1. mental health casework support programs in higher education
On Track for Success:
mental health casework support programs
in higher education
Shelley Odewahn & Geoff Kershaw
Southern Cross University

2. Back on Track Program - What is it?
community based casework support
external to the University
referral basis
improve retention
The Back on Track program is a community based mental health casework support program which commenced in 2013 in partnership with a local community mental health provider with the aim of improving the retention rates and success of students with mental health issues. Students can access the program on a referral basis from the Student Equity & Disability services and it is available to students studying at each of our Campuses (Coffs Harbour, Lismore & the Gold Coast as well as external students who live within those areas).
The program is currently funded by the Student Services & Amenities Fee.

3. Back on Track Program - Why?
increase in students with mental health disorders
79% increase from 2012 to 2014
traditionally low retention rates
31% attrition from 2012 to 2014
Why did we need the program?
Over the last few years we have seen a significant increase in the number of students studying with Southern Cross University who identify that they have a diagnosed mental health disorder, which when considering that studies have shown that the incidence of mental illness amongst University students is up to 5 times that of their same age peers within the community, is not at all surprising. If we take just the last 3 years as a sample, from 2012 to 2014 we have seen a 79% increase in the number of students admitted into Southern Cross University who identify as having a diagnosed mental health disorder. As we all know however, these figures are likely to barely scratch the surface as self disclosure, particularly at the point of application to University is limited.
We also recognised that traditionally students with mental health disorders have a high attrition rate, with some studies suggesting they are twice as likely to withdraw than a student without a mental health issue. At Southern Cross University, of the 718 students admitted who identified as having a mental health disorder, 223 have already withdrawn prior to completion – leaving an attrition rate sitting at around 31%.

4. Back on Track Program - Why?
high stress environment
regional university pressures
high unemployment
high levels low SES/first in family
In addition to the admission and retention data we had available to us, we were also acutely aware of the impact that studying within such a high stress environment can have on a student with an underlying mental health disorder. Financial pressures, moving away from family support networks, relationship breakdowns and the stress associated with the pass/fail mentality of university can all act as triggers for periods of mental ill health.
Given our regional location, this is often compounded by high levels of unemployment and demographic issues – for example, we have a high percentage of students from low socio economic backgrounds or first in family to attend university.
All of this, combined with our knowledge that even with the traditional support offered to students with mental health disorders within the University gates (such as Counselling and Academic Adjustments), they were still more likely to withdraw from their studies than their peers, gave us the impetus to look outside the box to develop a program that would bridge the gap and improve the retention of students.
the retention rate was 15% higher than those students receiving no support,

5. Back on Track – Support for Students
setting manageable study timetables
negotiations with University staff
managing appointments and class attendance
connecting with University support services
So what our program do?
Once a student has been referred through to the program (and a Risk Assessment undertaken by our Partners) an individual wellness plan is developed in collaboration with the student. Working within a recovery framework, the plan allows students to develop goals, both related to study and their personal lives, and identify any barriers that may exist to achieving them.
The casework will then work with the student to develop a manageable personal study timetable, taking account of class attendance requirements, study load and personal/medical commitments.
They are also able to assist the student in communicating with lecturers – for example negotiating extensions and help the student to maintain a connection with the University and the support services that they have available to them.

6. Back on Track – Support for Students
Centrelink assistance
housing & accommodation
community service referrals
wellness management
psycho-social education and recovery resources
What makes our program unique is that in addition to the more traditional support services, the program also provides students with assistance with ‘real life’ ‘outside the university walls’ issues such as; dealing with Centrelink, housing and accommodation issues (for example, help to secure emergency housing) and referrals to other community services who can provide assistance.
The Caseworker will work with the student and provide them with the tools necessary for them to develop a greater understanding of their own illness, their triggers and barriers to good mental health and how best to manage it all whilst maintaining healthy relationships, study, employment etc.

7. Back on Track - How has it assisted students?
built confidence
improved mental well-being
improved retention
improved student engagement
Now, after all that, just what has it done for our students?
The program has improved the learning experiences and lives of those participating in a number of ways, such as improving their overall mental well-being to building confidence and self-esteem.
Engagement & retention has improved with 50% of the students in the program currently enrolled in the optional Session 3!
Over the next two slides we will take a look at two different case examples of students who have been engaged with the program.

8. Case Example – Client A 18 year old female Bipolar Disorder
first year student
Client A is an 18 female first year student with Bipolar Disorder

9. Case Example - Client A Before Program living at home
financially dependent on parents
not accessing mental health services
Before the program, Client A was living at home and completely financially dependent on her parents. She had no current mental health care plan and was not able to independently manage her illness. She was not accessing regular counselling or support.

10. Case Example - Client A After Program living independently
financially independent
awarded prize for most meritorious first year student
Whilst in the program, Client A was able to work closely with her Caseworker to connect with services offered through Headspace, including referrals to a Psychiatrist and to gain financial independence. She engaged in regular peer support programs and ultimately performed to exceptional levels, being awarded a University prize for the most meritorious first year student at her campus. She has since exited the program, and continues to manage her illness and studies well, with a current course GPA at Distinction level.

11. Case Example – Client B 41 year old female
Post Traumatic Stress Disorder
first year student
Client B is a _ year old female first year student who experiences PTSD and depression

12. Case Example - Client B Before Program lacked confidence
trouble meeting deadlines
difficulty engaging with university
social isolation
Before the program, Client B had low self esteem and lacked confidence. She had trouble meeting assessment deadlines and difficulty negotiating the politics of university. Because of this, she also experienced social isolation and was not performing well in her studies.

13. Case Example - Client B After Program
founded a mental health consumer advisory group
applying for work
successful completion of units
Client B has been a great participant in the program and is still actively engaged in it. With the encouragement and support of her Caseworker, Client B has gone on to found a local community advisory, advocacy and action group for consumers with mental health issues, and she actively participates in many community mental health forums. Her confidence has grown to the point that she is applying for part time work, and she has performed well in her studies, managing to achieve both credits and distinctions in her units.

14. Back on Track - Review improvement in retention rate
16% improvement on retention rate of students accessing traditional support services
31% improvement on retention rate of students not accessing any support services
varied levels of academic success
On review of the program we found that the retention rate of participants is currently 88%, this is a 16% improvement on the retention rate of students with mental health disorders who access traditional university support services, and a whopping 31% improvement when compared with the retention rate of those students who do not access any support services available to them.
However, what we did find was that there were significantly varied levels of academic performance amongst participants, with the grade point averages from last session ranging from 1.00 – 6.18 on a 7 point grade scale. The overall average course GPA of participants is currently 3.48 which is below pass level.
Apart from engagement and retention, anecdotally we have found the program to have been a great success in assisting students to become more engaged within the social side of university life and in their local communities.

15. Recommendations continue funding increase promotion and uptake
provide supplementary academic support program
So what could we do differently?
Overall, the program has had mixed success. Given the original aim was to improve the retention and success of students we would recommend that an additional supplementary program be developed that offers students additional academic support.
We need to work closely with our Partner organization and other departments within the university to continue funding the program, with a push to increase the number of students accessing it.
Any questions?