Can academic writing retreats function as wellbeing interventions?

Alison Eardley*, Emma Banister, Marie Fletcher

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)
39 Downloads (Pure)


Research and academic writing are increasingly difficult to prioritise in Higher Education. Academic writing retreats are growing in popularity as means to help academics to write. However, while they have been shown to enhance productivity their potential as wellbeing interventions has received less attention. We explore the experiences of UK-based academic participants in a structured writing programme through a structured questionnaire and in-depth interviews. Our findings suggest that writing retreats can positively impact on both hedonic and eudaimonic wellbeing. They may help mediate wellbeing threats, such as isolation, the conflict of work priorities and other pressures associated with academic research and time pressures. The opportunity to privilege writing provided our academic participants with positive benefits, yet we conclude that these effects do not endure if interventions are not maintained.
Original languageEnglish
Pages (from-to)183-196
Number of pages14
JournalJournal of Further and Higher Education
Issue number2
Early online date9 Apr 2020
Publication statusE-pub ahead of print - 9 Apr 2020


  • academic wellbeing
  • writing retreat
  • community of coping
  • stress
  • academic writing
  • academic identity


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