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In response to widespread concerns about student mental health, a growing movement in higher education is focused on fostering student well-being as an important element of student success. Thriving college students experience a level of psychological well-being that contributes to their persistence toward graduation and allows them to gain maximum benefit from their time in college. Student well-being is also important for its own sake. In the fall of 2019, 41.1% of undergraduates reported experiencing moderate or severe psychological distress and 76.5% reported experiencing moderate or severe stress in the past 12 months. Some students experiencing psychological distress receive a formal diagnosis of anxiety, depression, or other mental health conditions that may require accommodations to ensure equitable access to courses. Although disability resource centers work with instructors to develop accommodations, instructors can also proactively take steps to design their courses in a manner that promotes student well-being and is inclusive of students with mental health conditions. The universal design for learning (UDL) framework, an approach based on educational research in the learning sciences, can guide the development of flexible learning environments that are supportive of and accessible to all learners. Here we outline three course modifications that can promote student mental health and provide initial steps toward UDL in physics courses. [ABSTRACT FROM AUTHOR]