Ruth Caleb. Recognising the Importance of Prioritising Mental Wellbeing in Higher Education

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1 Recognising the Importance of Prioritising Mental Wellbeing in Higher Education Ruth Caleb Head of Counselling, Brunel University London Chair of the UUK / Mental Wellbeing in HE Working Group

2 What is Good Mental Health? Mental health encompasses emotional resilience to enable us to enjoy life and survive pain, disappointment and sadness, and an underlying belief in our own, and others, dignity and worth. It also allows us to engage productively in and contribute to society or our community. MWBHE / UUK Student Mental Wellbeing in HE Good Practice Guide

3 Too often we think mental health problems are things that happen to other people, not us. Prince Harry But we will all experience pressure on our mental health at some point during our lives. The more we accept that, the better we can help each other. Catching it and recognising it early, saves lives. So, it s time we ended the shame around mental health the fear of judgment that stops people talking or getting help.

4 Role of Universities to support student wellbeing Universities have a responsibility to support student wellbeing and especially mental health. Universities have always been at the forefront of support for mental health and wellbeing. They need to acknowledge that the student profile has changed. More students from widening participation groups More anxiety and depression in society at large Concerns for European and international students

5 Why causes anxiety in students? Students are under a great deal of pressure to get a good degree. Academic problems Media references Financial strain Long working hours Problems at home Loss of usual support networks including their local NHS GP and mental health practitioners. There is a rise in the number of international and widening participation students who experience particular challenges.

6 Challenges faced by universities University support services have seen a large increase in clients, especially students with serious and complex mental health problems. Specialist mental health services, such as eating disorder clinics and psychological therapies, are being cut or even closed Waiting lists for psychiatric assessments and psychological therapy are growing. But an increasing proportion are suffering from stress, depression or other mental health conditions. The proportion of students declaring a mental health condition increased from 0.4%(9,675) in to 1.3%(29,375) in Many students prefer not to disclose mental ill health, so we must assume that these figures are a likely to be a considerable underestimate. Student numbers are growing but the resources for services to cope with this are not. University support services have seen a large increase in clients, especially students with serious and complex mental health problems. Students are now customers and more demanding. Specialist mental health services, such as eating disorder clinics and psychological therapies, are being cut or even closed, and waiting lists for psychiatric assessments and psychological therapy are growing.

7 Student mental health and wellbeing: Whose responsibility? Student services and wellbeing teams Students Academic staff Senior management group Governing bodies Parliament Community partners This is not simply your problem, it is everybody s problem Professor Julia Buckingham, VC and President,

8 A whole university approach for student mental wellbeing Student mental wellbeing in HE: Good Practice Guide Policy development and processes Support and guidance structures Raising awareness and training Legal considerations Download the Guide:

9 Mental Health Policy Development What needs to be included? A commitment to mental wellbeing and the support for students with mental health issues A commitment to raising staff and student awareness about mental health issues A commitment to partnerships in the community The policy should be the start point leading to the development of procedural frameworks to guide intervention and decision making when mental (or physical) ill health becomes problematic in terms of: the student s academic (and where required, professional) progress the student s enjoyment of life the student s ability to live and study in a community A commitment to

10 Creating a mental health policy of practical use: A framework needs to include processes to support mental wellbeing: >Fitness to study procedure >Crisis intervention >Mitigating circumstances procedure >Returning to study >Guide for staff to support students who are disturbed or distressed.

11 Setting up task groups some examples: Internally: Referral group Residence welfare group Mental Wellbeing Group Fitness to study case groups Student Welfare committee Mentor and buddy training and supervision groups Externally: NHS Mental Health Trust meetings GP/Medical Centre liaison Meetings with voluntary groups in the community Hillingdon hospital casualty support team

12 Challenging Stigma: Raising awareness Challenge stigma at every level, including senior management and students themselves. Use every stage of student life to consider their mental wellbeing not just induction for freshers. Nominate a champion to carry your voice into senior management. Consider having a rolling programme of 3 levels of mental health and wellbeing training: Level 1: For the whole institutional community Level 2: For staff members with student-facing roles Level 3: For staff in a professional advisory, support or therapeutic roles Make wellbeing initiatives a proactive and positive part of staff and student experience.

13 Wellbeing Initiatives for All

14 Colourdash a 5k run/ walk/ wheel/ crawl runners - staff, students and local community 10,000+ raised for a local children s hospice.

15 Thank you for listening!