The purpose of this study was to understand why students should set aside time for self-care and take "brain breaks" to promote better mental health. To begin the study, it was important to understand the concepts of what self-care habits students had implemented in their day-to-day preferences, what their current stress levels were, and what benefits they were hoping for once complete. A semi-structured interview was conducted based on research questions that explored students' self-care habits, efforts for self-care, academic difficulty, anSprring23! d metacognitive strategies used (self-monitoring, self-regulating, planning, self-evaluation). It is important to provide stress management and mindful practice during personal time. A supportive environment can help students embrace an optimistic life involving positive self-esteem, regardless of private life struggles. The key features of this design were to provide unique insights into the effects of self-affirmation in educational settings. The goal was to help students slow down and consider that it is essential to have moments for themselves and to normalize self-help. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]