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Mental Health & Wellbeing:
Supporting Students

Foreword by the Principal
The University of Stirling is committed to the continuing development of an inclusive and
supportive academic community which meets the needs, and develops the skills, of all its members.
To this end we seek to ensure that no one is disadvantaged or marginalised by our policies and
procedures, and that ours is a culture in which individuals have the confidence and the opportunity
to realise their full potential. This guidance is an important contribution to that process.
Mental health is an area in which it is all too easy to stigmatise and categorise, to separate off
individuals as having special needs, or, worse, as presenting special problems. The emphasis of
these guidelines is quite different. They are focused on mental well-being. They do offer advice
and guidance on handling (the very rare) extreme situations which may arise, but their real
value lies in their positive and proactive discussion of the ways in which, in our thinking and our
actions, we can lessen the stress, tension, anxiety and loneliness which members of a university,
as of any organisation, may experience. With this in mind, I warmly welcome this publication and
wholeheartedly commend it to the University community.
Professor Christine Hallett,
Principal and Vice-Chancellor
2

Acknowledgements
The University wishes to express its gratitude to the Supporting Student Mental Health and
Wellbeing website for allowing the working group to draw on their resources, www.ssmh.ac.uk.
In addition this revision of the guidelines originally drafted in 2001 continues to reflect the work
of Lancaster University Counselling Service” Policy and Guidelines 2000 on Student Health”. In
addition thanks are offered to a range of other Universities whose mental health guidelines and
policies have influenced the process of re-drafting this document.
Thanks are also extended to all staff and students who have assisted with the revision of the
guidelines and in particular to those who have participated in the meetings.
Working group membership:
Convenor, Mr Ian Murray, Director of Quality and Standards, Department of Nursing and Midwifery
Mr Mark Wilkinson, Head of Student Development and Support Services (Secretary)
Mr Chris Baxter, SUSA Vice President (Welfare)
Ms Kirsteen Hill, Disability Adviser, Information and Advice Service
Mr Les Wallace, Senior Counsellor, Counselling and Well-being Team
Ms Cathy Broadfoot, Head of Residential Services
Ms Alison Pratt, Residential Services Manager
Rev John Butterfield, Chaplain
Dr Ruth Watkins, Head of Student Learning Services
Ms Sheila McAulay, Student Adviser, Highland and Western Isles
Mr William Culbard, Head of Security
Mr David Gardiner, Team Manager, Information Services
Mr Michael Diack, UNISON
Mr John Ross, Formerly Practice Manager, Airthrey Park Medical Centre
Mr Frank Roden, Senior Teaching Fellow, Department of Nursing and Midwifery
Ms Moira Laing, Recruitment and Admissions
Ms Tikus Little, Teaching Fellow, School of Law
Ms Warda Bucciarelli Health Promotion Officer, Mental Health Improvement, NHS Forth Valley
Ms Bernie Stoddart, Senior Teaching fellow, Department of Nursing & Midwifery
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Mental Health and Wellbeing: Supporting Students
Introduction
General Principles
The University of Stirling
is committed to a student
experience which is inclusive
and gives students the best
possible opportunity to realise
their potential and to these
ends in relation to mental
health we endeavour to:
• Foster mental well being
through the creation of
academic and organisational
arrangements which
minimise mental health
problems
• Ensure that those members
of staff such as lecturers,
advisers, tutors, residences
managers, student support
personnel, whose work
involves ‘pastoral’ contact
with students receive
guidance to carry out their
duties appropriately
• Make clear to all categories
of staff when and how
matters should be referred
on to other agencies,
whether inside or outside
the University
• Provide effective support
to students experiencing
difficulties or requiring
academic adjustments
• Raise awareness among
students and staff of mental
health issues, services and
procedures
• Create a non-stigmatising
ethos in which
confidentiality and dignity
are respected
• Monitor and review policy
and practice.
It should be noted that as
an educational community
there are limits to the support
that can be offered, given
our resources and the need
to balance the needs of
individuals with the needs of
the whole student and staff
bodies.
Confidentiality
The University respects
the right of its students to
confidentiality and a full copy
of the Policy on Confidentiality
can be found at: http://
www.guides.stir.ac.uk/
dataprotectionguide.htm.
The general principle is that
personal information about
a student will not be shared
within the University or with
external bodies without the
student’s consent. However,
there may be circumstances
in which it is necessary to
override that general principle
as follows:
• Operation of law: in rare
cases, information about
a student may have to be
disclosed to the Police or
to the courts without his or
her consent. However, this
is not an automatic duty of
disclosure and staff must
contact the Data Protection
Officer for guidance before
acting.
• Emergency situation: if the
student’s mental health has
reached the point that he
or she poses an actual or
imminent danger or threat
to himself or herself or to
others then disclosure may
be required without his or
her consent.
• Fitness to practise: some
programmes of study require
staff to sign a student off
as being ‘fit to practise’. In
these cases please refer to
the respective departmental
guidance.
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Legal Framework
The University is required to:
• exercise duty of care in providing education and meeting students’ educational needs, including
pastoral care as well as teaching
• take positive steps to promote students’ well-being
• ensure the health, safety and welfare at work of all those “lawfully on the premises”
• protect against discrimination on the basis of race, gender, sexual orientation, religion or belief
• make reasonable adjustments to support disabled students, including “mental impairment”
• ensure confidentiality; disclosure may occur only with the student’s consent or where it can be
justified in the public interest or duty of care owed to other students and staff.
The guidance offered also takes cognisance of relevant parts of the QAA Code of Practice for the
assurance of academic quality and standards in higher education.
Roles and Responsibilities
Staff
All staff are expected to:
• exercise duty of care in their dealings with students; if a person shows signs of mental health
difficulty, staff should offer or seek appropriate assistance (see pages 13-17)
• treat each student with dignity
• recognise the boundaries of their roles, knowing where, when and how to refer on
• uphold confidentiality and exercise responsibility regarding disclosure
• contribute towards building a non-stigmatising community
Students
• All students should help towards creating a non-stigmatising community
• Students with mental health difficulties are encouraged to avail themselves of the range of
internal and/or external support services, and to inform relevant staff if unable to fulfil academic
commitments so that the University can provide them with appropriate personal and academic
support
• Students who are supporting friends and peers experiencing mental health issues should take
cognisance of their personal limits and know where, when and how to refer on (see page 16)
5

Mental Health and Well-Being:
The following sections on perspectives on mental health and mental health problems have been
compiled with material drawn from the Supporting Student Mental Health and Wellbeing website
http://www.ssmh.ac.uk/ The University recognises the valuable contribution made by the website to
this guide and would like to both commend the website and thank SSMH for its permission to use
some of its material.
Perspectives on Mental Health
Mental Health can be viewed from many different perspectives. In the medical model it is viewed
in terms of the presence or absence of symptoms and treatments used to manage symptoms. From
a social perspective it is viewed as being in dynamic relationship with society in that mental health
issues have an impact on society and conversely society has an impact on the mental health of the
members of that society.
On an individual level, mental health has an impact on the whole life of a person. Mental health
is part of a larger whole that makes up an individual’s life and it is closely related to physical and
emotional health. Put another way, physical or emotional difficulties will almost certainly influence
our mental health and mental distress will negatively influence our physical and emotional well
being. From a more positive perspective we can be certain that if we look after our mental health
this will have a positive effect on our emotional and physical health. Physical fitness and good
emotional health will impact positively on our mental health.
6

Positive mental health means
having the resources necessary
to cope with different life
events. Even positive life
events require a certain
resilience as we negotiate
them: leaving home, managing
study, forming settled life
relationships, having children,
changing jobs, buying a house,
retiring – all of these normal
life events contain an element
of stress that effects mental
health.
On top of these events, few
of us will get through our
lives without experiencing
bereavement, disappointment
and work related stress. We
need the personal resources
and resilience to manage
all these life events without
becoming overwhelmed. Many
people assume that mental
health is on a simple spectrum
with mental health on one end
and mental illness on the other.
This very simplistic view of
mental illness fails to recognise
the dynamic relationship
between the different elements
and events in our lives.
Why Promote Positive
Mental Health?
Mental health is interconnected
with, and influenced by,
everything in our lives. Social
relationships, work, family
relationships, diet, alcohol
and drugs, cultural demands
and differences, upbringing,
education, spirituality and
emotional literacy all have
an impact on mental health.
Mental health difficulties
are becoming increasingly
common in Scottish society
with the expectation that 25%
of the current population
will experience mental health
problems at some time in their
lives.
Statistics indicate that:
• 1 in 20 people at this
moment will be suffering
from depression
• 80% of mental illness is
anxiety and depression
• GP’s diagnose 60% of
mental health disorders
• Of the people diagnosed by
GP’s 90% will be treated by
them
• Patients with depression and
anxiety make up as much as
70% of GP appointments
• 10% of young people under
19 have mental health
problems that are serious
enough to impact on their
everyday lives
• Referrals to specialist youth
services are increasing so
waiting times are getting
longer
• Young males, those from
low income families and
young black people are at
greatest risk
• Almost 40% of absences
from work are caused by
mental health problems
• Mental health problems are
a major cause of long term
disability
Clearly the cost in terms of
personal suffering and the
nation’s economy is such that
something needs to reverse the
trend and help us become a
more healthy society.
National Programme for Mental
Health and Well-Being
http://www.wellscotland.
info/mentalhealth/nationalprogramme.html
The National Programme for
Mental Health and Well Being
exists to support mental health
improvement and well being in
Scotland.
The key aims of the National
Programme are:
• Raising awareness and
promoting positive mental
health and well-being
• Eliminating stigma and
discrimination
• Preventing suicide and
supporting people affected
by the aftermath of suicide
• Promoting and supporting
recovery for people with
mental health problems
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Mental Health Problems
“A mental health problem is one in which a person is distracted from
ordinary daily living by upsetting and disturbing thoughts and/or
feelings. A mental health problem may disorientate a person’s view
of the world and produce a variety of symptoms and behaviour likely
to cause distress and concern both in themselves and others.”
Reading the previous statement it is possible to define most of the population as mentally ill at
some point in their lives. There is no black and white distinction in arriving at a definition of mental
health. It is probably more helpful for the lay person to regard mental health as being on a scale
or spectrum where people with optimum mental health represent perhaps 5% of the population
while most of the rest of us taper off to a greater or lesser degree with those unfortunate to have
severe difficulties being in the lower 2 or 3% (see Figure one and two).
Figure One
A way of looking at mental health can be found in this Mental Health Continuum
Has a diagnosis of serious mental
disorder but copes with life well and
has positive mental health
Maximum
Mental
Health
No diagnosable illness or disorder
and positive mental health
Maximum
Mental
Disorder
Minimum
Mental
Disorder
Has a serious diagnosis of mental
disorder and poor mental health
Minimum
Mental
Health
No diagnosable illness or disorder
but poor mental health
Adapted from K Tudor (1996) “Mental health Promotion: Paradigms and Practice”
The four quadrants of the Mental Health Continuum represent different possible times and
situations in a person’s life. On the right hand side of the diagram there are two possible situations
described. A person can have no diagnosable illness but either have positive or negative mental
health. The position on the vertical scale will depend on the person’s life events at any one time. If
faced with redundancy or a break up of a long term relationship the person may find themselves at
the lower end of the continuum, experiencing poor mental health.
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If things are going well and the person is looking after their emotional, mental and physical health
they may be higher up the continuum. Similarly, on the left hand side of the diagram we see that
a person with a diagnosed disorder can also be experiencing either positive or negative mental
health. With the right treatment and proper supports in place the person can live a happy and
fulfilled life with symptoms under proper control. Without these appropriate interventions and
supports the person may experience negative mental health.
Given that 1 in 4 Scottish adults will experience mental health problems at some time in their lives,
we can see that it is possible for us to move into all four corners of the continuum at different
times. Recognition of the changing nature of mental health can help us both to look after our own
well being and also be more understanding and supportive of others when they are experiencing
poor mental health.
Figure Two
OPTIMUM MENTAL
HEALTH
NEUROSES
PSYCHOSES
It has to be recognised that the real parameters of what constitute mental health and mental
ill health are extremely difficult to define. One could readily argue that very few of us possess
optimum mental health also its is clear from what has been identified above very few of us
experience extreme mental ill health; the reality being that for most of us we lie somewhere in
between and in fact probably not static in that continuum.
Common Mental Health Problems
http://www.ssmh.ac.uk/common_mental_health_problems
Anxiety
Anxiety is a normal part of the experience of being human. It is the alarm system that helps us
avoid dangerous and threatening situations and therefore keeps us safe. Anxiety becomes a
disorder when it exists when there is no apparent reason for a person to be anxious. The physical
symptoms of anxiety are distressing and uncomfortable and can sometimes cause the sufferer
to believe that they have a serious medical condition. This belief increases the anxiety and the
person becomes more unwell. One very distressing symptom of anxiety is panic attacks - these are
overwhelming sensations that cause a person to have difficulty breathing and to feel very unwell
indeed. The sufferer often believes she or he is about to die when suffering a panic attack.
9

Mood disorders
The term Mood Disorders
encompasses different types
of depression including
Seasonal Affective Disorder
(SAD), post natal depression,
clinical depression and bipolar
disorder. Some of these
disorders are more serious and
longer lasting than others but
they are all life limiting and
may even be life threatening.
Depression is a serious illness
that is often overlooked
through lack of understanding.
Common symptoms include
low mood that lasts for
more than two weeks, sleep
disturbance, appetite changes
and lack of motivation
or interest in things that
were previously enjoyable.
Depression left untreated
may lead to a worsening of
symptoms
Psychoses
Psychotic illnesses include
schizophrenia, bipolar disorder
and also discrete psychotic
episodes caused by drug use,
severe depression and post
natal psychotic episodes.
Although psychosis is more
unusual than mood disorders
and anxiety it is of particular
relevance to educators as the
first onset of the disease usually
occurs between the ages of
15 and 25. One of the major
problems with psychosis is
the fear that such a diagnosis
causes. People tend to see a
diagnosis of schizophrenia as
a life sentence of madness.
The truth is that one third of
all people who experience a
psychotic episode will never
have another and will return to
normal health relatively quickly.
Another third will recover with
support and one third will have
a life long tendency to reoccurrence
of the disease.
Mind has produced an
excellent fact sheet on
psychotic illnesses. Along with
a range of other fact sheets
that can be accessed on http://
www.mind.org.uk/Information/
Eating disorders
Eating disorders include
anorexia, bulimia and binge
eating. The symptoms and
effects of these three disorders
are different but the outcome
can be very serious in all three.
The majority of people with
eating disorders are young
women but there is evidence
of an increase in men. Most
educators will come across
a student with an eating
disorder at some point in
their professional life and it
is important to have basic
knowledge of the problem and
the ability to support in a non
judgmental way.
Self Harm
Self harm is a behaviour not a
mental health problem but it is
included here as you are likely
to come across students who
self harm. It is used by people
of all ages and genders to bring
relief to overwhelming feelings
of distress or to communicate
that they are distressed. Some
people who self harm are
suicidal at the time but not all
people who self harm want to
end their life, just the pain they
are experiencing.
Self harm can range from
relatively minor self injury to
dangerous and life threatening
behaviour. Try not to act
shocked or upset – the reasons
for this behaviour are complex
and sometimes the person
will not be aware of why they
act the way they do. There is
further information available on
http://www.ssmh.ac.uk/self_
harm including specific pointers
for educators.
10

What can you do to help?
It is essential that the whole University community considers the mental health needs of its
members when developing and reviewing procedures, policies and practices at departmental,
faculty and institutional level. It is important to recognise personal and professional limitations
when offering support and to know when to refer on to the appropriate services (see pages 16-19).
Not everyone will be confident to offer support in this area, but listening to someone or informing
him or her about where they can obtain help is extremely valuable.
Ensuring the confidentiality of anyone who is experiencing mental health problems is vital (see the
Confidentiality Statement mentioned on page 4)
Rather than offer direct advice, try to work with the person who has a problem to define what their
needs are, empower them to seek the relevant help, information and advice, and build on their
strengths. Treat everyone as an individual with individual needs. Try not to take responsibility for
resolving another’s mental health problems, recognising that there are other people and support
agencies available to help which will prevent them from becoming dependent on you.
Work together with others within the University to provide a supportive, non-stigmatising and wellinformed
environment which promotes dignity and respect for everyone. Everyone is responsible
for informing their departments when they are unable to fulfill any commitments they may have
(e.g. attending a class). However, with their consent, someone else can inform the necessary
people on their behalf.
The University aims to provide appropriate services and facilities. Everyone is encouraged to assist in
this process by bringing any suggestions for improvement to the relevant staff or committee, or to
Student Development and Support Services or SUSA. If the attitude or behaviour of University staff
or students towards some one with mental health difficulties should fall below what is expected,
this should be brought to the attention of the appropriate person (the Head of Department in the
case of staff, a Residence Manager or SUSA in the case of a student).
11

Supporting Students
If a Student Wants to Talk about their Problem
It is essential to express concern and to be supportive, but it is equally important not to assume the
role of a therapist or a counsellor. The following suggestions may help in striking this balance:
• Do not avoid the situation or
pretend nothing is wrong, as
this could make the problem
worse and persist for longer.
• Do not feel that the inability
to solve the problem or to
suggest the way forward at
the present time is a sign
of failure. Consult with a
member of staff from a
support service for advice on
what to do.
• Talk to the person in
a sympathetic and
understanding way.
Remember to be sensitive to
issues relating to sexuality,
race, religion, culture and
gender. Try not to ask
insensitive or intrusive
questions and respect their
privacy if they do not want
to discuss their problems.
• The situation may only
require sympathetic listening.
To ask in a general way how
a person is may be sufficient
to provide them with an
opportunity to discuss their
concerns with you. (e.g. ‘I
notice that you are…’)
• Be prepared to listen and
spare some time. If there are
constraints that make this
impossible, make sure the
person knows this from the
start of your conversation.
• Avoid using unhelpful
comments like ‘pull yourself
together’.
• Being open and honest
with the person from the
start will help to develop
trust. Very often help is not
sought because the person
may be concerned about
the consequences of telling
someone.
• If it is necessary to tell
someone else about the
situation in detail, always
first try to obtain the
person’s consent. It is in fact
often possible to discuss a
situation and to seek advice
from a third party without
revealing the identity of the
person involved.
• Be clear about the limits
of the support role and its
boundaries. Everyone has
something to offer, but it
is vital to be aware of what
can realistically be done. It
is especially important to
avoid assuming the role of a
professional counsellor.
• Listen to the person
and decide whether
there might be a more
appropriate person to deal
with the situation. If so,
encourage them to seek the
appropriate help (see page
16). It is important in the
first instance to refer the
student somewhere that
is acceptable to them. A
further referral can always
be made later.
• However, there may be
exceptional circumstances,
where there is a need to
act without the person’s
consent, e.g. if their mental
health has deteriorated to
the extent of threatening
their personal safety or that
of others.
• It can be extremely
emotional and timeconsuming
to offer help,
which is why it is important
always to seek appropriate
support and help from
others.
12

How do you know there is a problem?
Trusting your own judgement - check the following
Is the student’s behaviour
causing concern?
How does the student
seem?
Is there other information?
Is the student telling you
there is a problem?
Is there anything unusual
or unpredictable about the
student’s behaviour that
makes you feel uneasy?
Tense/Irritable
Sad/Miserable/Tearful
Behaving erratically
Changing of mood or
behaviour
Panicky
Withdrawn or very quiet
Poor concentration
Smelling of alcohol, cannabis
Agitated
Very loud/Disinhibited
Talking incoherently
Dulled
Has the student declared
a mental health problem?
Are flatmates or staff
telling you something about
the student that indicates
a problem?
Is this different from
your previous experience
of this person?
You might see a significant
change in appearance
(eg weight change, decline in
personal hygiene)
Behaviours may have
changed (eg staying in bed
all day, work handed in
late, not attending classes,
avoiding going out)
Do you need more
information from
the student?
Do you need more
information from
other staff?
Would it be helpful to
consult with someone else?
How does he or she feel?
Is there something wrong?
Has there been a similar
experience in the past?
Has anyone else noticed a
problem?
How is the student
functioning academically?
Your colleagues
Line manager or senior
colleague
Student Development and
Support Services
13

What you should do if the situation does NOT require
immediate action
It is NOT urgent if:
There is no immediate risk to the student, or others, although the student may be:
• Depressed, anxious, generally stressed
• Having problems with relationships
• Bereaved
• Suffering from low self-esteem
• Homesick, lonely and isolated
• Having unexplained study or money problems
If the student will accept
help
If the student will not
accept help
Decide who is the best
person to help
If you feel you could help
the student you must
ensure that
You have the time and/or
skill
It does not conflict with your
role
You are able to:
Listen to the student’s
concerns
Offer practical advice
Provide reassurance
Show your concern
by following up your
conversation at another time
If you feel someone else
should help the student:
Are you clear what the
student needs?
If so, refer directly
If you are unsure then
seek further advice from
a colleague or speak to
the Student Counselling &
Wellbeing Service
You can make it clear that
you will help if the student
changes his or her mind
Seek advice from Student
Development and Support
Services
You can monitor the
situation
You should alert a member
of the Departmental
advising team, or other
relevant person, about
continuing concerns
In all situations
• Make sure that you debrief by talking the situation through with a colleague or the Student
Counselling & Wellbeing Service.
• You should make a record of the conversation signed by both you and the student. Failing
that, record your concerns and inform the appropriate person.
14

If a Student Does Not Want to Talk about their Problem
It may be extremely difficult to help someone with a problem unless they are ready to admit they
have one. If they are not ready to accept help or to talk about their problems, do not ask insensitive
or intrusive questions. Always respect the right of the person if they do not wish to discuss things.
Offer an open invitation to them to come back and talk in the future. Speak to someone in a
specialist support service (see page 19). If the person has not given consent to talk to anyone, there
is no need to mention their name when asking for advice; this preserves confidentiality.
Handling a Crisis
Most of the time the steps listed above are sufficient. Occasionally, however, individuals may reach
a point of crisis. However, it is important to emphasise two points:
• people experiencing mental health problems are very rarely violent towards others;
• crisis situations are extremely rare.
A crisis situation occurs when a person’s feelings are beyond their control. These emotions might
then express themselves in a number of ways, for example through self-harm, talking about suicide
or having persistent suicidal thoughts. However, many crises occur in private rather than in public.
In all crisis situations, assuring your safety and that of others, including the person involved, is
paramount. To this end, remain calm and adopt a non-threatening approach (in most cases calm
behaviour by others is all that is required). If there are other people present, take appropriate steps
to ensure privacy, safety and respect. Some situations can be very frightening and distressing. If you
do not feel confident to approach the person, then go and get help (see page 16 & 17). Always
explain your actions before you act and continue to reassure the person, without being patronising,
about what is happening. Take threats of suicide or self-harm seriously – it is a myth that ‘those
who talk about it don’t do it’. And finally, ensure that appropriate people are contacted. If the
person in distress has become severely disorientated or dangerous to themselves or others it may
be necessary to call a GP, the local hospital accident and emergency service, the university’s security
or, if necessary the police.
15

What you should do if the situation IS urgent
It IS urgent if:
You believe the student may be at risk of harm to him or herself, or others.
You are concerned for one or more of the following reasons. The student:
• May be at risk of serious self-harm
• Is violent or threatening violence to people or property
• Has completely stopped functioning
• Seems very disorientated and out of touch with reality
• Is behaving out of character
• Expresses suicidal thoughts
If the student will accept help
If the student will not accept help
In office hours
Refer the student directly to his or her GP,
or the Counselling & Wellbeing team. If
possible, arrange for the student to be
accompanied.
Inform the appropriate person
(eg Senior Advisor or Head of Department)
In office hours
Contact the Student’s GP or, if unknown,
Contact NHS24, emergency services, or
security as appropriate
The Counselling & Wellbeing team will offer
advice.
Out of hours
NHS 24. If all else fails, call the emergency
services, or you can go to A&E.
If in residences – Contact Halls and Flats
Assistants and/or Residences Manager on
duty
If stuck, you can phone non-emergency
security for advice
Out of hours
NHS24
Security Emergency 2222
Emergency Services
For less urgent situations 7099
Next day inform the Senior Advisor
Next day advise the student’s Senior Advisor,
who will check whether further action is
required.
In all situations
• Stay calm
• Prioritise your own safety and others at the scene
• Make sure that you debrief by talking the situation through with a colleague or the Student
Counselling & Wellbeing Service
• You should make a record of the conversation signed by both you and the student. Failing
that, record your concerns and inform the appropriate person
16

External Support, Mental Health Services and Resources
In Need of immediate help now?
If you are advising/supporting someone who is distressed, in a state of despair, suicidal or need
emotional support, you can advise them to contact Samaritans on 08457 90 90 90 (local rate
call). This call will be confidential and will be taken by a trained Samaritans volunteer. The phone
line is available 24 hours a day, 7 days a week.
If you are advising/supporting someone who is depressed or experiencing low mood, they can
phone and speak to a Breathing Space advisor between 6pm and 2am any day of the week on
0800 83 85 87 (calls are free of charge).
If you feel someone needs more immediate assistance and can’t wait until their GP surgery reopens
they can call NHS 24 on 08454 24 24 24.
If you think an individual is in need of immediate care or in an emergency situation such as self
harm you should you should dial 2222 from any university phone or 999 if outside or from a
mobile for emergency assistance. Dial 0 for switch board when on the Western Isles Campus. Dial
‘9’ 999 when on the Highland Campus.
ChildLine is the free helpline for children and young people in the UK. Children and young people
can call ChildLine to talk about any problem. Call them free on 0800 11 11 (Open 24 hours a day
every day of the year)
17 17

University Support for Students Experiencing Mental Health
Difficulties
Student Development and Support Services
The Student Development and Support Services team aims to offer an integrated approach
to student support by providing advice on any aspect of student life through its three teams:
‘Information and Advice, Counselling and Wellbeing and Career Development Centre’.
These services are open to all students and offers confidential advice, information and counselling.
The service is staffed by professional advisers and counsellors who are trained to support students
during their time at University.
All services are free and confidential. More information is available from the website at www.
student-support.stir.ac.uk
Students, who have a disability, including mental health difficulties, are strongly recommended
to meet with the Disability Adviser, who is a member of the ‘Information and Advice’ team.
The Disability Adviser can assist students to identify their support needs and ensure appropriate
arrangements are put in place.
The counsellors who work in the Counselling and Wellbeing team are trained in a range
of counselling methods and are members of the British Association for Counselling and
Psychotherapy. Students may request to see a male or a female counsellor. Further information
about the counselling service is available on their website at: www.counselling.stir.ac.uk
As well as support for emotional and personal issues, ‘Information and Advice’ staff can help with
practical issues, which may be causing concerns or difficulties.
Academic Support for Students with Mental Health Difficulties
The University recognises that students may experience mental health difficulties, which will affect
their ability to study to varying degrees. Many students with mental health difficulties find that
standard Departmental and University arrangements for delivering the curriculum are appropriate
for them. However, there are some students for whom additional academic arrangements in
coursework or exams are required.
Students’ disclosing mental health difficulties may require support in one of the following ways:
• Students who are able to continue to attend and to study, on the basis of the agreed
academic arrangements. Students will follow courses, complete assessed work and attend
examinations as normal, but Boards of Examiners will take into account their mental health
difficulties when considering their performance and making decisions about academic
progress.
• Students will continue in their studies, requiring academic arrangements such as permission
to be absent from certain classes or placements, or extensions to deadlines for submission of
assessed coursework.
• Some students may require a leave of absence from their studies.
18

Contact us:
Information & Advice Centre
Tel: 01786 467080
Fax: 01786 466806
Email: student.advice@stir.ac.uk
Counselling & Wellbeing
Tel: 01786 467080
Fax: 01786 466806
Email: student.counselling@stir.ac.uk
Highland & Western Isles Campus’s
Sheila McAulay
Student Advisor
Tel: 01463 255655; direct no. 01463 255611
Fax: 01463 255654
Email: Sheila McAulay: s.m.mcaulay@stir.ac.uk
19
19

Support services in university residences
The Residential Services Office in Geddes Court provides a comprehensive allocations and
residential management service for the approximate 2,800 places in university residences,
encompassing halls of residence, on and off-campus flats, chalets and houses. The service deals
with all aspects of accommodation including e.g. rents, private accommodation lists, allocation
of rooms for all categories of students, as well as managing all the facilities within individual
residences.
The day to day running of the residences is directed by Residences Managers, supported by teams
of concierge and domestic staff in each residence. The Residences Managers in turn report to the
Senior Residences Manager and the Head of Residential Services.
A key responsibility for residences staff is to provide a safe, secure and supportive environment for
all its students. Alongside its administrative and domestic management responsibilities, Residential
Services also has an important welfare support role and offers assistance to residents through a
team comprised of both staff and senior students. The welfare team is headed by the Residential
Services management team and assisted by concierges, cleaning staff and a dedicated team of halls
and flats assistants, who are themselves full-time students at the university.
Every residence, both on and off-campus, has access to this 24 hour support service, 365 days a
year via on-site staff or the on-call Residential Services team.
20

The welfare team offers support, guidance and advice on a wide variety of issues and the halls
and flats assistants play a major part in providing this front line assistance for residents. As current
students, living in residence, they have a wealth of experience with the university and the issues
that face students and can offer a more informal route for students looking for help and who may
be reluctant to approach staff, particularly regarding delicate or personal issues. The halls and flats
assistants will be able to advise on where students can access additional help or more detailed
advice. The Residences Managers are also available to offer this assistance, particularly if students
wish to bypass the in-residence teams.
The Residential Services welfare support is a confidential service. Students are encouraged to
approach their residence welfare team whenever they may need to, assured that any information
they provide will be treated in confidence and will be passed only to those who need to know.
Key contacts in Residential Services
Residential Services Office, Geddes Court – Telephone 01786 (46)7060/61
E-mail – accommodation@stir.ac.uk
21

Stirling University Students Association (SUSA)
SUSA is here to represent the views and campaign on behalf of all registered students at the
University of Stirling. In addition to the range of social and recreational activities run by SUSA,
there is a huge amount of support available for students when things aren’t going that well. SUSA
Welfare places a strong emphasis on peer support and helps students to identify solutions to any
problems they may be experiencing. Obviously SUSA is not a professional counselling service and
as such we operate a referral or signposting service when students need more expert assistance.
More details about what we offer, including up to date club and society lists, are available at www.
susaonline.org.uk
Advice and Support Centre (ASC)
As an integral part of the SUSA Welfare service, ASC offers support and information to students
throughout their time at Stirling. The service is comprised of the SUSA Vice President (Welfare &
Education) and a team of fully trained volunteers. It is open from 10am to 5pm Monday to Friday.
ASC is located in the Robbins Centre at the top of the Long Bar stairs and students are welcome to
drop in at anytime with no appointment necessary. Alternatively they may telephone on (01786)
467166 or e-mail susa-welfare@stir.ac.uk.
ASC has a wealth of information on practically every subject students are likely to encounter
including academic matters, accommodation, student finance and health. The service is completely
non judgemental and confidential.
Students need not speak to a welfare volunteer if they do not wish to and are welcome to browse
through our extensive catalogue of information and advice leaflets.
Nightline
Nightline is a confidential peer support and information telephone service. Students can call any
time between the hours of 7pm to 7am every night of the week. Nightline Volunteers are there to
listen. It is a non-judgemental, non-directive and completely confidential service. This service deals
with all kinds of problems, be they personal, or related to some aspect of University life. It can also
provide simple information, such as the details of local taxi numbers. Nightline may be contacted
on (01786) 466991. Students can also call for free by dialing 6991 on an internal telephone.
Clubs and Societies
Clubs and societies are a great way to get involved, meet people with similar interests and to
settle into University life. SUSA offers a huge range of both sporting and non sporting societies
with many opportunities to get involved at any level, be it an ordinary member or a club captain
or president. There are new clubs forming all the time and students are encouraged to set up a
society if there are none that spark their interest! SUSA also operates an informal Buddy system
throughout our club and society network for any student who feels shy or apprehensive about
going along to the club events.
Who’s Who @ SUSA Welfare
Vice President (Welfare & Education)
The VP co-ordinates the Welfare Service and is available between 10am and 5pm Monday to Friday
for any type of welfare problem or enquiry. They are also the SUSA contact for any academic
related enquiry. S/he represents student views on the University committees dealing with welfare
and academic issues, and welcomes input from the student community. S/he will help students to
work through their problems in the strictest of confidence. They can be contacted on telephone
number (01786) 467166 or via email at susa-welfare@stir.ac.uk.
22

Black Students’ Officer
The Black Students Officer represents students of African, Asian and Caribbean Heritage on SUSA
Council. S/he co-ordinates the Black Students’ Group which is open to all self defining Black
students and works closely with the Equal Opportunities Officer.
susa-blackstudents@stir.ac.uk
Disabled Students Officer
The Disabled Students Officer represents students with disabilities on the SUSA Council and
can help with a wide range of issues surrounding disability and mental health, ranging from
accommodation, benefits through to information technology.
susa-swd@stir.ac.uk
Women’s Officer
The Women’s Officer represents the female students on SUSA Council, organises the weekly
Women’s Group, and is also available for one to one surgeries.
susa-womens@stir.ac.uk
Lesbian, Gay, Bisexual and Trans (LGBT) Officer
The LGBT Officer is the elected LGBT student on the SUSA council. S/he coordinates the LGBT
Group, provides support and advice on a number of issues and is available for one to one surgeries.
susa-lgbt@stir.ac.uk
International Students Officer
The International Students’ Officer works closely with the International Society and liaises with the
University’s International and Study Abroad Offices. S/he also offers advice and support on matters
from social activities to financial concerns.
susa-international@stir.ac.uk
Equal Opportunities Officer
The Equal Opportunities Officer ensures that the SUSA Equal Opportunities policy is upheld. S/he
can advise or represent students who have suffered any kind of harassment or discrimination. S/he
will keep all cases confidential, but can bring them to the attention of the SUSA Sabbatical Officers
if requested.
Mature Students Officer
The Mature Students’ Officer can be consulted on issues specific to mature students, such as
benefits, mature students bursary and childcare. They also work closely with the Mature Students
Group.
susa-mature@stir.ac.uk
23

Useful Telephone Numbers and On-Line Information
Registry and Governance Services
Academic Registrar 01786 467030
Student Programmes Office 01786 466685
Student Matriculation and Records Office 01786 466654
Highland Campus
Department of Nursing and Midwifery, Campus Manager 01463 255644
Portering and Security Services
Porters Desk, Cottrell 01786 467000
Porters Desk, Pathfoot 01786 467002
Other Numbers
Airthrey Park Medical Centre 01786 466070
Airthrey Park Medical Centre – Emergency Contraception Service 01786 463831
Chaplaincy, Co-ordinator, Robbins Building 01786 467164
Student Development and Support Services, Head of Service, 4Y4 Cottrell 01786 467080
Building
Stirling University Students Association, Vice-President (Welfare),
Robbins Building
01786 467177
01786 467166
Nightline for Students 01786 466991
University Residences
Residential Services Office 01786 467060
Alexander Court, Porters Desk 01786 466094
Andrew Stewart Hall, Porters Desk 01786 466960
AK Davidson Hall, Porters Desk 01786 466972
Geddes Court, Porters Desk 01786 466980
Murray Hall, Porters Desk 01786 466965
Fraser of Allander House/HH Donnelly House, Porters Desk 01786 466986
Muirhead House/Polwarth House, Porters Desk 01786 466990
Pendreich Way, Porters Desk (Andrew Stewart Hall) 01786 466960
Spittal Hill, Porters Desk 01786 466998
Alangrange, Liaison Student 01786 832275
Friars Croft, Senior Concierge 01786 466998
John Forty’s Court, Porter-in –Charge 01786 449471
Lyon Crescent, Porter 01786 834560
Thistle Chambers, Liaison Student 01786 471920
Union Street, Porter-in-Charge 01786 447633
24

Stirling and the Surrounding Area
Central Scotland Council on Alcohol 01786 450721
Central Scotland Rape Crisis 01786 471771
Alcohol 01786 483131
Drugs 01786 483121
Counselling and Support Service for Alcohol and Drugs 01786 450721
Cruse Bereavement Care 01786 479864
Family Planning Advice (Emergency Contraception) 01786 433697
Health Information Centre 01786 446688
NHS 24 0845 4242424
NUS (Scotland) 0131 556 6598
Off the Record (16-25 yr olds) 01786 450518
Open Secret (Stirling) 01786 448504
Reachout 01259 723666
Samaritans 01324 622066
Scottish Disability Team 01382 385498
SKILL Scotland 0131 475 2348
Stirling Council Community Care Services:
Stirling Office 01786 471177
Community Mental Health Team 01786 446114
Hospital Team (Stirling Royal) 01786 434093
Out of Hours Service 01786 470500
Stirling & District Association for Mental Health 01786 451203
Stirling Family Support Service 01786 470797
Victim Support 01786 445782
Highland Region
Alcohol Counselling Inverness 01463 220995
Caithness Council on Alcohol 01955 603462
Ross-shire Council on Alcohol 01349 852 438
Skye & Lochalsh Council on Alcohol 01478 612633
Sutherland Council on Alcohol 01408 634200
Blast! (Recreational Drugs Project) 01463 715454
Highland Alcohol and Drug Centre (NHS) 01463 704603
Highland Brook Advisory Service 01463 242434
Highland Community Care Forum 01463 718817
Highland Health and Information Service 01463 716121
Highland Sexual Health 01463 704202
New Craigs Hospital 01463 704000
Rape and Abuse Helplines
01349 862686
08088 000123
(answered by men on a Wednesday)
01349 865316
Reach Out Highland (Sexuality Issues) 01463 711585
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26
Community Mental Health Support Team - Highland
Inverness 01463 714518
Lochaber 01397 707025
Nairn 01667 453049
Ross & Cromarty 01349 853636
Western Isles 01851 703069
Wick 01955 606915
Cruse Bereavement Care
Caithness 01847 894101
East Sutherland 01408 634343
Inverness 01738 444178
Lochaber 01397 705100
Moray 01542 833238
Orkney 01856 871871
Family Mediation
Highland 01463 712100
Orkney 01856 870571
Samaritans
Caithness 01847 895656
Inverness 01463 713456
Kirkwall 01856 875875
Lerwick 01595 694449
Stornaway 01851 703777
Victim Support
Lochaber 01397 700111
Orkney 01856 877554
Ross & Cromarty 01349 865337
South Highland 01463 710806
Western Isles 01851 702744
Other Services
Alcoholics Anonymous 0845 769 7555
Breathing Space 0800 838587
Brook Advisory Helpline 0800 018 5023
Drinkline 0800 9178282
Eating Disorders Asociation 0845 634 1414
Lesbian & Gay Switchboard 0141 8470447
National AIDS Helpline 0800 567123
National Drugs Helpline 0800 776600
Rape Crisis Centre 0141 331 4180
Saneline (12 noon - 2.00am) 0845 7678000
Sexual Health Clinic 0800 027 6001
Victim Support Scotland 0131 668 4486

On-line Information
Name Web Address Notes
Alcoholics Anonymous http://www.alcoholics-anonymous.org.uk/
Rethink http://www.rethink.org/ General mental health
information, aimed at
students.
BBC Health http://www.bbc.co.uk/health/ A comprehensive site,
covering a wide range of
health topics
Beating Eating
Disorders
British Association
for Counselling and
Psychotherapy
Citizens Advice
Scotland
http://www.b-eat.co.uk/
http://www.bacp.co.uk/
http://www.cas.org.uk/
Understanding eating
disorders
Useful for finding a
counsellor in private
practice
Links to online advice and a
search tool to find details of
your local CAB
Depression Alliance http://www.depressionalliance.org/ Good information about
depression
Gay youth http://www.thegyc.com A resource for gay and
lesbian young people
Gender Trust http://www.gendertrust.org.uk UK charity for men
and women who are
Transsexual, Gender
Dysphoric or Transgenderist
27

Mental Health.com http://www.mentalhealth.com/ A detailed site with lots of
links to other sites European
and American descriptions
of disorders
Mind http://www.mind.org.uk/ UK mental health charity
has an excellent list of
publications. Site also has
lots of useful links to other
sites
Open Secret
http://rapecrisisscotland.org.uk
http://www.opensecret.org/
A confidential service for
adult survivors of childhood
sexual abuse
Queendom http://www.queendom.com/ A fun site with loads of
interactive tests to get to
know yourself better.
Samaritans
http://www.samaritans.org.uk
SANE http://www.sane.org.uk UK charity concerned
with improving the lives
of people affected by
mental illness. This site is
full of useful links to other
organisations.
UK Council for
Psychotherapy
http://www.psychotherapy.org.uk/
Useful for finding a
therapist
National Health Service
Forth Valley
Health promotion
http://www.nhsforthvalley.com/home/
Services/healthpromotion/hirs/hirs_clients.
html
To order free leaflets
and other health related
resources
Moodjuice http://www.moodjuice.scot.nhs.uk/ Mental health self helpd
resources
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Bibliography
AMOSSHE, Responding to Student Mental Health Issues: Duty of Care Responsibilities for Student
Services in Higher Education. Good Practice Guide, December 2001
CVCP Guidelines on Student Mental Health Policies and Procedures for Higher Education,
April, 2000
Stanley, N. and Manthorpe, J. (2002), Students’ Mental Health Needs: Problems and Responses.
London, Jessica Kingsley.
UUK/GuildHE (2006), Guidelines for Mental Health Promotion in Higher Education, UUK/GuildHE,
London.
The following websites are of particular value in sourcing further resources on mental
health and ill health
http://www.moodjuice.scot.nhs.uk/
http://www.ssmh.ac.uk/
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The University of Stirling is a charity registered in Scotland, number SC 011159