This review of the literature examined academic skill development and student wellbeing within a Higher Education context. This review was commissioned by the Study Well, Stay Well Working Group at Sheffield Hallam University. This is a cross institutional collaboration between the Skills Centre and Student Support Services, with the aim of increasing student mental wellbeing via academic skill development. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery, whilst also demonstrating approaches to evaluation and the identification of outcomes and measures. Upon review of this evidence and that gathered from Listening Rooms research, a Theory of Change will be co-designed with students and key stakeholders to support student wellbeing via the development of academic skills. This review initially explored the relationship between academic skill development and student wellbeing in Higher Education institutions. Additionally, specific academic skills emerged as being predominantly associated with improving mental wellbeing in the student population. Moreover, an examination into any academic skill-based interventions that have attempted to impact upon students’ mental wellbeing was conducted. Peer mentoring interventions were predominantly used within research, although, academic writing workshops and embedding wellbeing into the curriculum were also implemented. The third research question focused on any nuances in this evidence for particular student groups, such as disabled and mature students. Very limited research has considered the impact of academic skill-based interventions for particular student groups; however, available research did indicate positive outcomes for these students’ mental wellbeing. Lastly, the data gathering methodologies that were employed to evaluate the impact of these interventions are discussed, followed by key recommendations based on the included research.