The invisible problem? Improving students’ mental health

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2. Types of distress and disorder Student distress particularly centres around feelings of stress, anxiety and unhappiness. The NUS survey from May 2013 of approximately 1,200 university students found that: •• 80 per cent reported stress; •• 70 per cent reported a lack of energy or motivation; •• 66 per cent reported feeling unhappy; •• 55 per cent reported anxiety; •• 50 per cent reported having trouble sleeping; and •• 49 per cent reported a depressed feeling. 24 The 2016 Unite survey found that, among students who had strongly considered dropping out of higher education: •• 76 per cent reported feeling stressed or worried; •• 46 per cent reported feeling down or depressed; and •• 43 per cent reported feeling isolated or lonely. 25 Information from Russell Group institutions obtained under the Freedom of Information Act by the Guardian found that the most common reason for attending university counselling was anxiety. 26 Figures for the University of York’s Open Door service for the three terms of the 2015/16 academic year show anxiety and depression were the two most common reasons for student visits to the service. Other major reasons included relationship or family issues, academic difficulties, bereavement and stress. 27 16 The invisible problem? Improving students’ mental health
Mental and substance misuse disorders, by age Source: Harvey Whiteford et al, Global burden of disease attributable to mental and substance use disorders: findings from the Global Burden of Disease Study 2010, 2013 www.hepi.ac.uk 17
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 and 10: Executive summary •• We might e
Page 11 and 12: •• Providing training on mental
Page 13 and 14: Mental, neurological and substance
Page 15 and 16: ecently completed counselling with
Page 17: of Reading found that, upon startin
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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