Universities around the world implement policies around student and academic wellbeing and create their own institutional strategies for how to better support and aid students and staff dealing with stress, anxiety or depression. We fully acknowledge student and academic pressures, and at the same time we challenge the pathological discourses that are clouding higher education. Research reports that wellbeing discourses and support programmes may feel stigmatizing and be connected to shame and a negative spiral of low self-esteem (Wulf-Andersen & Larsen, 2020). Further, wellbeing issues are being criticized for becoming part of surveillance mechanisms and performance indicators, where students and staff behaviour and emotional lives are being colonized and scrutinized by institutional management. Farrell and Mahon (2021) critically discuss the political need to ‘solve’ emotional, existential, and pedagogical uncertainty through a medicalized vocabulary of sickness, illness, and health. We argue that challenging learning trajectories, both physically and digitally, should not be too readily fixated into a medical vocabulary and strategies for governance, surveillance, and control (Bengtsen & Barnett, 2017). Focusing on building a sense of community, and the spaces that allow community to flourish, may avoid unhelpful categorisation and allow responsible and ethical experiences of "being well" (Macfarlane, 2012; Nørgård, 2021).