Increased wellness and mental health strategies have been implemented across campuses in postsecondary institutions, reflective of the broader discourse on mental health and wellness in society. University responses have included student and staff engagement surveys, academic plans that include wellness, and institutional mental health strategies. Although these initiatives are important to support the communities that universities serve, such initiatives may do better if a more robust notion of well-being underpinned them. In this paper, I draw upon Nussbaum's capabilities approach to broaden the discourse on well-being in academia. I argue that considering well-being through this approach may provide a better normative framework to address more substantive tensions that undermine academics' well-being.