Section 3. Supporting students experiencing mental
Please click on the links below to jump to the beginning of each sub-section:
3.1. Assessment of needs
Declaration of needs prior to entry
3.1.2. Identification of needs post entry
3.1.3. Assessment of needs within the institutional remit
3.1.4. Assessment of needs which are outside the institutional remit
3.1.5. Where recognition of needs is denied
3.2. General guidelines for staff supporting students with mental health
3.2.1. Determining whether there may be a mental health difficulty
3.2.2. Approaching the student
3.2.3. When a student does not want to talk
3.2.4. When a student does want to talk
3.2.5. Handling a crisis situation
3.3. Specific support arrangements for students with mental health difficulties
3.3.1. Learning support
3.3.2. Examination and assessment
3.3.4. Careers advice
3.3.6. Financial support
3.3.7. Student support services
3.4. Role of Students' Unions
3.5. Liaison with external agencies
Local health services
3.5.2. Voluntary organisations
3.6. Appendix: guidelines for specialist support staff on using a 'framework
Using a 'framework of questions'
3.6.2. An example of a 'framework of questions'
3.1 Assessment of needs
The assessment of needs is the starting point in the process of supporting
students with mental health difficulties. The first step is the identification
that there are difficulties. This identification may come from a declaration
prior to entry or may often arise post-entry:
3.1.1 Declaration of needs prior to entry
- Some students may approach the institution on their own initiative
to discuss their needs or someone may have done so on the student's behalf
(e.g. tutor, mental health service provider etc) with the student's knowledge
and permission. A declaration of a mental health difficulty may also be
made on an application form.
- In all such cases this gives the opening to invite the student
to discuss any needs they may have in relation to their mental health
difficulties. Giving this opportunity, preferably in good time before
the start of the course, is essential.
- The invitation must be given in such a way as to diffuse any
fears on the part of the student as to how this information may be used.
It must be made clear that the institution intends to work with the student
to define their requirements, if any, and that the discussion and any
information imparted will only be used in the student's sole interests
and with their full knowledge and permission, including any terminology
used about them.
- It should not be assumed that, if a mental health difficulty
is declared, there will always be needs relevant to student life or to
the institution. A student may not wish any special arrangements to be
made or even discussed.
- Declaration can be encouraged by the use of pre-entry literature
etc which makes positive statements around the institution's commitment
to student mental health in general and towards a non-stigmatising community
(see also section 6.2).
- For those students with mental health difficulties who are making
the transition from FE to HE, needs may have already been identified and
addressed at FE level. Effective planning around transition from FE to
HE in such cases maybe critical to successful progression and retention.
Collaboration between FE and HE, particularly where there is local progression,
is particularly effective in encouraging students to declare their needs
on application to HE, with the assurance of support, advice and relevant
information (e.g. on academic expectations, change in culture, practical
and financial support) from both sectors.
Reference: 'Preparing Students for Transition from FE to HE', Inclusive
Learning Research Network Project (details: enquiries@LSagency.org.uk).
3.1.2 Identification of needs post-entry
- Many students will not have declared any mental health needs
at application or prior to entry. Particularly because of the continuing
problems over stigma and mental health in society, this is very commonly
- The first time that a possible mental health difficulty or history
of previous mental ill-health is identified is often in a chance conversation
after entry or in the wake of a particular 'crisis' or time of stress
(e.g. at examination time). There are also often cases when fellow students
detect a problem, which they bring to the attention of someone in the
- In all such cases a protocol needs to be followed (see section
3.2 ) which respects the student's right not to discuss their experience
but does give the opportunity for them to do so. This may be much easier
in the pretext of a regular meeting (e.g. with a personal tutor) and this
therefore works best where there are already good pastoral arrangements
in place. Sometimes a simple question, such as "how are things going?"
may be all that is needed to give a student the confidence to identify
3.1.3 Assessment of needs within
the institutional remit
- If a declaration about mental health difficulties is made at
any stage, this is the opportunity to assess whether the student has any
needs which the institution should meet. A detailed assessment of such
needs would normally be carried out by a member of specialist support
staff with appropriate training and experience. Specific areas which might
be discussed with the student could include:
- Often all that is needed is some awareness of possible times
of vulnerability, e.g. times of stress, changes of medication etc.
- Any special arrangements, for instance during examination time,
can best be discussed and agreed in advance and may require few major
- Even a student with more significant mental health difficulties
may not wish to have any particular concessions or arrangements in respect
of their studies and student life, beyond awareness by appropriate personnel
and a degree of flexibility at particular times. They may have their own
support network through a CPN (Community Psychiatric Nurse), for instance,
and wish to keep this separate from their student life.
3.1.4 Assessment of needs which are outside the institutional
- With the exception of specific professional support
services, the assessment of needs in terms of mental health difficulties
is only within the normal institutional remit when the needs are directly
connected to the student experience. However, the institution may be the
first place where mental health needs are identified. This could well happen
where an individual experiences their first episode of mental ill-health
on becoming a student.
- In such cases a referral to professional expertise may be critical.
The first point of contact would normally be an in-house support service
such as the counselling service or health service, which might then choose
to refer to external mental health services. This is where good working
links with external agencies are crucial (see section
- The procedure above assumes the full agreement of the student and it
is always preferable that the student takes maximum responsibility for
arranging appointments etc unless they specifically request someone else
to do so. If a student refuses to be referred that has to be respected.
Normally the only exception is where there is a serious risk to the student's
safety or that of others (see section 3.2.6)
- Detailed assessment of needs should not be undertaken outside a professional
remit or without appropriate expertise. For those working directly in
the area of student support, to whom an initial referral may be made,
the use of a 'framework of questions' to identify appropriate action
or further referral may be helpful (see appendix, section
3.1.5 Where recognition of needs is denied
- Research and experience shows that a significant number of students
who experience mental health difficulties are extremely reluctant to seek
help or accept recognition of needs.
- Measures to improve the general attitude to mental health issues
(see section 5 and section
6) and the use of specific approaches (see section
3.2) may help, but it must be accepted that there will be some
who may not be reached in terms of the support available.
- An institution which has taken all reasonable measures in such
areas as mental health awareness raising, staff training and development
of appropriate support services and protocol still has limits of responsibility.
- It can be a cause for considerable concern for staff or students who
find themselves in the position of being unable to help or intervene,
especially where assistance has been offered and refused and a serious
incident related to mental health difficulties occurs. Training and
information on boundaries and referral is critical in this context,
as well as the provision of appropriate institutional support for those
who find themselves in a supporting role (see
3.2 General guidelines for staff supporting students
with mental health difficulties
Some general procedures and protocol can be used by any member of staff
who is concerned that a student has mental health difficulties and may
need support. The purpose of this section is to give general, basic guidance
on procedures, referral, handling a crisis and confidentialty. For staff
with a specific responsibility for student support, there are more detailed
guidelines on the use of a 'framework of questions' as a tool for supporting
students who may have mental health difficulties in the appendix, section
3.6. Section 3.3 is concerned with more
specific support arrangements in different areas of the student experience.
3.2.1 Determining whether there may be a mental health
Section 3.1 considered assessment of needs further to declaration or
identification of mental health difficulties. However, students do not
always express problems directly or ask for help. Sometimes they feel
embarrassed or are concerned about the consequences of telling someone
in their department or they hope the problem will go away, or they are
unaware that they have a problem.
It may be useful to consider some of the following questions:
- Has the student told you they have a problem?
- Have there been any significant changes in the student's appearance?
(e.g. weight loss/gain, decline in personal hygiene)
- Does the student smell any different (e.g. can you smell alcohol
- How does the student sound? (e.g. flat, agitated, very quiet,
- Has the mood of the student recently changed a lot from your
previous experiences with them? (e.g. moods very up and down, miserable,
tired a lot)
- Have others (house mates, friends, other colleagues) expressed
concern about the student?
- Have there been recent changes in the student's behaviour, college
work and/or sociability?(e.g. doing too much work, not socialising as
much as usual, withdrawn, not attending lectures or meeting deadlines)
- How long has the student been feeling or behaving like this (everyone
can have bad days, but it is when days turn into weeks and months that
there may be a problem).
3.2.2 Approaching the student
If the answers to any of the above questions (section
3.2.1) are yes, the following guidance may be useful:
- Do not avoid the situation or pretend nothing is wrong, as this
could make the problem worse and persist for longer.
- Approach the student in a sympathetic and understanding way.
Remember to be sensitive to issues relating to sexuality, race, religion,
culture and gender.
- If you simply ask the student how they are, this may provide
them with an opportunity to discuss their concerns with you. The situation
may only require empathetic listening.
- Be prepared to listen and give some time if you can. If there
are constraints on your time, inform the student from the start that this
is the case. Avoid using unhelpful comments like 'pull your yourself together'.
- Being open and honest with the student in your initial contact
will help to develop trust. Very often help is not sought because the
student may be concerned about the consequences of telling someone. If
you feel you need to tell someone else, try to obtain the student's consent.
However, in some situations, you will be able to talk about the situation
to another person and ask their advice, without revealing the identity
of the student.
- If you feel you can support the student, do consider whether
you have enough time and/or the skills. Try not to offer help that is
beyond your role. Be clear about your role and its boundaries. Everyone
has something to offer, but it is vital that we are all aware of what
we can realistically do and are qualified to offer. Consider also, any
potential conflict of your role and whether you have someone to consult
or give you support.
- The student may not always identify that they have a problem
or may not want to acknowledge it. Try not to humour the student by pretending
to agree that there isn't a problem if it is clear there is one.
3.2.3 When a student does not want to talk
3.2.4 When a student does want to talk
- It may be extremely difficult to help someone with a problem
unless they are ready to admit they have one. If the student is not ready
to accept help or talk about their problem, do not ask insensitive or
intrusive questions. Always respect the right of the student if they do
not wish to discuss things. Offer an open invitation to the student to
come back and talk to you in the future. Continue to ask how they are
and reiterate that they can talk to you, when you see them again.
- However, if you are still very concerned about a student who
has refused help, speak to your head of division or someone from a specialist
support service for advice.
- If the student does talk about their problem with you, try not
to give advice that is not within the boundaries of your role, but rather
listen and encourage the student to seek the appropriate help. Try to
recognise what you can realistically do and whether there is a more appropriate
person to deal with this. It is not always possible to identify which
source of help would be most appropriate. However, it is important in
the first instance to refer the student to somewhere that is acceptable
to them. A further referral can always be made later.
- Express your concern but remember you are not a therapist or
a counsellor. It is not your responsibility to solve the problem and if
you feel you are unable to suggest the way forward at the present time,
do not view it as a sign of failure. Consult with a member of staff from
a support service for advice on what to do or encourage the student to
make contact with an appropriate person who can formally assess and refer
on e.g. Student Support Services, their GP, or the Counselling Service.
- If you do feel able to start an initial discussion with the student
yourself, you might:
- Ask the student how they have handled similar difficulties in the past,
highlighting what has and has not worked.
- Explore with the student what changes they would like to make to enable
them to continue with their studies.
- Break tasks down into shorter term and more manageable goals.
- Refer to your institution's directory of services/handbook if further
help is needed.
However, it can be extremely stressful and time consuming helping
a student, which is why it is important to remember to look after
yourself and seek appropriate support and help from others (see section
- A flow chart summarising these practical guidelines can be found
in the appendix to this manual (section 7).
3.2.5 Handling crisis situations
Most of the time the steps outlined in the guidelines in section
3.2.4 are sufficient. Occasionally, however, the student concerned
may reach a point of crisis, and this section has been included to raise
awareness and provoke thought about what to do in such a situation. However,
it is important to emphasise two points:
A crisis situation occurs when a student's feelings have become outside
their control. These emotions might express themselves in a number of
ways, for example self-harming, talking about suicide or having persistent
suicidal thoughts, having no sense of reality and exhibiting behaviour
which is out of character. However, many crises occur in private rather
than in public.
- people experiencing mental health problems are very rarely violent
towards others; and
- crisis situations are extremely rare and can be prevented. This
highlights the importance of adopting a pro-active approach in the area
of student mental health.
In all crisis situations, assuring your safety and that of others, including
the person involved, is paramount. These guidance notes may help you:
In all situations, whether they are crises or not, each case must be treated
individually. A person's mental health problems may fluctuate from week
to week or even from hour to hour and the level of support needed will
vary from person to person.
- Try to remain calm and adopt a non-threatening approach (in most
cases calm behaviour by others is all that is required). Do not approach
the student from behind without warning, nor stare at them, as this could
be interpreted as threatening.
- If there are other students about, calmly ask them to leave the
- Some situations can be very frightening and distressing. If you
do not feel confident to approach the student, then go and get help.
- If you stay with the student, give the student room to breathe,
and do not touch them unless you are sure that they do not feel threatened
- Explain your actions before you act and continue to reassure
the student, without being patronising, about what is happening.
- Take threats of suicide seriously - do not ignore them - it is
a myth that 'those who talk about it don't do it'
- Ensure appropriate people are contacted. If a student becomes
severely disorientated or dangerous to themselves or others it may be
necessary to call a GP, the local hospital accident and emergency service,
your institution's security or, if necessary, the police.
- Codes of confidentiality: there will be different levels of
codes of confidentiality across the institution as certain services
(e.g. GP's, counsellors, chaplains) have their own professional standards
of confidentiality, in addition to overall institutional policy. With
specific reference to mental health difficulties, staff not bound by
such professional codes still need to respect confidentiality in order
to encourage students to seek help where needed. Students need to know
that any information they give will be treated with respect and that
it will be passed on to only those who need to know.
- Protocol for sharing information: information about students
with mental health problems, or suspected mental health problems, should
be obtained and shared only for the purposes of providing care or for
the protection of the students or others on a need to know basis. Information
which needs to be written should be written in a non-discriminatory
manner (not using diagnostic labels) and the use of jargon should be
avoided. It should highlight the support needs of the student not their
clinical diagnosis, which can cause labelling and does not tell a person
anything about how to support an individual.
- Obtaining consent: the student should always be asked to give
consent before information is shared. It is important that where consent
is given by the student, it is informed consent. Therefore it is necessary
to tell the student concerned why there is a need to disclose information,
who will have access to that information and the likely consequences
of giving or withholding consent e.g. explaining why academic work might
be delayed. Once consent has been obtained, it is the responsibility
of the person passing on the information to ensure that this is carried
out only on the terms agreed with the student.
- Information for external agencies: if information is required
by outside agencies (via phone, letter etc.), for example by social
workers, psychiatrists or GPs, the rights of the student should be protected.
Information cannot be disclosed to any third party unless the student
has given consent for information to be passed to outside agencies.
It is essential to clarify why the agency requires this information
before imparting it, and whether it is pertinent and relevant to that
student's care and treatment, or their safety or the safety of others.
- Requests for information from relatives: it is not uncommon
for some staff to be contacted by concerned parents or relatives. While
it may be useful to provide a sympathetic ear, the institution's normal
position would be that personal information can not be disclosed to
parents/relatives without the consent of the student.
- Means of disclosure: disclosure of information can take place
not only verbally or in writing but also as a result of papers left
on a desk or through a computer screen left on in a public area. Appropriate
measures to keep information secure will be a requirement of institutional
policy on confidentiality and data protection.
- Exceptions to codes of confidentiality: as a general principle,
if the student refuses or does not give consent, then information cannot
be shared. However, there may be exceptional circumstances where there
is a need to act without a student's permission, e.g. if their mental
health has deteriorated to the extent of threatening their personal
safety or that of others or there is a legal requirement to disclose
information (i.e. a crime has been committed).
Also, certain courses which involve caring for the public (e.g.
nursing and medicine) may have additional criteria with regard to
exceptions to maintaining confidentiality, as students are technically
practising professionals as well as students, and may need to conform
to external criteria with regard to 'fitness to practice'. In these
circumstances, very clear information must be given to students about
when exceptions may have to be implemented and about the relationship
between support and other services e.g. occupational health and a
student health or counselling service. Reference: AUCC on Clothier
report and counselling services,
- Data Protection Act: under the 1998 Data Protection Act, all
data relating to a person's physical or mental health is regarded as
sensitive personal data. For guidelines on the processing of sensitive
personal data under the Act (with special reference to Student Support
Services) see www.dpa.lancs.ac.uk/guidelines.htm
For further guidance on good practice with respect to confidentiality
and disclosure of information, see: AMOSSHE 'Duty of Care' document (examples
of good practice on use of personal data in appendix)
3.3 Specific support arrangements for students with mental
This section is concerned with support arrangements which relate to specific
areas of the student experience.
3.3.1 Learning support
Learning support for students with mental health problems has been particularly
well developed in the field of adult, continuing and further education.
Students who come from these sectors to higher education may have experienced
extremely good support in this area. Those working in higher education
may find that there are methods used in these sectors which could be adapted
to teaching in higher education and may prove to be good practice in general
(see also section 6.6).
The issue of learning support for students with mental health difficulties
is a major subject area in its own right and an extensive resource on
good practice is being developed by NIACE , "Pathways for Inclusion.
Widening Participation in Post-16 Education. An A-Z of educational practice
for mental health" (Reference: www.niace.org.uk).
The purpose of this section is simply to give a brief summary of some
elements of good practice for those involved in the teaching of students
with mental health difficulties in higher education:
- Emotional support: this is often all that may be required and
may involve access to an individual who might sit with the student in
lectures, classes etc and generally be available particularly in the early
stages. Such a supporter would not be identified as such and might be
introduced as another student i.e. the support would not be overt. The
supporter could be a volunteer but it is to be recommended that they are
actually employed (possibly funded through the Disabled Students' Allowance)
for reasons of reliability and also training requirements.
- Identification of needs: discussion of learning support needs
should not involve diagnosis or labelling. It is not necessary to do either
in order to ask the student what might assist them. The educational experience
may be the first opportunity a student with a history of mental health
difficulties has had to put labels aside and concentrate on their academic
- Flexibility: flexibility is the key to learning support. The
more flexible the teaching and assessment system is, the more possible
it is for a student to achieve their potential, despite interruptions
due to fluctuations in their health, periods in hospital etc.
- Co-ordination: a named co-ordinator of support for students
with mental health difficulties may be very helpful in negotiating between
students and staff. This needs to be a relatively senior position to ensure
credibility, especially where there is a potential challenge to established
- Terminology: although an acceptable alternative to the term
learning support is not readily identified, some students offered learning
support in response to a declaration of mental health difficulties may
feel that it insults their intelligence and capability. Higher education
has a major role to play in influencing attitudes in this area. It can
show that people studying at this level may benefit from learning support,
which in no way reflects their intellect and academic potential. It may
simply be about managing certain barriers that they encounter in the student
3.3.2 Examination and assessment
Given that periods of examination and assessment are generally the most
stressful experiences for students, those with mental health difficulties
may need special support at such times. Although good practice in terms
of minimising stress will benefit all (see section
6.6), certain specific arrangements may need to be considered
for students with mental health difficulties. These need to be discussed
and agreed with the student as early as possible (see section
3.1.3). Some students will not want any special arrangements at
all. Arrangements might involve:
- Examination room: it may be appropriate for the student to sit
in a smaller room rather than a large examination hall or even a room
on their own, although this could be equally intimidating to some. Location
within the examination room may also be important e.g. near a window or
- Technical assistance: for those who have difficulties writing
under pressure the use of a computer may help. Others may be offered amanuensis,
but again, this can be intimidating unless well practised first.
- Extra time: it may assist if the student is given some extra
time (e.g. to read the paper), but this can draw out the stress of the
experience. Alternatively, breaks might be given within the assessment
to lessen pressure and make the experience less tiring for those who may
be affected by medication etc.
- Special support: a general awareness of vulnerability around
assessment periods may be needed with access to a named member of staff
who can help with tactics and liaise with other staff members, especially
if the student has times of hospital admission etc during critical assessment
 AMOSSHE 'Duty of Care' document for example of good practice
on examination arrangements, www.amosshe.org.uk/news.asp
 'Open University Teaching Toolkit: Supporting Students with
Mental Health Difficulties', www.ouw.co.uk/products/OTTK014.shtm
 University College of Northampton, 'Special arrangements
in examinations for students experiencing mental health difficulties',
- For those students
who experience mental health difficulties, fieldwork and other such activities
may prove particularly stressful, given the removal from normal social,
professional and support networks, the change in environment, community
living and the sense of exposure this may bring, as well as unpredictable
physical and practical challenges. Thorough planning by fieldwork organisers
is needed in areas such as content of briefing materials, training in dealing
with unexpected difficulties and awareness of protocols in an emergency.
- Reference: full guidance can be found in the document: Birnie,J. &
Grant,A. (2001) 'Providing Learning Support for Students with Mental
Health Difficulties Undertaking Fieldwork and Related Activities' (Cheltenham:
Geography Discipline Network) from: www.chelt.ac.uk/gdn/disabil/mental/
3.3.4 Careers advice
- Students with
mental health difficulties may have special concerns in relation to the
transition from higher education to employment or training. The effects
of mental health difficulties may have different implications in the working
environment. Moreover, given the problems over stigma and possible discrimination
in society in relation to mental health difficulties, students may need
specific advice on their rights and on the question of disclosure.
- Reference: 'Advising students and graduates with mental health difficulties'
produced by members of the Disability Development Network (Essylt George,
University of Wales Institute, Cardiff; Kate Croucher, Middlesex University;
Caroline Harvey, Coventry University). Copies can be obtained by contacting
Val Farrar, University of Central Lancashire: email@example.com
(Tel: 01772 892584)
- Arranging special provision: where a student declares a mental
health difficulty prior to entry (see section 3.1.1)
this gives the opportunity for any specific requirements in relation
to accommodation to be discussed.
- If institutionally managed accommodation is requested, the student may
wish to discuss whether they wish any specific residential staff to be
aware of their difficulties and any needs in relation to location of room
(e.g. quiet corridor, particular floor of building) etc. Any relevant
support arrangements need to be discussed and agreed with the student,
with the reassurance as to how information will be used and that it will
only be used in the student's interests. Accommodation staff will need
to have received some basic training and will need access to expertise
from support services.
- If the student is not to live in institutionally managed accommodation,
they may still need an opportunity to discuss travelling arrangements,
alternatives if private accommodation becomes unsuitable etc.
- Incidents in residence: where a student does not declare a
mental health difficulty, the first occasion that a difficulty is identified
often arises from an incident in institutional residence. For this reason
it is particularly important that residence staff (including senior
students, hall tutors, domestic staff, portering/security staff) are
fully conversant with the relevant protocols (see section 3.2.5) and
have undergone mental health awareness training (see section 5). An
incident relating to mental health difficulties in a residential student
community can have a major impact on other students as well as staff.
Support services may need to be available for debriefing sessions for
staff and students involved.
- Transitional accommodation: should a student require hospital
admission there may be an issue as to suitable accommodation on discharge.
Returning immediately to a hall of residence, for instance, may not
always be suitable if it is felt that there is not adequate support
in place. Effective liaison with external services (see section 3.5)
such as the CPN and community health team may enable arrangements to
be made for a placement in a 'half-way house' in such cases. Such situations
are much more easily managed if a student has been given the confidence
to share relevant information with those involved.
- Communal living: in the context of shared student accommodation,
whether institutionally or privately managed, it is frequently other
students who are most involved with a student who is experiencing mental
health difficulties. Access to advice and support is crucial in such
circumstances (see section 4).
3.3.6 Financial support
- Financial advice: institutional support services will need to
be able to advise students with mental health difficulties on the procedures
and types of financial support available to cover any additional costs
arising from their mental health difficulties in the context of their
studies. For instance, there may be equipment needs, such as an audio
tape recorder for recording lectures if there are problems with concentration.
IT equipment may enable distance learning if there are times spent away
from the institution (at home or in hospital) during more severe episodes
of ill-health or it may help where handwriting is badly affected by stress
or anxiety. Detailed assessment may be referred to a professional service
or centre (e.g. Access Centre).
Reference: for detailed information see www.skill.org.uk
- Disabled Students' Allowance (DSA): under the definition of
disability for DSA, students with mental health difficulties may be
eligible for help with extra costs as a result of attending a course
and as a direct result of their mental health difficulties. Documentation
will be required by the LEA and an independent assessment may be needed.
Reference: SKILL: www.skill.org.uk
and 'Bridging the Gap' (DfES): www.dfes.gov.uk/studentsupport/students/stu_students_with_d.shtml
- Hardship funds/loans: institutions may allocate hardship funds,
loans and any other internal welfare funds to support students who need
extra help because of mental health difficulties, if they have higher
than expected costs as a result. In view of the particular issues around
declaration of mental health difficulties and confidentiality, the handling
of such allocations may need to be done especially carefully.
3.3.7 Student Support Services
There are a number of student support services
which may or may not be grouped under a general student service department
(which may also include services such as careers and accommodation) which
are all likely to have direct involvement with students with mental health
difficulties. Some of these services have distinct codes of conduct e.g.
on confidentiality and will approach mental health issues from differing
angles. However, good communication lines between services and some commonly
held protocols will help to ensure consistent treatment of students with
mental health difficulties and lessen misunderstandings over individual
cases. As each service will have its own methods of operating and access
to advice and networking for its personnel the purpose of this section is
to provide a brief summary with references to the appropriate professional
bodies and organisations:
- Counselling Service: this is often the main service to which
internal referral is made or which identifies students with mental health
difficulties. Issues around confidentiality, liaison with external mental
health services etc are all critical for counselling services and considerable
expertise and experience has been accumulated:
- Student Health Service: where an institution has its own health
service for students this may be another front line service for supporting
students with mental health difficulties. There will normally be arrangements
regarding referral to external health services (e.g. local psychiatric
services) and some institutional services may have direct input from
a CPN or mental health professional: Reference: British Association
for Health Services in Higher Education, firstname.lastname@example.org
- Disability Service: some students with mental health difficulties
may be referred initially to disability services, for instance when
a mental health difficulty is declared on a UCAS form and such declarations
are monitored by disability services. The disability service may therefore
take a lead in co-ordinating any support or assessment that is required:
Reference: SKILL, www.skill.org.uk
- Chaplaincy Service: where institutions have a chaplaincy or
similar service, some students may choose to use this service as a first
point of contact in relation to mental health difficulties. Chaplains
will have specific codes of confidentiality etc around such work (see
also section 3.2.6):
- Specialist Mental Health Service: a number of institutions have
recently developed specialist posts of mental health co-ordinators/advisers
with a professional background in the field of mental health. As well
as enabling more students with mental health difficulties to access
appropriate support from within the institution, such professionally
trained personnel may be in a position to facilitate particularly effective
links with Local Healthcare Trusts and other external support services
(see section 3.5.1).
Reference: for overall good practice guidelines, protocol
etc for the management of Student Services departments (which include
some or all of the above services) with respect to supporting students
with mental health difficulties, see the AMOSSHE 'Duty of Care' document,
3.4 Role of Students' Unions
Students' Unions, representing the student body, play an important role
in the area of student mental health, including:
3.5 Liaison with external agencies
- Alternative support service: students may choose to access
a student run support service concerning their mental health difficulties.
Institutions need to recognise that this may happen and that such diversity
of support can be beneficial. Institutional and student run services
will benefit from good dialogue to ensure there are no misunderstandings
over protocol and that the students seeking support are encouraged to
access the full range of services they may require. It may be appropriate
to include representation from student run support services in case
conferences where continuity is important (e.g. where a student has
first presented at a student run welfare service and consequently is
involved with institutional or external services).
- Policy development: it is critical that there is Students'
Union representation from the first stages of any development of policy
and protocol by the institution in the area of student mental health
(see section 2).
- Training: Students' Union welfare services have access to
training in the area of supporting students with mental health difficulties,
which may include advocacy training. They may also have a role in training
other students in mental health awareness. Those running institutional
training may therefore wish to work co-operatively with Students' Union
initiatives in this area. This is particularly appropriate where student
volunteers are providing an important initial support and referral service.
- Lobbying: Students' Unions have a key role in lobbying activities
in terms of tackling discrimination and many of the factors which may
affect mental well-being in general (section 6). Institutions may find
that encouraging and promoting Students' Unions' mental health awareness
campaigns is an effective way forward with limited resource implications.
Reference: this section has been compiled in consultation with NUS (National
Union of Students) who lead national policy, training and initiatives
in the field of student mental health. For more information on the role
of NUS see www.nus.org.uk
Excellent links with external agencies are critical in providing optimum
support for students with mental health difficulties. External agencies
include local health services (mental health care teams, psychiatric services,
Local Healthcare Trusts, GP's etc) as well as local and national voluntary
organisations and local user groups.
3.5.1 Local health services
3.5.2 Voluntary organisations
- There are voluntary organisations, user groups and non-statutory
agencies which represent and support people with mental health difficulties.
Many of these have a number of functions, including campaigning, education
and practical advice, support and advocacy services. Some have specific
sections dedicated to young people (e.g. National Schizophrenia Felowship,
see section 7), which may be appropriate
to certain sectors of the student population. Those organisations which
have local branches should be available to students as members of the
local community. Fostering good contacts with these external sources
of support can greatly enhance the service institutions can offer students
with mental health difficulties through appropriate referral, support
groups etc as well as in training and awareness raising (see section
- References: for a list of contacts for major voluntary agencies,
support groups etc see section 7.
3.6 Appendix: Guidelines for specialist support staff
on using a 'framework of questions'
3.6.1 Using a 'framework of questions'
- The guidelines in section 3.2 are relevant,
in terms of good practice, for any member of staff who encounters a
student who may be experiencing mental health difficulties. Having followed
the suggested procedures, it is often appropriate that an initial referral
is made to a member of staff or service with a specific remit in terms
of student support. A more detailed discussion of needs may be appropriate
on this referral and in this context a 'framework of questions' may
be helpful. This is basically an initial, first level tool, with the
prime purpose of determining appropriate referral to a professional
service. An example of such a framework follows, with the emphasis that
this is just one example of a tool that can be fully or partially used.
- Any such detailed discussion, whether or not using the framework,
should only be undertaken by staff with the relevant experience and responsibility
in the field of student support. It is essential that those who use such
a tool have the expertise and remit to identify further action or correct
referral. They must be able to give access to full information on all
alternative routes of advice and support both inside and outside the institution.
- It is critical that staff do not attempt to work outside their
limits of competence. The framework of questions cannot replace any professional
assessment and is not intended to encourage staff to try to substitute
for mental health professionals or to engage in amateur diagnosis.
- Some people may choose to use the framework openly, filling it
in with the student, if agreed. Others will familiarise themselves with
its content before a meeting so that they are confident in the areas they
will cover, but are not distracted by paperwork at the time of meeting.
If it is used as a form to be completed in the presence of the student,
the student must be happy with everything that is written and be offered
a copy of the form afterwards. It must always be remembered that anything
written or recounted about an individual should be done with their full
permission and for their benefit. See section 3.2.6 for guidance on confidentiality
and the use of personal data.
3.6.2 An example of a 'framework of questions'
Guidance for Staff
This questionnaire can be helpful when talking to:
* Students who have identified they have mental health problems.
This framework of questions is not intended to be prescriptive; it aims
to provide staff with a set of prompts enabling them to ascertain the
needs of individual students. The interview should be conducted in a non-judgmental
way with information given and not advice. Each interview conducted must
be tailored to the individual student.
* Students who have been referred to you by other staff or other students.
* Students whom you are concerned about with respect to their mental health
These questions can be adapted to suit your style and needs and do not
have to be asked in this order, nor do all the questions need to be asked.
You may feel this questionnaire is appropriate for students to complete
The introduction is one of the most important elements of an interview.
The aim is to put the student at ease, which will hopefully promote a
more interactive interview.
*Choose a quiet and comfortable place to conduct the interview.
* Divert all you telephone calls, if possible.
* Try to ensure the seats are arranged in a non-intimidating way (preferably
on an equal level)
* Ask general questions to start off with: easy, straightforward questions
such as how are you, did you have any difficulties getting here, introductions
* Explain to the student that the questionnaire aims to highlight how/if
the university can help them.
* Wherever possible, ask an open question (i.e. a question, which can
not be answered by one word)
* However, to begin with, it may be a good idea to ask some closed questions
which do not put the student under too much pressure.
* Ask the student if you can make notes throughout the meeting.
* Make it clear to the student that they do not need to answer any of
the questions if they do not want to.
* Reassure the student that everything that is said or written is confidential
and will not be shared with anyone else without their consent.
 What was it like for you coming to university (e.g. how did
you feel before you came, is it what you expected, how is it different?)
 Are there parts of university life you find very stressful?
Supports, Stability and Responsibilities Section:
This section aims to help you identify with the student where their areas
of stress are.
 Have you any worries/concerns/problems in the following areas
of your life, presently?
Physical health ||
Social life (e.g. alcohol/drug consumption, lack of friends, isolated)
Studies (e.g. lectures, workload, lecturers) ||
Discrimination (e.g. bullying, harassment, racism) ||
Emotional/mental health (e.g. mood swings, depressed, panic attacks, anxious,
problems with sleeping)||
 If yes, are these worries interfering with your studies or
 Would you like some help to change things and if so what sort
| More support from family ||
More support from friends ||
More support from academic department, college etc ||
Advice and information on managing money ||
Advice and information on managing studies e.g. time management, writing
assignments, sitting exams ||
Medical advice e.g. GP, practice nurse, family planning, helplines. ||
Specialist support , e.g. counselling, helpline, self-help group||
If the student identifies they would like further support, refer to your
institution's directory of services/handbook for the appropriate service,
person, helpline etc.
The following section aims to gain an understanding of the effects of
medication, if a student is taking some, which may influence an academic
department, college etc to make adjustments which are helpful for the
 Do you take any medication?
 If yes, do you understand why the medication has been prescribed
and what the benefits and limitations are?
 Do you experience any problems with the medication which interferes
with your university life?
 Are you aware of other activities which may help, as well as
the medication -
| Complementary therapies, e.g. massage, reflexology, relaxation,
Support groups/self-help groups; ||
If the student expresses an interest in one of the above areas, refer
to your institution's directory of services/handbook for the appropriate
 Do you think that there might be any particular situations
that you might find difficult to cope with while studying here?
 What tends to have triggered off your distress in the past?
What sort of strategies have been useful in the past? (There may be similar
resources available on or off campus - refer to your institution's directory
 If you felt you were building up to a crisis situation, whom
would you like to be contacted? (A lot of thought must be given before
this sensitive question is asked - is it appropriate or relevant to ask?)
 If you had a problem while at university, how would you sort
it out? Are you aware of the range of support services on offer?
 Have you found any of the services unhelpful? Have you found
any particular service, person, group helpful?
 Do you feel the university's departmental procedures, policies,
environment, housing and support systems etc., support your needs? If
no, why not?
Text of this section is available in PDF
and Word file format.