Student mental health issues in higher education: a departmental case study Durham University Inaugural Learning and Teaching Conference 13th September 2016 St Aidan’s College Dr Andrew Russell & Immy Black a.j.russell@durham.ac.uk; i.l.black@durham.ac.uk

Outline Background: student internships in Anthropology Student mental health – an issue of increasing concern Methods Findings Academic adviser system Resources for student support Deadline pile-up a particular pinch point Decision tree flowcharts would help clarify options available for students with academic and health and welfare difficulties Conclusions and recommendations

Background: Student Internships in Anthropology Every year, up to 10 four to six week summer internships are offered to 2nd year students in Anthropology Staff propose projects, students selected on a preference system Each student receives a bursary from the department of £160 per week. Normally set up to assist with staff research projects, departmental collections and outreach Less frequently used for learning and teaching ‘service evaluation’ type issues

Student mental health and disability issues: a case study of the Anthropology Department One of the outcomes of a joint report prepared by Andrew Russell and Immy Black for the department’s Education Committee (February 2016) Immy Black and Amelia McLoughlin (former chair of DUSWDA) selected as interns Supervised by Dr Andrew Russell (DDR) and Dr Trudi Buck (DUGS) Collaboration with Disability Support (Deborah Altman & Hilary Osborne), the Counselling Service (Caroline Dower), and Caroline Walker-Gleaves (Faculty of Social Sciences and Health)

Increasing occurrence of mental health issues reported by university students Occurrence is common. According to NUS survey… 78% of students experience mental health problems while at university 54% do not seek support Various possible causes Financial Reduced stigma Social media Others

Currently, students can seek support from a range of services Academic Advisers Module convener College welfare University Disability Support University Counselling Service Student Union Nightline Friends and Family GP Student Mentor Dept. Disability Rep Diversity and Equality Officer Student Currently, students find their way to a range of services, some formal, some informal, not always clear which route to take, and in what order We investigated what students (and staff) thought of these, how effective they were, and how they knew which to go to

Gathered input widely to assess current effectiveness of mental health support in Anthropology 22 students responded to the online survey 13 first years, 8 second years, 1 third year Five major subjects that include Anthropology Academic and non-academic staff in Anthropology Non-departmental, Durham staff Professional staff at Oxford, Cambridge, Newcastle Universities We had a representative spread of degree choices. First field of findings was around the role of the Academic Adviser.

Academic Adviser ‘system’ would be more effective if the roles were clarified Role can be unclear to students (and staff) Wide variation in students’ description of the role Advisers can feel ill- prepared for mental health conversations No students included pastoral or welfare issues within the role The role of the Academic Adviser is unclear, and usually only defined by the individual Advisers, which can lead to wide variation in the number of meetings and the topics covered within those meetings. Students description of the roles and responsibilities of an Academic Adviser varies widely “A point of contact for any general queries about the course and to offer advice and information about module choices and academic processes like applying for internships etc” “A source of guidance and encouragement on any issues affecting your academic studies, both at present but also looking forwards to future plans too” “A friendly face in the department, help with dissertation plans, making sure you’re on track” Crucially, none of the students described the Academic Adviser as someone to deal with any pastoral or welfare issues.

Current support resources do not appear aligned with student needs About half the students have ‘never’ or ‘once’ used the Student Support Handbook <20% of students aware of / attended any University skills workshops 8 out of 10 students wanted more study skills and life skills Delivery does not have to be in curriculum

Aside from annual meetings with Academic Advisers, students seek help predominantly from friends Students use many resources to answer academic concerns, especially their peer group Friends in the year above or in other subjects were cited by about 40% Many would prefer an increased emphasis to work with the student mentors in the year above, and the chance to get to know more students in their year and others, in an informal setting. Important to note that only the first year students had access to the departmental student mentors.

Quick Wins Create academic adviser handbook Agree/clarify role of academic adviser Reduce deadline pile-up Promote peer help Publish decision tree flowcharts in student support handbooks UG, PGT, PGR Academic, Health and Welfare concerns

UG Academic Concern Decision Tree Include a diagnostic flowchart in the student support handbook Signpost all places students can get help Suggest the sequence to approach each place/person, and what sort of help they can expect from each of these. Reproduce this in the Academic Adviser handbook to inform Advisers where they can direct their advisees UG Academic Concern Decision Tree

UG Health and Welfare Concern Decision Tree

Ideas for 2016/17 Create Academic Adviser microsite (e.g., on DUO) Remind students of resources available throughout the year Review and refine staff training to improve confidence in handling mental health concerns Enhance students’ study / life skills training Review Disability Support Notification system

Summary Internships offer a useful way of generating knowledge about teaching and learning service delivery issues, particularly from the student perspective Mental health concerns in students increasing Basic structure of existing support systems is suitable… ... but roles and suggested pathways should be clarified Quick wins, at little cost, include publishing decision tree flowcharts Longer term recommendations include more targeted training and creating an academic adviser microsite