The invisible problem? Improving students’ mental health

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Acknowledgements The author is grateful to those who took the time to share their thoughts and experiences regarding mental health in higher education as well as providing feedback on a draft of the paper. They include: •• Jeremy Christie, Chair of the Universities and Colleges division of the British Association for Counselling and Psychotherapy and Project Director of Students Against Depression •• Ruth Caleb, chair of the Mental Wellbeing in Higher Education (MWBHE) Working Group •• Student Minds, the UK’s Student Mental Health Charity The author and HEPI are responsible for any errors or opinions herein. 6 The invisible problem? Improving students’ mental health
Executive summary •• We might expect students in higher education to have better mental health than the general population. Strong social networks and better employment prospects are two of the many benefits of going to university. Yet survey data repeatedly show that, on average, students are less happy and more anxious than non-students, including other young people. •• Robust data on the prevalence of mental illness in higher education are scarce. The failure of much commentary to note the differences between mental disorders, mental health problems and poor wellbeing – see the terminology section on page 1 – reinforces misconceptions and is counterproductive. •• Students are vulnerable for a number of reasons. In most cases, full-time first-degree students are living away from home for the first time and lack direct access to their key support networks while facing a number of new challenges. These include a different method of learning, taking on tens of thousands of pounds of debt and living with people they have never met before. There are also pressures surrounding the competitive job market, resulting in many students worrying about gaining a high-class degree. • • Many universities have effective support services but demand is not being met in full. Funding is limited and many students slip through the gaps. www.hepi.ac.uk 7
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: Contents Acknowledgements 6 Executi
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 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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