understanding adjustments supporting staff and students who are experiencing mental health...
TRANSCRIPT
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Understanding adjustments: supporting staff
and students experiencing mental health
difficulties
Chris Brill, Equality Challenge Unit
‘Student mental wellbeing: policy, practice and
future direction’ conference
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Statistics
“1 in 4 people in the UK will experience a mental health problem each year.”
Source: MIND
“1 in 125 students (0.8%) have disclosed a ‘mental health condition’ to their university”
Source: ECU ‘Equality in higher education: Statistical report 2013’
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So what?
= People may not be getting support they require
= Universities may not meet their legal obligations under
the Equality Act.
= Services may be under resourced
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Project overview
= Advisory group
= Survey
= 2063 staff who had experienced a mental health
difficulty
= 1442 students who had experienced a mental health
difficulty
= Call to higher education institutions (HEIs)
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Disclosing a mental health difficulty
= Many respondents had spoken to fellow students
or work colleagues about experiencing mental health difficulties
= 3 in 4 (75%) student respondents
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Talking to fellow students or colleagues
= Mental health difficulties are a part of their life
‘It is who I am and can mean my mood fluctuates so it's
just part of getting to know me.’
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Talking to fellow students or colleagues
= To show they are open about their mental health
difficulties
‘I often bring mental health into conversations to let
others know I'm open and receptive. Many times
students have disclosed their mental health to me in
return, or mentioned a family member etc as having had
difficulties.’
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Talking to fellow students or colleagues
= To get practical support
‘Friends have had similar problems and it’s supportive to
have friends who understand. Being on medication, I
know it’s important to tell someone you live with/are
close to so that they are aware if there are any
problems.’
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Talking to fellow students or colleagues
= To challenge misconceptions
‘To show how stupid the arguments about 'mental
people' by a guy in my class were’
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Talking to fellow students or colleagues
= Reasons for not disclosing:
= Students
‘not wanting students to think less of them.’
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Talking to fellow students or colleagues
= Students or colleagues were generally supportive
= Around 4 in 5 (78%) of student respondents said their fellow students were supportive or
very supportive since they disclosed.
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Talking to fellow students or colleagues
‘[other students were] extremely supportive, helped put
me in touch with counselling, advised me to speak to
academic tutor in case I fell behind with academic work as
a result, looked out for me and most importantly always
kept my information confidential.’
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Asking for support
= Few respondents had spoken to anyone about getting
support
= Less than 3 in 5 (58%) students
= The main reasons given for not speaking to anyone
about support were:
= not thinking would receive any
= fear of unfair treatment
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Asking for support
= Student respondents spoke predominantly to
academics, followed by staff in counselling service and
disability services, about getting support
‘... I found that my tutor was very understanding when I
explained my circumstances to her. Perhaps Universities
could make more use of a personal tutor system and
ensure that students feel comfortable with their tutor
and feel that they can speak out if they need to.’
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Receiving support
= A high proportion of respondents had not received support or adjustments
= Around 1 in 2 student respondents (54%) had not received support or adjustments.
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Awareness of support – before starting
= Few students were aware of the support on offer before
coming to the university
= Just over 1 in 4 (28%) student
= Almost 1 in 3 (32%) student said it affected their
decision to study there
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Awareness of support – before starting
‘... Before starting my course, I met with the university's
mental health support worker to talk about my needs
relating to the course and living away from home. I also
got to meet a tutor from my course. I was shown around
the lecture halls and had my questions answered. I was
given a outline of what the first day would be like. This
was extremely helpful to me as new situations and not
knowing what to do are big causes of anxiety.’
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Awareness of support – before starting
‘Within my current University, an assessment of needs is
offered prior to beginning studies. This I would
recommend, if students are reached in time and in the
right way. I would suggest greater emphasis on support in
the first week as this is a vital time... I also suggest
Universities provide information about local health
services early, including GP surgeries and psychological
services.’
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Receiving support
= The majority of respondents who had received support
and adjustments said they had a positive or very positive
effect
= Around 4 in 5 (78%) students
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Receiving support
= Negative effects included:
= Receiving targeted support implies that the individual
is a ‘problem’ that needs ‘fixing.’
= Receiving support can lead to staff and students
feeling guilty
= The process of receiving support can be an extra
burden for staff and students receiving it
= Some students or work colleagues can be resentful of
people receiving support or adjustments
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Receiving support
‘Sometimes attending counselling and mental health
tutor appointment feels like another piece of work that I
have to do; not that they are difficult or negative
experiences, but because they are a commitment which
I must keep, like going to a lecture’
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Recommendations: institutional level
‘explain clearly what happens following disclosure, it's
terrifying disclosing for fear of consequences, but
knowing exactly what would happen helps especially if
there are variations in procedures for different mental
health issues.’
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Recommendations: communicating
support
= Engage all staff and students in communications around
available support and adjustments to increase
awareness
= Consider the messaging around mental health support
and adjustments.
= Use a range of channels and mechanisms to promote
the support and adjustments available.
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Publication link
http://www.ecu.ac.uk/guidance-resources/inclusive-
environment/providing-support/mental-health/
[email protected] 020 7438 1021 @ECUChrisB