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Student Mental Health and Well-being Pathway

Overview

The Mental Health and Well-being Pathway is mapped to the Begin – Thrive – Succeed stages of the student journey. It is based on University Mental Health and Well-being Framework [PDF] which addresses how students can supported before, during and beyond their studies.

Definitions

There can be many different ways of expressing individual ‘mental health’ and ‘wellbeing’, however Student Minds’ University Mental Health Charter provides the following definitions:

  • Mental health – refers to a full spectrum of experience ranging from good mental health to mental ill-health.

  • Good mental health – means more than the absence of illness. It refers to a state of internal equilibrium in which an individual experiences regular positive feelings, thoughts and behaviours, can respond appropriately to normal negative emotions and situations, and is able to make positive contribution to their community.

  • Well-being – encompasses a wider framework, of which mental health is an integral part, but which also includes physical and social wellbeing.

  • Mental ill-health – ranges from common disorders such as depression and anxiety to rarer problems such as schizophrenia and bipolar disorder.

Stage 1: Begin

The Learning to Learn pathway maps out content to cover during new student inductions (from between Welcome week and Week 6 of teaching). This includes consideration of how student mental health and well-being can be should supported as the start of studies.

Stage 2: Thrive

The Thrive stage outlines areas to consider in order to promote student mental health and well-being during their studies:

Considerations

  • Guaranteed point of contact between student and university

  • Design and delivery of curriculum can have both positive and negative impacts on student wellbeing and on student learning

  • To significantly support student wellbeing ensure good teaching and assessment based on sound pedagogy

  • Be mindful of curriculum content and possible effects on wellbeing

  • Provide clear outlines of curriculum content to enable students to address concerns

  • Reduce stress/anxiety by understanding current level of knowledge and understanding, normalising mistakes with clear delivery outlines

  • Listen and feedback on student voice

Guidance

Considerations

  • Is there a need for assignment bunching?

  • If assignment bunching is unavoidable provide guidance on time management and relevant referrals to support services

Guidance

The Assessment Strand of the Curriculum Framework

University Mental Health Charter Framework Theme 2: Learning, Teaching and Assessment

Considerations

  • Is the environment supporting a positive learning environment, lighting, ventilation, room layout?

  • Encourage healthy study behaviours

Guidance

Office for Students - Physical Environment

Considerations

  • Encourage online safety

  • Remind students to use their official University email address when emailing staff and other support services

  • Avoid logging into unsecured networks

  • Be aware of phishing emails

Guidance

Considerations

Have you noticed changes in a student over a period time, i.e.:

  • Level of integration in the group (becoming withdrawn)

  • Poor academic performance, not meeting deadlines

  • Acting out of character/ change in mood

  • Change in appearance, ill-kept, looking tired/ unwell

Guidance

Considerations

  • Listen, be patient, offer reassurance

  • Signpost to internal support services effectively

  • Engage in training from Health and Wellbeing Team

Guidance

Visit the Student Support webpage for more information on the range of support available to students.

Stage 3: Succeed

The Succeed stage outlines areas to consider in order to promote student mental health and well-being after their studies:

Considerations

  • Encourage students and graduates to access online well-being courses, articles and videos on Beds Career Builder

  • Signpost graduates to presentations and webinars within the Beds Get Work Ready Programme and the Graduate Advancement Placement Programme that explore resilience, confidence and managing anxiety.

  • Suggest alternative sources of wellbeing support as part of the Graduate Support Package.

  • Support graduates to understand their wellbeing during the transition into employment.

  • Signpost students estranged from their families to support transition out of university.

  • Discuss with disabled students the opportunities with inclusive employers.

  • Graduate Wellbeing – key things for staff to consider to support graduate’s wellbeing whilst transitioning into the workplace

Guidance

Considerations

  • Normalise the difficulty with change; change can be difficult for everyone from time to time.

  • Have discussions about the future. What do they want to do? Further study? Start a new career? Travel? Get a place of their own?

Guidance

Considerations

  • Talk through the support systems student has in place e.g. friends/ family.

  • Talk to student about external services that could help them if they are feeling stressed and anxious.

  • Signpost to mental health team who can support with anxiety and stress.

Guidance

Considerations

  • Explore with final year students whether they feel part of the UoB family? How do they feel the university can ensure this continues once they have graduated?

  • What would they like to receive from the university after they have graduated? This could be invitations to lectures, conferences, relevant information about PG study. Introduce final year students to the Alumni benefits they can receive once they have graduated.

  • Explore ways that they might like to stay in touch with the university after graduation. Good practice to consider - keeping in touch with each other and their tutors through Final Year/ Graduate LinkedIn groups
  • Discuss how they might like to continue to be part of the UoB family. How can the University celebrate our Alumni’s successes? This could be through supporting current students by sharing their own learning and career journey. This could be talking to small groups, presentations, mentoring or a work placement.

  • Show the Careers and Employability Service website and introduce the University Graduate Support Package. Discuss the life time access to careers information, advice and guidance.

Guidance