Wellbeing is an evaluation of how individuals feel within themselves; both physically and mentally. It covers how individuals feel, think, their relationships and self set goals and can have a huge impact of how they live their lives. The World Health Organization (2007) describes mental well-being as: 'a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.'
For students, moving to university only happens once and usually has a high level of stress linked to the changes that are happening in their lives. Hee-og Sim (2000) believes that studies show a correlation between stress and well-being are usually focused on major life events that are low in frequency but high on impact or daily stressors which are higher in frequency but have less impact. For students, moving to university is an important part of their education, but it can also cause distress which can affect their wellbeing; things like managing their money, eating healthily, moving away from home and missing family and friends can all affect a student's well being.

Moving to University is a stressful time in a student's life, and can lead to irrational thoughts such as that they aren't going to fit in or they are not going to be able to do any of the work. Rational-Emotive Behaviour Therapy (REBT) is an approach which uses action-orientated therapy to stimulate emotional growth (Maltby, Day & Macaskill, 2006). Dr Albert Ellis used this approach to teach people to replace their irrational thoughts, with thoughts and actions which would be more effective and enable them to overcome unhealthy behaviour with behaviours which would enhance their ability to function and enjoy life; and for students enhance their ability to learn. For instance if a student believes that he will not fit in, he will not make the effort to make friends, which in turn means that he does not make any friends; so does not fit in. However, with Ellis' approach, it would teach the student to think that everyone at university is in the same position, and that if he makes an effort he will make friends and fit in. Layard (2005) comments that cognitive behaviour programmes often include the patient committing to a physical exercise programme or helping others. For a student, committing to do volunteering or helping others helps promote a positive well-being, as well as using gym regularly to increase physical well-being as well as relieving any stress a student may have.

Martin Seligman well-being theory is subjective, meaning that an individual searches for happiness for their own sake. His well-being theory, otherwise known as PERMA includes elements of positive emotion, engagement, relationships, meaning and accomplishment (Seligman, 2011). Moving to university often increases an individual's distress at leaving friends and family behind, which reflects negatively on their well-being. For a student, talking to friends and family or making new friends will increase their positive emotions; to do this they could have regular contact with family and friends or join clubs and societies in which they could make new friends. Engagement in sports or hobbies which an individual enjoys will increases their well-being as well as helping in the concentration for their studies. Having positive relationships, whether new or old, increase an individual's well-being as it enables individuals not to feel alone as well as feeling supported by those around you. Argyle (2001) states that 'Social relationships are described as 'perhaps' the 'greatest single cause' of happiness'. Going to university is a big step, and having family and friends around that support an individual's decision is majorly important, as it helps to give meaning to their choice, however students need to have meaning in their personal lives as well. Students could do