A few years ago, at the University of Extremadura in Plasencia (University Center where 4 Degrees are taught) we created a Teaching Innovation Group that promotes the well-being of teachers and students to improve the academic performance and the personal and professional satisfaction of both groups. Under the slogan “Well-being for Learning Well”, this group develops actions that promote physical, psychological and emotional well-being through tools of self-knowledge, emotional management, self-motivation and self-care.

In this work, pilot experiences have been implemented for students in the first year of Forestry Engineering, using two types of tools: active (Activamusic) and passive (Pasivamusic) listening to relaxing music in class; and training and coaching activities on Self-care and Self-motivation.

The use of these tools was designed to achieve several specific objectives:
1. Encourage improved concentration in the classroom through listening to relaxing music.
2. Promote self-motivation and personal empowerment: Coaching was used to promote self-motivation, self-esteem and self-knowledge, seeking to empower students and teachers. For this purpose, there were training workshops and an agenda designed by the Teaching Innovation Group, called “I love myself / I don't love myself: agenda for self-care and self-motivation”, which has guided students in their daily planning and self-evaluation.
3. Improving the capacity for self-care: In this agenda, simple guidelines have been proposed such as going to nature, practicing “grounding”, taking care of food and rest, doing sports and maintaining good postural hygiene.
4. Improve commitment and organization, also by using this agenda: encouraging daily personal planning and evaluation, improving the students' capacity for commitment and organization of their personal and academic life.

Each activity has been evaluated through satisfaction surveys to determine the effectiveness of the proposed Wellness tools and their potential transferability to other groups and contexts. In these surveys we have tried to analyze aspects such as:
– Effectiveness of the Audiovisual Tools for relaxation and concentration.
– Impact of the Coaching, to promote in the students:
   • Self-motivation and self-esteem
   • Personal empowerment
   • Daily planning and self-evaluation of the students: commitment to personal and academic organization.
   • Self-care skills
   • General well-being (Well-being for Well-learning).

In particular, it has been evaluated whether the training given in the workshops (“Learning by living happily” and “Educating for success”), plus the coaching activity of using the Self-care and Self-motivation Agenda, have helped to improve the above mentioned aspects in the participating students.

For almost half of the students participating in this study, the coaching activities developed are valued as interesting and useful or very interesting and useful for their well-being, self-esteem and motivation.

In addition, it is very interesting that approximately half of the respondents stated that they would like to continue participating in similar activities in the following courses.

Therefore, the proposed tools have been well valued by the students and it is interesting to implement some of the actions of this work in the future in a more or less generalized way for our University Center of Plasencia.

Keywords: Self-care, Self-motivation, well-being, student, learning.