Glasgow Clyde Mentally Healthy College Community Project Keir McKechnie: Project Co-Ordinator 20th June 2019

Contents Core Aims of the whole college approach? Key Elements of the whole College Approach Who was involved How was it implemented? What did we learn about student and staff mental health What difference are we making? Things to look out for What happens next

Core Aims of the whole college approach? Reduce stigma and discrimination by promoting culture change To increase staff capacity and confidence around mental health Increase student awareness of positive mental well being Increase student confidence to seek and know where to turn to for help Better outcomes for student health and positive destinations

Key Elements to the Approach Theory of Change – Dependency, Interdependency, Independence Non – clinical approach – Bespoke and Responsive ‘Coaching Conversations’ with staff Tiered Approach to staff Training Integrating Student Support Services Developing Effective Triage Support Strategic and Professional Leadership Evaluation of Impact

Who was involved? Leadership Buy In – Critical from the outset Steering Group Lecturers Student Counselling Service Student Advice Learning Inclusion Teams Students Association GCCSA Mental Health First Aiders Student Class Reps – Our Minds Matter sessions Student Peer Support Groups (Yoga, Dance Movement, Buddy Beat Drumming) External Partners – College Development Network, NUS, GCRB

How was it implemented? Capacity Building Approach- Non Clinical Staff Training - A tiered Approach Introduction to Mental Health sessions with ALL staff - 300 Suicide Prevention - ASIST 60 staff, Safe TALK – 100 staff and students in mixed groups Suicide Talk T4T – 20 staff S.M.H.F.A. – 40 staff Living Life To The Full – 20 staff Roles, Responsibilities and Boundaries Training Service Directory Embedding in Curriculum Health and Well being Fayres

Coaching Conversations with Staff / Info Hubs on campus libraries Strategic Leadership – Steering Group and links to College Development Network and Safeguarding Forum Co- Production Approach – SAMH, Students Association, NUS, Equality and Inclusion Teams, Heads of Curriculum…. Integration of SAMH national resources into new College Model : See Me, Respect Me, Five Ways, On-Line resources Coaching Conversations with Staff / Info Hubs on campus libraries How was it implemented? 1.Work to Date – Nature of student population demographics at Glasgow Clyde, staff numbers etc. Incidence of mental health issues. 2.Explain how you have introduced the project, who you’ve met, what academic and non academic staff have raised to date, what current data tells us ( anxiety and depression are the two key issues) 3.Key Themes for Keir Building staff knowledge and confidence around mental health issues and relevant services – Tiered approach / one size does not fit all Combatting Stigma -Normalising conversations around mental health with ALL staff and students – Promoting positive messages and encouraging open conversations that it is okay to talk about mental health Embedding knowledge and awareness into the entire fabric of college infrastructure e.g. Mental health awareness into college curriculum/online courses for lecturers, build courses into staff induction programme . Recognising strengths that already exist on the campuses i.e. Counselling Services and Advisor teams and Students Association Co-designing and co-production of creative and interactive learning materials e.g. SAMH materials on Student App, Student Magazine, VLE materials and courses for teaching/non teaching staff Flexible and dynamic WHOLE COLLEGE approach is necessary to understand the common and different issues on the three campus sites 4. What Does This Mean in Practice? See Me Campaign – Develop a positive culture in college of understanding of key mental health issues effecting staff, embed good policies and strategies to support staff well-being in HR and OD college approaches – Develop links with NUS MH SAgreements Respect Me – Promote equality and dignity at work practices; building confidence in creating culture against bullying and harassment in the work place. Develop partnerships with the college and NUS Mental Health Student Agreements and Healthy Body Healthy Minds Awards – Initial meeting has happened with NUS, Students Association and Asst Principal Student Services SAMH Employabilty Services Link up with Clyde Connects Career Project. Developing SAMH resources and disseminating existing resources at the college Comms Team – Use of social media, blogs, Case Studies about impact of project, promoting project events (e.g. Launch event in Sept/Oct) Evidencing that the project is making a difference – Evaluation Framework and approach to gathering quantitative and qualitative data, (e.g. Case Studies

What did we learn about student and staff mental health? First lesson about student and staff mental health: you can’t have one without the other Caring for the carers Kneading Support – Kitchen Conversations with Staff “This session was a digital detox. Getting away from the computer and emails for an hour and de-stressing with colleagues was a tonic that everyone should experience”

Factors underpinning student mental health? Social and economic factors including: Poverty Social exclusion Housing and employment Stresses for particular communities such as: Identity including gender Migration Young Carers Particular events Transitions into and out of college Exam stress and performance anxiety Bereavement Impact of Social Media

What difference are we making? Suicide Prevention “The ASIST training not only improved my skill set but has increased my confidence when dealing with students at a particularly difficult time. As a college Safe guarder I feel I am more effective in my response” College Safe Guarder Mental Health First Aid “Following my training I am more confident about approaching students about mental health. I am much clearer about the signs of distress than previously. In the past I would have missed them but now…I am so much more confident about offering effective advice to students and lecturers that I come into contact with.” Vice President GCCSA

Early Evidence of Impact Students declaring a mental health concern to Learning Inclusion Teams has increased by 700% between 2015 – 2018 Breakdown of students declaring a Mental Health Condition at Enrolment 2016/17 – 589 Students 2017/18 – 636 Students Successful Student completion Rates 2016 - 2017 – Successful 55.3% 2017 – 2018 – Successful – 63% An 8% Increase in one year  

Pitfalls to look out for Building capacity without creating dependency Inflexibility and Rigidity Poor communication and fragmented working Lack of strategic Leadership and partnership working One size Does NOT fit All Over complex systems - Need Effective Triage Lack of Support and Supervision for staff Debriefing following significant incidents Poor Self Care

What happens next….. Sustainability and Embedding the Model Glasgow Clyde College Partnership with Five Areas Limited (Living Life To The Full Life Skills Course) 20 Staff Trained to use Living Life To The Full with students Pilot into Health and Well-being Curriculum SQA Mental Health Award Pilot with students T4T in Suicide Talk – 6 Staff Trained Mental Health First Aiders – Staff College Connect Pilot – Focus on Transitions Embed approach in Policy – Mental Health Student Agreement Sharing best practice, tools and resources Towards a whole approach Collaboration and Partnership Working is the Way Forward