportunities for students to connect with each other and the campus community. This can include clubs and organizations, mentoring programs, and campus events that bring students together. In this area, it’s important to remember the importance of having a strong sense of belonging. Institutional affinity matters—but, so too does having a friend or mentor. These are areas where student affairs has the potential to significantly influence sense of belonging. Conducting post-programmatic assessments that examine levels of involvement, connection, and belonging may point to our effectiveness in supporting students, as well as future needs. Likewise, institutionally using tools like the Sense of Social Fit Scale at regular intervals can help understand what students are struggling and when.
Assess esteem needs: The fourth level of Maslow's hierarchy addresses esteem needs, such as a sense of self-worth, recognition, and respect from others. Universities can assess esteem needs by providing opportunities for students to develop their skills and receive recognition for their achievements. This can include internships, research opportunities, and awards programs that highlight student accomplishments. These high impact practices along with affinity toward an area of study can help students approach the pinnacle of the pyramid. Assessing how well our institutions are doing in these areas is essential to ensuring student holistic wellness. Questions including What HIPs do we offer? Are students accomplishing what we intend through the HIP? Which HIPs do we not offer? Why have we chosen not to? What resources would we need to offer the HIP? are all appropriate for conversation and deliberation.
Encourage self-actualization: At the top of the pyramid is self-actualization, which refers to a person's desire to achieve their full potential and become the best version of themselves. Universities can address self-actualization needs by providing opportunities for students to explore their passions and interests. This can include career counseling, leadership development programs, and experiential learning opportunities that allow students to apply their knowledge and skills in real-world settings. At this point, we are helping to launch our students onto their next adventure.
In addition to assessing students' needs based on Maslow's hierarchy, universities can also take a proactive approach to supporting student well-being. This can include promoting a culture of self-care and mental health awareness on campus, providing resources for stress management and coping strategies, and offering training for faculty and staff on how to support students in distress.
Ultimately, universities must take a holistic approach to assessing and supporting student well-being. Maslow's hierarchy can provide a useful framework for understanding the different needs and motivations that drive student behavior. By identifying where students are in the hierarchy and tailoring their support accordingly, universities can create a more supportive and inclusive learning environment that helps students thrive academically and personally.
Here are some calls to action for universities looking to assess and support student well-being using Maslow's hierarchy:
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Conduct needs assessments: Universities should conduct a needs assessment to better understand the needs of their students based on Maslow's hierarchy. This can involve surveying students, analyzing campus data, and conducting focus groups to gain insight into the specific needs of different student populations. But be warned, conducting a needs assessment should be accompanied by a willingness to act on the results! Likewise, it is essential to conduct these on a regular basis
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Tailor support services: Based on the needs assessment, universities can tailor their support services to better meet the needs of their students. This can involve providing resources for basic needs like food and housing, as well as offering opportunities for social connection, skill development, and self-actualization.
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Prioritize mental health: Mental health is a critical component of student well-being. Universities should prioritize mental health by providing resources for stress management, counseling services, and mental health awareness campaigns. Additionally, universities should train faculty and staff on how to recognize and respond to mental health concerns among students. Accomplishing this includes asking students (through surveys or texting) if they want or need help, conducting staffing assessments to measure capacity needs, and post-program assessments of stress-relieving events.
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Promote a culture of self-care: Universities should promote a culture of self-care and well-being on campus. This can involve providing resources for stress management and self-care, as well as offering programs that promote healthy living, such as fitness classes and healthy cooking workshops. Assessing this area may include tracking usage of campus recreation, surveying students on campus dining needs and satisfaction, and including questions focused on personal development within existing campus-wide surveys.
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Monitor and evaluate progress: Universities should monitor and evaluate their progress in assessing and supporting student well-being. This can involve collecting data on student outcomes, conducting surveys to measure student satisfaction, and regularly reviewing and updating support services to ensure they are meeting the evolving needs of students.
Maslow's hierarchy of needs provides a useful framework for universities to assess and support student well-being. By understanding the different needs and motivations that drive student behavior, universities can tailor their support services to better meet the needs of their students and create a more supportive and inclusive learning environment. To achieve this, universities must conduct a needs assessment, tailor support services, prioritize mental health, promote a culture of self-care, and monitor and evaluate progress over time. By doing so, universities can better support the success and well-being of their students, both in and outside the classroom.
Blog published by Dr. Will Miller, Associate Vice President for Accreditation and Assessment at Embry-Riddle Aeronautical University, Blog team member
References
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346