Working with teacher training students who have mental health difficulties/conditions: HEI Provider Perspective Sue Dixon, Head of Initial Teacher Education

Sue Dixon 2 Questions 1.How can providers use Fitness to Teach? 2.How can we make reasonable adjustments? 3.What counts as reasonable adjustment within the context of placement? How can we do this and still respect confidentiality? 4.How can we work positively to support students with mental health difficulties?

Sue Dixon 3 Case Studies –For some providers Fitness To Teach appears to lack clarity on how to assess a student teachers fitness to teach in relation to mental health –The following case studies illustrate some of the tensions

Sue Dixon 4 Ways Forward 1: A Multi Disciplinary Approach 1.Sharing of The Fitness to Teach document with all sections of University involved in supporting students e.g. Student Union, Counselling Service, Mental Health nurse etc. 2.Dialogue about course demands and how it may impact on students. 3.Putting a support package in place e.g. relapse prevention plan pre course whilst respecting confidentiality.

Sue Dixon 5 Ways Forward 2: Gathering case studies 1.Using case studies as a tool for staff development to reflect on what worked and what needs to be refined.

Sue Dixon 6 Ways Forward 3: Working with partnership Staff 1.Raising awareness with Partnership staff. 2.Embedding the DDA and what it may look like in practice into mentor training sessions. 3.Ringing the school beforehand to see if they can accommodate that student's needs-this may be more tricky with respect to mental health