Research shows that classroom assessments, such as graded tests, quizzes, and presentations, are a major source of stress and unhappiness for students in postsecondary education. Despite efforts to improve mental health support on Canadian campuses, these measures often fall short of fully addressing the issue. Some universities, like the University of Michigan, are experimenting with changes to assessment practices, such as offering first-semester courses as either credit or non-credit for freshmen, in an attempt to reduce stress. However, studies suggest that simply removing grades or specific forms of assessment may not necessarily lead to better well-being for students. An alternative approach to improving student well-being comes from self-determination theory, a psychological framework that emphasizes the importance of fulfilling three basic needs: autonomy (feeling in control), competence (feeling capable), and relatedness (feeling connected to others). Educators can support these needs by considering students' perspectives, allowing for emotional expression, explaining their decisions, and showing patience. Research has found that when these needs are met, students report greater enjoyment, persistence, creativity, and overall satisfaction in their learning experiences. Recent studies have explored how incorporating "need-supportive features" into assessments can enhance student well-being. These features include using a clear test structure, grouping questions to match that structure, providing encouraging messages at the start and end of assessments, and allowing students to give feedback. Based on self-determination theory, these changes have been shown to improve students’ perception that assessments support their psychological needs, and they often lead to better performance. Similar results were found in literacy courses where these features were applied across an entire assessment plan. Students in those courses reported higher satisfaction, a greater sense of fairness, and lower levels of anger, hopelessness, and anxiety. Instructors also benefit from these changes, experiencing reduced anxiety and more time to engage meaningfully with students. However, it is crucial that assessments are designed according to best practices, as fair and well-structured assessments are essential for fulfilling students’ psychological needs and, in turn, their overall well-being. Improving the quality of assessments can lead to measurable improvements in both student and instructor well-being, highlighting the importance of thoughtful, student-centered assessment design.