摘要：A cross North America and Europe, there is a growing interest in improving student mental health and wellbeing within higher education settings (Byrd & McKinney, 2012; Goh & Chiu, 2009; Royal College of Psychiatrists, 2011; Storrie, Ahern & Tuckett, 2010). In response to survey findings indicating concerns regarding students' emotional, social and mental health (American College Health Association, 2008, 2010), many colleges and universities are beginning to explore what they can do to enhance mental health and wellbeing among their students (Association of University and Colleges of Canada; 2012; MacKean, 2011). Recent work in this area has recognized that treatment and intervention methods should be complemented by broader and more holistic approaches to supporting student wellbeing (Association of University and Colleges of Canada; 2012; Byrd & McKinney, 2012; MacKean, 2011; Royal College of Psychiatrists, 2011; Warwick, Maxwell, Simon, Statham & Aggleton, 2006), and there is therefore a growing need for tools and programmes that look beyond addressing individual symptoms in order to understand contextual and settings- based impacts on student wellbeing. Because the principles and theoretical foundations of settings-based approaches to promoting health and wellbeing come from various different sources, there are a multitude of different terms that can be used to describe these. Some common terms include: campus ecology; whole school approaches; healthy settings; Health Promoting Universities and systemic
