The invisible problem? Improving students’ mental health

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•• A range of support services are paramount for helping vulnerable students persevere with their degree by helping develop the self-compassion and self-resilience that is often lacking upon entry to higher education. •• Students with severe mental illnesses also lack continuity of care between home and university. Waiting lists for specialist services are long and national funding is biased against students and against mental health. •• Key recommendations in this report include: •• Allowing students to be simultaneously registered with a general practitioner (GP) at home and at university. •• Offering alternative appointment times if there is a clash with exams or study leave. •• At universities currently spending the least, funding for counselling and other support services needs to be increased at least threefold. •• Encouraging universities to collect data and conduct a self-review of their mental health policies, before creating an action plan detailing what needs to be improved and how. •• Ensuring vulnerable students on leave from studying have sufficient mental health care provision in place. • • Providing robust support arrangements for students with a history of mental health problems who are studying abroad or on placement. 8 The invisible problem? Improving students’ mental health
•• Providing training on mental health policy and awareness to all university staff. •• Signposting reliable sources of information regarding mental health, for example the Expert Self Care (ESC) Student app. • • Ensuring more funding for mental health research, so that the new Office for Students (OfS) and other relevant bodies have robust data on the prevalence of mental health problems among higher education students. www.hepi.ac.uk 9
Page 1 and 2: The invisible problem? Improving st
Page 3 and 4: Terminology Mental health and menta
Page 5 and 6: Foreword The Rt Hon. Norman Lamb MP
Page 7 and 8: Contents Acknowledgements 6 Executi
Page 9: Executive summary •• We might e
Page 13 and 14: Mental, neurological and substance
Page 15 and 16: ecently completed counselling with
Page 17 and 18: of Reading found that, upon startin
Page 19 and 20: Mental and substance misuse disorde
Page 21 and 22: 3. Vulnerability factors A study by
Page 23 and 24: Moreover, some students are used to
Page 25 and 26: Rising living costs are a source of
Page 27 and 28: Students and waiting times A survey
Page 29 and 30: and doing things that I enjoyed, an
Page 31 and 32: Wellbeing, by accommodation type (2
Page 33 and 34: 5. Challenges Data such as the more
Page 35 and 36: Poor staffing ratios are also prese
Page 37 and 38: The MWBHE/UUK report notes 54 per c
Page 39 and 40: Leeds has demonstrated particularly
Page 41 and 42: i. Policy to aid transitions We rec
Page 43 and 44: The University of York have done ex
Page 45 and 46: Personal tutors in particular need
Page 47 and 48: How can you Respond to a Student Ex
Page 49 and 50: from the University of Bristol Stud
Page 51 and 52: A good example of a specific volunt
Page 53 and 54: across psychological disorders, lis
Page 55 and 56: Conclusion Mental health and even l
Page 57 and 58: 12 Karen McKenzie et al, ‘The eff
Page 59 and 60: 33 Lorraine Khan, Missed opportunit
Page 61 and 62:
58 The Samaritans, Facts and figure
Page 63 and 64:
80 Jonathan Neves and Nick Hillman,
Page 65 and 66:
Trustees Professor Sir Ivor Crewe (
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The invisible problem? Improving students’ mental health

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