1. Enhancing the learning experience of students with mental health difficulties
Liz Hughes, Mental Health Adviser, Birkbeck.
Jo Myddelton, Counsellor, Birkbeck

2. Inclusive Practice approach in HE
L Context
Legislation
DDA 1995, Special Educational Needs & Disability Act 2001 – Educational institutions required to make adjustments for and in anticipation of the needs of disabled students.
Disability Discrimination Act 2005 – Equality Act positive duty on public sector to promote disability equality – promote equality of opportunity, eliminate discrimination, promote positive attitudes and encourage participation.
Inclusive Practice approach in HE

3. J. The Mental Health Continuum

4. J Case Study
Middle aged male student, part-time, 3rd year of UG degree
Diagnosis of depression, high anxiety and PTSD. Some physical disabilities, including CFS.
Early experience of DV
Poor past education experiences

5. J Case Study Has Study Support Plan – SSP
Extensions granted – but open-ended – no boundaries/clarity
Automatic s impact
Personal Tutor?
Frustrated by inconsistency - lack of ‘joined up’ approach between Wellbeing Services and Department

6. L Current thinking as to possible causes of Mental Health Difficulties
Abuse
Generic
Predisposition
Stress
Trauma
Life Events or Life Style
Mental
Health
Learned
Behaviour
Bullying
Medical Factors
Social Pressures
Past Events
Environmental Factors

7. L Effects of mental Health difficulties on studying
CONCENTRATION difficulties
Reduced INFORMATION PROCESSING abilities
Reduced MEMORY and RETENTION function
Problems with ORGANISATION and TIME MANAGEMENT
GENERAL FATIGUE (esp. if strong medication is being taken)
Above average STRESS and ANXIETY levels
Poor SELF CONFIDENCE and MOTIVATION
Problems with SOCIAL INTERACTION and situations

8. L Pressures of University life
Living away from familiar emotional and practical support (transitions)
Academic pressures
Financial pressures
Adminstrative issues (communication, rooming issues)
Lifestyle (alcohol / drug use, diet)
Social / relationship worries
Additional pressures if international

9. L. What can trigger an episode of mental distress and ill health?
Interaction between vulnerability and stress
Stress is the adverse reaction people have to excessive pressures or other types of demand placed on them.

10. L Early Intervention

11. J A Whole Institution Approach
Working collaboratively to:
Enhance the learning experiences of students with mental health difficulties
Support the wellbeing of all students
Preventative approach to student mental health including wellbeing promotion for all

12. L Inclusive Practice Mainstream; Benefit diverse body of students;
Choice and flexibility built in to course design;
Potential to minimize stress & maximise success – preventative
Vital role of academic staff in supporting student mental health and wellbeing

13. L At Departmental level
Clarity as to who is the Disability Lead in each Department and the remit of the role
Advise each student of the name/contact details/availability of their Personal Tutor
Attendance and/or submission of assignment issues identified in autumn term (esp. 1st year) with early referral to Wellbeing service (non-disclosure) and/or Learning support tutors/academic workshops

14. L Team Around the Student (throughout course)
Disability Lead - Dept
Personal Tutor - Dept
Team Leader – Dept
Mental Health Adviser (links with externals – eg GP etc).
Specialist Mentor - DSA

15. J Improving learning and teaching to support student mental health and wellbeing
CLARITY - BOUNDARIES
Clear expectations, learning objectives;
Clear, accessible course information (available online);
Staggered deadlines – with agreed submission dates – reasonable adjustments
Approachable / available academic staff;
Regular, clear feedback;
Early signposting /referral for study skills support and/or Wellbeing Services

16. J Early referral to services
Academic Workshops
Learning Support Tutors
Library Access Staff
Counselling Service
Mental Health Service
On-line resources

17. J Policies and Procedures
Knowing the process – clarity
Safeguarding Officers
Safeguarding policy and procedure
Fitness to Study policy and procedure