1. Listening to student voices
to create a whole university approach to mental health and wellbeing
Rachel Piper
Policy Manager
@StudentMindsOrg
@rachelhrpiper

2. Today’s Session A picture of student mental health at UK universities
What is a whole university approach?
What role does Student Minds play?
Listening to the voices of students

3. The Mental Health Continuum
Optimal Mental Wellbeing
Minimal Mental Wellbeing
Minimal Mental Health Difficulties
Mental Health Difficulties
A person experiencing significant mental health difficulties can manage these well and have good support in place, allowing optimal mental wellbeing.
People who are not experiencing mental health difficulties still benefit from looking after their mental wellbeing.
The challenges of university life can lead us to have minimal mental wellbeing in the absence of mental health difficulties.
Challenges managing mental health difficulties and a lack of support can lead to minimal mental wellbeing.

4. Mental Health: Prevalence in HE
Approximately 29% of students experience clinical levels of psychological distress (Bewick et al.)
In 2014/15 only 1.56% students formally disclosed a mental health condition to their university (Equality Challenge Unit, 2016)
75% of student respondents who had experienced mental health difficulties had disclosed to a fellow student (Equality Challenge Unit, 2014)
The median age of higher education students overlaps the peak age of onset for mental health difficulties. Most lifetime mental health difficulties have first onset by age 24 years [Kessler et al, 2007 & 2005].

5. Mental Health: Prevalence in HE
In 200 students:
5 depression, 10 anxiety, 20 mixed anxiety/depression, 2 OCD, 3 eating disorders, 4 psychosis, 4 bipolar…

6. Key Findings: IPPR Not by Degrees Report
Today’s generation of young adults – and particularly young women - are more likely to experience mental illness than previous generations.
The number of students who disclose a mental health condition to their university has increased dramatically in the past 10 years.
Where support and treatment is lacking, poor mental health can lead to increased risk of students dropping out of university, or in the most severe and tragic cases, death by suicide.
Universities have, over the past five years, experienced significant increases in demand for counselling and disability services.
There is variation in the ways in which universities design their strategic response to student mental health and wellbeing

7. What is a whole university approach?
Rachel Piper
Policy Manager
@StudentMindsOrg
@rachelhrpiper

8. #STEPCHANGE

9. Rachel Piper Policy Manager @StudentMindsOrg @rachelhrpiper
What role does Student Minds
play in transforming the state of
student mental health?
Rachel Piper
Policy Manager
@StudentMindsOrg
@rachelhrpiper

11. How Student Minds aims to work
Underpinned by research
Innovating with impactful, sustainable and scalable programmes
Led by both Students’ Lived Experience and Professionals
A collaborative approach - working in partnership and playing a strategic role

12. Our 2020 Strategy
Building a stronger student-led mental health movement.
Delivering sustainable formal and informal peer support interventions, which go to where students are.
Co-producing with young people, professionals and academics to test innovative, preventative interventions which build wellbeing.
Supporting the sector to truly deliver on a ‘whole-university’ approach to mental health and wellbeing.
Tackling the inequalities and barriers faced by underrepresented groups in higher education.
Improving transitions for students across the life course.

13. Our Research
We’re a research-led organisation and are fortunate to have close relationships with academics and other organisations. All of our research & reports are publicly available at:
University Sport & Mental Health
Grand Challenges, This research project was designed as a first step to begin to understand where efforts to improve the state of student mental health might be directed
Summary of HEFCE’s Report, Understanding provision for students with mental health problems and intensive support needs report.
Looking After A Mate, Discover more about students in supporting roles.
University Challenge, Find out more about our research on the the impact of university transitions on access to treatment for students with eating disorders.
University Peer Support, Read our Peer Support report to learn how peer support can be used safely and effectively within university settings, and find out more about examples from across the UK.
Graduate Wellbeing, Find out more about our research into graduate wellbeing in the workplace.
Student Voices, To accompany Universities UK’s #StepChange framework we profiled students’ lived experiences and suggestions.
Student Living, Read our recommendations for universities and accommodation providers to collaborate to support mental health.
LGBTQ+ Mental Health*
Academic Tutors*
*Watch this space

14. Listening to student voices
Rachel Piper
Policy Manager
@StudentMindsOrg
@rachelhrpiper

15. What is the student voice?
At Student Minds, we are interested in drawing from students’ experiences to guide mental health provision within universities - students are the ones receiving, seeking or in need of support, so are in the best position to give recommendations about services. We also understand that students themselves are in the best position to consult fellow students, as familiar peers can speak to students in a relatable and approachable way.

16. Experiences of different groups
International students: less understanding of NHS. Cultural differences and language barriers. Tier 4 visa restrictions.
Socioeconomic status: number of studies linked lower socioeconomic status with drop–out rates.
Young men: Suicide rates are high amongst young males
Mature students/ parents/ carers: Can be isolated, University and SU cater less to the needs of these groups.
LGBTQ+ students: ​Significantly increased likelihood of experiences of mental health difficulties.
Disability: Difficulties adjusting to university systems, or addressing ongoing support needs. Changes to DSA and impact of that.
PhD / Postgraduate students: PHD students have reported isolation due to limited degree supervision. Increased academic pressure.

17. Benefits to students Knowledge Of own experiences and others
Of the sector
Mental Health
Function of Research
General awareness and acceptance
Skills
Research skills
Communication skills
Vocational skills
Project management - leadership
Organisation
Analytical skills
Advocacy / self advocacy
Standing up for what is right
Life-long civic participants
Generally
- a sense of hope
- Improves health outcomes
Self-effiacy
Confidence to
Share your own story, really powerful
Talk to others - social relationships
Talk to staff
Empowering to be valued, what you’re doing is research
Confidence that you are part of something is being done.

18. Challenges for students
Not having clearly defined roles
Tokenistic involvement
Resources
Staff and organisation time/ commitment
‘External’ organisation hurdles.

19. Benefits to university
Authenticity
Relatable stories for other students
Increasing help-seeking behaviour
Dissemination
Passion/energy
More quotes/ data
Challenging in a positive way
Environment around us changes - youth culture.
Research design - applicable tools and methods in research e.g. whatassap/ snapchat
People are more invested - support, engage beyond projects into others.
History of mental health - collaborative support, reflected in research, power dynamics
Empowering for individuals to use experiences in a positive way.

20. Our student voice work Peer support facilitators Campaigners
Policy Panel ( & Student Researchers)
Student Engagement at Universities
Press Ambassadors - Sharing their stories with the Press

21. The benefits of peer support
To those receiving support: empowerment; social support; empathy and acceptance; reducing stigma; hope and motivation
To peer-supporters: empowerment and self-esteem; turning difficult experiences into a positive; personal development and employability
To the university community:
A large number of students experiencing clinical levels of distress are not accessing support - peer support is on the individual’s own terms and can act as a ‘stepping stone’ into professional support.
Integrating peer support as part of a triaging system with existing services enables professionals to dedicate more attention to students with complex needs while simultaneously reaching more students and providing support over a longer period of time.

22. Conditions for peer support success in a HE setting
Integration with existing services/ full stakeholder engagement
Comprehensive volunteer support - for sustainability
Student-facing promotion
A little patience!

23. Student Campaigning

24. University Mental Health Day 2018

25. Policy Panel
The Policy Panel exists to further ensure that student voices are central to Student Minds policy, research and campaigning work.
The Policy Panel sessions will be made up of three interlinked components.
Consultations and discussions about Student Minds policy, research and campaigning work.
Policy Panel Member led research projects.
Personal development for the Policy Panel members.

27. Student Voices Report
The report summarises students’ perspectives from our Student Voice Forum and questionnaire:
The value of talking about mental health
Mental health literacy
Prevention
Academic experience
Expectations and experiences of support provision
Advocacy and coordination of care
Barriers to support
The experience of university
Universities as a space for growth

28. Student Listening Project - Piloted at Birmingham University
Working with a team of student volunteers to run impactful and representative student consultations about student mental health.
Students received comprehensive training
Ran two student engagement events
Interpreted findings of the engagement events
Research aims for the project
Explore students’ experiences of mental health at university.
Understand the barriers to receiving or seeking support for mental health difficulties.
Understand what works well in terms of receiving support for mental health difficulties.
Create a model for the minimum expectations of support for mental health and wellbeing.
Find out students’ opinions of the new Student Hub building, and whether they use services there.

29. Student Engagement Pilots

30. Student Minds Press Ambassadors

31. Are there any examples of student led work at your institution
Are there any examples of student led work at your institution? How are students involved in strategic mental health and wellbeing plans at your institution?

32. Questions?