Student Accommodation Journal - September 2023

DISCLAIMER

This journal is copyright and all rights are reserved. Apart from any use as permitted under the copyright Act 1968, no part may be reproduced without prior written permission. All reasonable efforts have been made to obtain permission to use copyright material reproduced. Every effort has been made to obtain accurate information for this publication. The views expressed in this journal are those of the authors and do not necessarily reflect those of APSAA.

ACKNOWLEDGEMENT OF COUNTRY

Australia:

APSAA acknowledges Aboriginal and Torres Strait Islander people as the Traditional Owners of Country throughout Australia. We recognise Aboriginal and Torres Strait Islander people’s continuing connection to lands, waters and communities; and we pay our respect to them and their cultures and to Elders past, present and emerging.

Aotearoa | New Zealand:

APSAA honours Te Tiriti o Waitangi | The Treaty of Waitangi as Aotearoa | New Zealand’s founding document and recognises the special place of Māori in Aotearoa as mana whenua.

COVER IMAGES

Top left: First year residents enjoy the tranquil atmosphere of the grounds of St Margaret’s College, University of Otago, Dunedin NZ. Top right: St Thomas More College residents hanging out with friends in the College's Rainbow Room. Bottom left: Trinity Residential College first-year residents performing their winning routine at the UWA Fresher Dance Fest, February 2023. Bottom right: Residents jamming in the large music room at UniHall.

Marion Grey CEO Deakin Residential Services, APSAA President & Member Finance, Audit & Risk & Conference & GHTI Committees

President’s Welcome

Welcome to the September edition of Student Accommodation

This edition is focussed on the wonderful and challenging role we play in supporting our students to thrive. The importance of wellbeing in Student Accommodation has long been a topic and a point of difference for our sector, more recently impacting design of facilities, operational support models and increased roles dedicated to the welfare of individual students. It comes as no surprise when considering that today’s graduates were born with the attacks of 9/11, grew up in recession, spent a sizeable portion of the past 3 years in lockdowns and now face a housing and climate crisis as they look to join the workforce.

To continuously improve we must test, disrupt, and reinvent our practices based on our residents’ feedback and experiences (some of whom have contributed to this edition), whilst learning from colleagues from around our region who implement good practice and share their successes and learnings for the betterment of our industry.

Our recent board meeting in Hobart brought together our directors where the focus was to continue the magnificent work of the association and deliver outcomes within our strategic plan. One of these was the implementation of our annual survey, thank you to those of you who took part, and we look forward to presenting the results at our conference alongside other initiatives being undertaken by our sub committees.

Off the back of hugely successful Queensland and New South Wales regional events, I look forward to seeing many of you in Brisbane in the coming weeks.

Best wishes, Marion

Partner with us

The 2023 APSAA Sponsorship Prospectus is available here. It outlines our Conference Sponsorship and Partnership Opportunities. Partner with us to build and strengthen strategic relationships within the industry and to align your brand with the industry’s premier organisation.

2023

Simone Gallo National Manager Student Accommodation Australian Catholic University, APSAA Board Member & Communications & Engagement Commitee Chair.

From the Editor

Welcome to the September issue of the APSAA Student Accommodation Journal. Each year we highlight a critical issue for our industry and this year is no exception. For many reasons we have chosen to explore the theme of student mental health and wellbeing support initiatives.

Our articles cover the impact of living environments on mental wellbeing, the importance of community connection, accessibility of counselling services, digital solutions, and industry trends prioritising mental health. This issue is set to spark valuable discussions, given the thought provoking articles by colleagues, students and industry experts in the field of mental health and education.

INDUSTRY MOVEMENTS

There are also features full of information about our upcoming conference which is set to be one of the biggest and best delivered by APSAA. The keynote and guest speakers will inspire and delight us with their stories of achievement and barriers they have overcome. It promises to be an engaging event, bringing together professionals and experts from the student accommodation industry to exchange ideas and insights.

We would like to extend our heartfelt gratitude to those who have contributed to this edition of the journal, and to our members for their continued support. If you would like to be a contributing writer or would like to hear more about a particular aspect of the industry, please let us know by emailing manager@apsaa.org.au.

Simone Gallo

This issue is set to spark valuable discussions, given the thought provoking articles by colleagues, students and industry experts in the field of mental health and education.

AUSTRALIA

Deakin University

Jordan Brushfield – appointed Manager, Business Services Deakin Residential Services

Jason Broderick – appointed Senior Specialist, Systems, Deakin Residential Services

University of Sydney

Sarah Portelli has recently joined the University of Sydney to head up the newly created Accommodation Operations team, which has also seen the addition of Edward Lu as the Business Systems and Services Officer.

Sarah Portelli Edward Lu

Sonia Mazey Principal, Arcady Hall, Adjunct Professor of Public Policy, University of Canterbury, APSAA Board Member, Aotearoa Advisory Group & Research & Knowledge Committee Member.

Aotearoa Update

Kia ora koutou katoa,

It’s hard to believe that there are only a few weeks left of the 2023 academic year. Looking back this has been a tough year for the sector financially, so rising international student enrolments and new EU funding opportunities for NZ researchers provide welcome news.

New Zealand tertiary institutions’ financial woes prompt funding review

In June, the New Zealand Government announced an additional $128 million (NZD) funding to increase tuition subsidies to all degree-awarding institutions by a further 4 percent in 2024 and 2025. This is in addition to the 5 percent increase provided at Budget 2023, which the government said was the most significant funding increase in 20 years. The government has also confirmed plans to review higher education funding, including research funding. The review, which has been welcomed by Universities

New Zealand (UNZ), will take two years; its scope and approach will be determined by the end of 2023.

The funding boost followed public announcements of plans for hundreds of academic staff cuts and programme closures at Otago and Victoria universities and warnings from staff and university leaders that the entire sector is experiencing intense financial pressure due to a long-term decline in real funding per student, falling enrolments and rising cost pressures.

Though international student enrolments increased this year for the first time since the start of the pandemic (see below), six of the country’s eight universities reported a drop in full-time-equivalent (FTE) domestic enrolments this year. Moreover, university annual reports show the sector was already under strain last year, with five institutions reporting deficits for 2022.

Other New Zealand tertiary institutions have also reported falling enrolments. The country’s largest tertiary institution, the new national polytechnic, Te Pūkenga, reported a 10% drop in enrolments and plans and Māori education provider, Te Wānanga o Aotearoa reported a 5% drop in student enrolments this year.

New Zealand joins Horizon Europe

On Sunday 9 July New Zealand officially joined Horizon Europe – the EU’s $160 billion (NZD) flagship science and innovation research programme. New Zealand researchers can now join or lead Horizon Pillar II projects, focused on science and technologies that address major global challenges such as climate change, energy, and health. This is the first Horizon Europe association agreement with a country that is not geographically close to Europe.

Overseas enrolments approach 60% of pre-pandemic numbers

Year-to-date figures released on 5 July 2023 indicate that the volume of applications for New Zealand study visas is nearing 60% of pre-COVID levels. For the year up to 5 July 2023, Immigration New Zealand (INZ) reported a total of 53,428 student visa applications, of which 47,057 (88%) were approved. An Education New Zealand (ENZ) report published in May this year showed 21% of new study visas were for Chinese students, up from 17% in the same period pre-pandemic, and a further 14% were from India, down from 16%. The next largest share of visa was 6% for students from the Philippines and South Africa.

References

Thinking about University?

UNZ's publication Thinking about university? A guide for Aotearoa New Zealand students and whānau is now in its 7th year.

This free publication is a brilliant resource for Year 12 and 13 students to help them make well-informed decisions about going to university, what to study, where, and different accommodation options. Visit the website/download a copy at: https://www.thinkingaboutuni.nz/

‘From the chair: the time is right for a review into higher education funding’, Universities New Zealand, 17 July 2023. https://www.universitiesnz.ac.nz/latest-news-andpublications/chair-time-right-review-higher-education-funding%C2%A0

‘The Government will bail out New Zealand universities at a cost to the taxpayer of $128 million over two years, calling it a “temporary boost”’, 1 News, 27 June 2023, https:// www.1news.co.nz/2023/06/27/university-bail-out-128m-temporary-boost-announced/

‘Student visa applications growing, but not everywhere’, RNZ 15 May 2023. https://www.rnz. co.nz/news/national/489938/student-visa-applications-growing-but-not-everywhere

‘New Zealand joins Horizon Europe research and innovation programme’ European Commission, 9 July 2023, https://ec.europa.eu/commission/presscorner/detail/en/ip_23_3728

Rachel Overton

Associate Director University of Canberra, APSAA Board Member and Research & Knowledge Committee Chair

APSAA’s New Research & Knowledge Committee

On behalf of the Research & Development Committee

I would like to welcome our new members to the group.

I am extremely proud to say that I have been appointed as chair of this committee and I will be doing everything I can to ensure that I support you effectively along with the committee members. I’m very approachable and keen to hear your ideas so if there is any questions you have or anything you would like me to check out, please drop me an email to Rachel.overton@canberra.edu.au.

This Committee will focus on supporting appropriate research and sharing best practice and knowledge. The APSAA Members student accommodation industry

RACHEL OVERTON CHAIR

Associate Director Student Accommodation, University of Canberra

Rachel is a GHTI Graduate and a current APSAA Board member. At the University of Canberra (UC) Rachel is responsible for the contractual management, safety, security and pastoral care of residents living in student accommodation. Prior to working at UC, Rachel worked in education internationally for over 20 years, most recently as Director of Student Services, Lincoln College Group UK.

survey was launched on July 20. We have committed to presenting our findings at the APSAA Conference in Brisbane in September.

When this edition comes out, I will be in the UK and whilst there I will be conducting my own research visiting a number of UK Universities to review what accommodation they are offering for postgraduates and families and what pastoral care they offer. If you are interested in finding out how I got on come and find me at the conference.

Best wishes from Rachel and the R&K Committee.

MARK POTGIETER VICE

CHAIR

Senior Manager, Student Residence, University of Wollongong

Mark is an accomplished senior executive, with 10 years experience in the student accommodation sector. Through his tenures as Senior Manager, General Manager, and Multi-Site Operations Manager at various student facilities spanning the UK and Australia, Mark has consistently applied a steadfast commitment to best practice and an unwavering passion for crafting exceptional living environments for students to propel the industry toward excellence and innovation.

Currently, as the Senior Manager, Student Residence at the University of Wollongong and holding a position as a Board Director at APSAA, Mark remains devoted to fostering a dynamic and inclusive atmosphere for students. Mark's aspiration to establish industry-leading standards serves as the driving force behind his unwavering dedication to the field.

I am extremely proud to say that I have been appointed as chair of this committee and I will be doing everything I can to ensure that I support you effectively.

SONIA MAZEY

Principal, Arcady Hall/Adjunct Professor of Public Policy, University of Canterbury, NZ

Sonia is an APSAA Board Member and prior to her current positions she was Pro-Vice Chancellor Business and Law at the University of Canterbury (2012–20). She was the founding Chair of the Universities NZ Vice Chancellors' Sub-Committee for University Student Pastoral Care (CUSPaC) and is a former member (and Deputy Chair) of the national steering group for NZ Universities Women in Leadership (NZUWiL).

From 1992 to 1999 she was politics Lecturer and Fellow of Churchill College at Cambridge University before moving to Oxford University where she was politics Lecturer and Fellow of Hertford College (1999–2002), then Fellow and full-time Senior Tutor of Keble College (2003–08), with overall responsibility for students’ personal wellbeing and academic success. She also held senior academic positions at Brunel University and North London Polytechnic (now London Metropolitan University).

DR TAMARA AGNEW

Director of Learning, St Ann's College, Adelaide, SA

Dr Tamara Agnew currently serves as the Director of Learning at St. Ann’s College in Adelaide, while also having casual research associations with Flinders University and Southern Cross University. She has over a decade worth of teaching experience in health and social sciences, and it is these skills she brings to this relatively new role supporting students at St Ann’s. Beyond her academic pursuits, Dr Agnew co-hosts the Career Sessions podcast and is currently transforming her thesis into a book about acne for sufferers and families.

VINAY VARGHESE

Senior Manager, Student Residence, University of Wollongong

Specializing in Management and International Business, Vinay is an accomplished professional with over 6 years of experience in operations, human resource management, and project management. As a skilled leader, he has demonstrated excellence in leadership, risk analysis, and managing large teams. Currently, he is working as a Senior Manager at the University of Wollongong, where he oversees the management of a 1200bed facility. With a passion for creating a positive student accommodation experience, he has a proven track record of success in the student accommodation sector. Vinay has experience in program development, event management, budget management, staff supervision, and resident support.

JAMES HAWLEY

General Manager, Deakin Residential Services, Melbourne, VIC

James is the General Manager at Deakin Residential Service at their Burwood Campus. He is responsible for the leadership, management, and delivery of an integrated on and off campus accommodation service to students at Deakin’s Burwood campus including the daily operation of the residential complex along with marketing, recruitment, business, facility management, service and student support functions. James has worked in the student accommodation sector for over 10 years across both the UK and Australia.

Sue Fergusson QLD State Operations Manager Scape, APSAA Board Member & Professional Development Committee Chair

Professional Development Committee Update

The speaker series has continued to be well received. In May we conducted Speaker Series #2 – on the topic of Excellence: developing support programs in student accommodation settings, there were 110 registrations with up to 80 attendees live online. There was great interaction from the attendees and some wonderful insights shared. We thank our guest presenters Chris Beard and Sahil Puri for their contribution. Speaker series #3 on Leadership is during August and #4 on Integrity will be held in November.

The PD Committee has been joined by Wendy Fleming, College Dean at St Anns College, SA. Tony Andres from

Kings College at UQ has resigned from the committee due to his heading overseas to the UK. We wish him all the best with his move and thank him for his work with the PD committee and support of APSAA over the past couple of years

Our first successful networking event for 2023 was held in June in Queensland at Kev Carmody House at UQ with 30 attendees. The guest speaker was Sarina Hobbin from Study QLD.

Our next networking event will be held in NSW at University of Wollongong, with others scheduled around the

nation and regionally, including New Zealand before the end of this year. The PD committee has been working on the CPD points allocation program, gaining an understanding of its history. We have conducted a review of the points allocation system to be presented to the APSAA Board executive. We are aiming to launch this update at the conference and introduce the overhauled system from January 2024. Stay tuned.

Speaking of the conference, the countdown is on. Looking forward to seeing you in sunny Brisbane in September.

APSAA 2023 Speaker Series

The new ‘Speaker Series’ is part of the APSAA Professional Development Program. Held quarterly, live and online, the series will see subject matter experts deliver thought provoking presentations on the APSAA values: Inclusion, Excellence, Leadership, and Integrity.

Sarina Hobbin, Study QLD

Queensland networking event

Student Wellbeing in Focus

As we explore student wellbeing and mental health support in this issue, it’s important that we hear from students themselves about their experiences living in student accommodation. In these Q+As with students from across a range of accommodation settings, we hear what’s working well, what it’s like accessing support when needed, and they offer some great ideas for ongoing improvements to the services and initiatives we all provide.

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

My name is Ebeney, I am 23 years old studying a Bachelor of Nutrition Science and I have been living at Bangalay for 2 years. I moved here from Sydney in July 2021, and it is quite possibly one of the best decisions I could have made for myself. I love hosting arts and craft events, meeting people from all over the world. I enjoy the friendliness of the staff as well as having random conversations with people in the lift every day! RESCUP is definitely a highlight each year. Additionally, being a Resident Ambassador has definitely improved my experience living in accommodation as it has allowed me to make friends, grow as a person and make valuable connections.

How are you going from a wellbeing perspective, and what are some of the challenges you have faced to balance study/work/social life?

Currently I am doing really well, dropping down to 3 subjects significantly improved my ability to cope with the overwhelming

nature of studying. Last year in semester 2 I really struggled with setting boundaries with people in all aspects of my life which led me to take on more than I could handle. Dropping a subject, living by myself, focusing on regular exercise and nutrition while making time for the things that make me happy have helped a lot.

Have you accessed wellbeing/ mental health supports provided by your university or accommodation provider, and if so, how has your experience been with this?

Yes, I received support from Jess in semester 2 of 2022 and she was the most incredible person! She was exactly what I needed to help me at that time. I also have received support from community assistants, day staff and UOW counselling and the UOW 24/h hotline. My experience with all forms of support have been very positive, I am very grateful to have so many people looking out for me and supporting me in different ways.

Being a Resident Ambassador has definitely improved my experience living in accommodation as it has allowed me to make friends, grow as a person and make valuable connections.

What (if any) barriers do you face to accessing supports?

I personally have not faced any barriers in accessing support which I am very grateful for, but I have witnessed other residents at Bangalay avoid reaching out due to cultural expectations or simply just not knowing about the services available to them.

Are there any initiatives you have experienced that have helped you and your fellow students’ overall wellbeing?

I think the fact that support from UOW is free for students and the 24h helpline is really useful for students to seek support at any time which is important. Especially when studying and stressing at late hours of the night when no one else is around to support you.

Do you have any ideas or suggestions of initiatives to improve mental health and wellbeing for yourself and your fellow students?

I think at Bangalay in particular there needs to be more stigma breaking initiatives to encourage people to seek help if they need it. I feel there is more of a cultural barrier as many students are international. I have had people tell me how surprised they were by how normal it is to talk about mental health in Australia compared to where they are from. R U OK day is not enough, it needs to be a consistent effort.

Ebeney Kymme Whillas

University of Wollongong, Bangalay residence

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

My name is Vaibhav Kashyap. I am currently a third-year Bachelor of Artificial Intelligence student at Deakin University in Melbourne. I reside at Deakin Residential Services on the Burwood campus. One of my favourite things to do while living on residence is meeting new and diverse people every trimester. It's truly enriching to engage with a vibrant community and learn from individuals with different backgrounds and perspectives.

How are you going from a wellbeing perspective, and what are some of the challenges you have faced to balance study/work/social life?

I have faced challenges in balancing study, work, and social life. One of the biggest hurdles I've encountered is homesickness, as I miss the constant support I had back home. This feeling can sometimes make it difficult to manage my various responsibilities effectively. I have incorporated self-care activities into my routine. For instance, I enjoy walking in the creek near my residence, which helps me relax and unwind. I also make it a point to have counselling sessions every week to address any emotional challenges I may be facing. Journaling has proven to be a helpful outlet for reflection and selfexpression. Additionally, I make time to meet up with my friends at the residence occasionally, as social connections

Vaibhav Kashyap

contribute to my overall well-being. To manage my workload, I maintain a calendar that helps me stay organized and mentally prepared for upcoming tasks and deadlines. Having a clear overview of my commitments allows me to plan my time effectively and avoid becoming overwhelmed. I recognise the importance of prioritising myself and practicing self-care. These strategies have been instrumental in maintaining my well-being and managing the demands of my responsibilities.

Have you accessed wellbeing/ mental health supports provided by your university or accommodation provider, and if so, how has your experience been with this?

I have my own psychologist whom I talk to regularly, but, whenever I feel overwhelmed or need support, I reach out to Campus Life at residence. They have always been there for me, ensuring that I am in a safe space. My experience with their support has been positive, as they have provided a listening ear and valuable guidance during challenging times.

What (if any) barriers do you face to accessing supports?

I have access to a good amount of support that is easily accessible. However, as an international student, the only barrier that I can think of potentially facing is the concern that the support providers may not fully understand or grasp the challenges I am facing due to cultural differences. Sometimes, cultural nuances and experiences specific to international students may not be easily understood or recognised by support providers from different backgrounds. This can potentially create a barrier in effectively addressing and resolving the issues I may be experiencing.

Are there any initiatives you have experienced that have helped you and your fellow students’ overall wellbeing?

At our residence at Deakin, we have a fantastic initiative called the 'Zen Zone,' which has been created with the wellbeing of students in mind. This dedicated room is designed to help us calm down and unwind. Its soothing environment provides a space for relaxation and rejuvenation, which can be incredibly beneficial for our overall well-being.

Additionally, the residence organizes events and activities that support our emotional and physical well-being. For example, Zumba sessions and painting events are organized to encourage students to engage in activities that promote a healthy mind and body. These initiatives provide opportunities for us to de-stress, express ourselves creatively, and connect with fellow residents.

Moreover, the Deakin University library has introduced 'Reset rooms’. These semi-soundproof spaces with soft lighting and a calming ambiance serve as safe spaces for students to desensitize themselves if they feel overwhelmed on campus. These rooms can be invaluable for taking a moment to relax and reset during busy academic periods.

Do you have any ideas or suggestions of initiatives to improve mental health and wellbeing for yourself and your fellow students?

One initiative that I highly suggest to improve mental health and well-being for myself and my fellow students is organising panel discussions with guest speakers. These panel discussions can provide valuable insights, experiences, and knowledge on various mental health topics that are relevant to us.

Deakin Residential Services, Burwood campus, Melbourne

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

Hi, I’m Navin and I am a 21 year old student from Milan, in Italy. I am currently in my first year of my bachelor of Social Work at the Australian Catholic University in Sydney. During my first years in Australia I have been living in wonderful student accommodation, called Miguel Cordero Residence, located a few minutes from Sydney city centre. In this student accommodation, not only do I have the opportunity to meet friendly students and share memorable experiences with them, but I also had the opportunity to become a Residential Advisor, the best job I have done in my life so far. I believe that this is definitely the best part of my life inside the student accommodation since I engage with new residents and I can empathize with them in order to understand the aspects that can be improved and those that should be strengthened inside the accommodation. I think that the role of a Residential Advisor is fundamental inside a students’ residence, since students need a person of their age to talk with and express their experiences.

How are you going from a wellbeing perspective, and what are some of the challenges you have faced to balance study/work/social life?

I reckon that studying in an overseas country has been a challenging experience for me, especially in the first months when I moved from Italy to Australia. This is because I entered a new culture I was not used to, which made me feel quite disorientated at the beginning. However, I was positively impressed by how friendly Australian people are and how my supportive new teachers, friends and especially people inside my residence helped me to gradually adapt to this new environment.

Another challenge I faced has been the ability to balance my university and study schedule with my social life. Although studies must be the priority for students, they should not forget to dedicate some moments to meet their friends and have some time to spend away from homework. This allows students to refresh their mind and not feel overwhelmed from the university pressure.

Have you accessed wellbeing/ mental health supports provided by your university or accommodation provider, and if so, how has your experience been with this?

I have accessed the counselling support service provided by ACU and I believe that it significantly helped me to keep a good mental wellbeing. I had the opportunity to directly talk to an expert, who I confidentially expressed my thoughts and negative experiences to. I believe that mental health support is extremely important for people and for international students like me who may occasionally feel isolated as they do not have the opportunity to see their family and friends.

What (if any) barriers do you face to accessing supports?

Sometimes it might happen that people experience difficulties while accessing support due to multiple reasons. For example, it happened to me to have a lack of confidence towards people I was getting supported by, which is a normal reaction when people have never received support before from someone they are not familiar with.

Another hurdle I had to overcome to access support facilities was the cultural expectation of my family. In fact, since I am from a Sri Lankan family, accessing support services is viewed negatively by my relatives, who consider those who are being supported have a mental impairment, although accessing support is a right of a person. Although these opinions have affected me when I was accessing the support service, I believe that now I am mature enough to make my own decisions without looking at the others' expectations.

Do you have any ideas or suggestions of initiatives to improve mental health and wellbeing for yourself and your fellow students?

I believe that there are several approaches that can be taken in order to improve one’s own wellbeing. As for my personal experience, I would recommend taking some free time from studies and work. This helps people to literally listen to our mind and understand what can be changed or improved. Secondly, getting support is one of the best ways students can improve their mental wellbeing. For instance, accessing counselling or meetings with psychologists is an excellent way to explain problems people are dealing with, but also to prevent the risk of conditions such as stress and depression.

Navin Buthgamu Ralalage

Australian Catholic University, Sydney

Getting support is one of the best ways students can improve their mental wellbeing

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

Kamusta! I’m Genelle Ventura, I’m a second year Bachelor of Commerce and Science student majoring in Human Nutrition and Management at the University of Otago. I’m currently a returner at St Margaret’s college, also the Social Rep on the Member’s executive team. What I love about St Margaret’s is the people, they’ve become my second family, a home away from home. It’s a place filled with people, that even if you only saw them an hour ago, enthusiastic hellos and smiles are exchanged (whether that is in the hallway, on campus, George street, etc); the people make it easier to be away from home.

How are you going from a wellbeing perspective, and what are some of the challenges you have faced to balance study/work/social life?

From a wellbeing perspective I’ve definitely improved. Comparing how I balanced the different aspects of my life in high school to now, I can definitely see how much I’ve grown with understanding the importance of a balanced lifestyle, and I truly believe that coming to St Margaret’s has facilitated this growth.

In my first year, my first time away from home and entering this new environment and chapter in my life, I was extremely excited and eager to make connections and friendships and learn new and greater things. Though it became challenging at times where I struggled to say no to going to college events, staying up late chatting in the hallway, attending studying

groups/study spaces, etc. when my social battery was completely out; I found it hard to allocate enough attention or time for myself when I really needed it.

However, with the pastoral care and general encouragement of a balanced lifestyle here at the college I’ve learnt to allocate times and places throughout my day for myself, to recharge my battery. This has meant that I can live out my day to day life, engaging in social activities, whilst achieving academic goals but also ensuring that my personal mental health and wellbeing is well looked after.

Have you accessed wellbeing/mental health support provided by your university or accommodation provider, and if so, how has your experience been with this?

There is great support when it comes to wellbeing/mental health here at the college. We have our Dean of Students, Jill and our Head of College, Liz, who both have an open door policy. It truly gives a welcoming space where we are encouraged to talk about our thoughts, concerns and worries in regard to life and be assured that we will be advised and directed to further support systems.

Something in particular that I love about St Margaret’s is the aspect of having returners to the college, who are also mentors. I find it particularly helpful when you can talk to people who have just freshly experienced certain challenges that we have faced and get advice and honest opinions. The returners/mentors want the best for the first years, and you can really see that shine through with the support and encouragement towards the new members; which definitely maintains that family like culture St Margaret’s holds.

What (if any) barriers do you face to accessing supports?

Briefly in the beginning of first year, I found it a little bit challenging studying a BComSci

within a predominantly health-sci based hall. In general there is this stigma that other degrees or professions are ‘easier’; this can be particularly difficult during stressful times. Where at moments of high stress there had been a tendency of me invalidating my feelings, telling myself that I shouldn’t stress or I shouldn’t be finding this hard because it’s ‘easy’/ or others are going through much more difficult times; consequently it prevented me from seeking help. However, connecting and discussing with other people that experience similar challenges (through the mentor groups and general conversations) really uplifted me, and made me realize that I’m not the only one going through these challenges and that these stigmas should have no influence on my own.

Are there any initiatives you have experienced that have helped you and your fellow students’ overall wellbeing?

The general social events and clubs within the college I think are immensely helpful for the overall wellbeing of the members. We have clubs started up by either the executive team, college leaders, or even members (outside of the intercollege events/uni clubs). There are a wide variety of clubs and spaces that accommodate different passions/ interests at all levels (yarn club, running club, arts club and dance club to name a few).

Additionally, having the opportunity to dive into interests with other members that have the same is really important, as often people do want to do things but they are hesitant as they don’t have anyone to do it with. I think St Margaret’s does really well in ensuring that people can dip into their interests or curiosity as a community, to ensure that people get out of their rooms and libraries. After all life is more than just what our careers will be, it’s good to have hobbies and passions/interests outside of our own careers, it does not express weakness but rather shows strength, growth and balance.

Genelle Ventura

Studying at University of Otago, Resident Member at St Margaret’s College, Dunedin, New Zealand.

Genelle Ventura continued…

Do you have any ideas or suggestions of initiatives to improve mental health and wellbeing for yourself and your fellow students?

With mental health and a balanced wellbeing, being a core influence in how we carry out day to day tasks I think it is important that all of us should invest time every single day to do things that

we love, the things that keep us sane and keep us going even during the most stressful times of our lives.

I have this routine before a new week of time blocking, where I have a list of non-negotiables (my passions, hobbies that I love to do or want to get into – e.g. running, going on a bike ride, reading books, going to church, going to coffee/

Erin Eagles

and sensory sessions (e.g. fidget toys) and that's pretty cool. Our Campus Life Team here at Burwood are also amazing to chat with if you're ever having any issues or concerns, and even if you're not (shoutout to Rachael, Chelsea and Jess).

Tell us about yourself, what you’re studying, where you live and what’s your favourite thing to do on residence?

My name is Erin, I'm 20 years old and am originally from North Queensland. I'm in my second year of Uni at Deakin's Burwood Campus, studying a Bachelor of Arts and majoring in Public Relations and English Literature. I currently live in The Village at res with 9 housemates and love being able to hangout in The Village rec room with my friends.

How are you going from a wellbeing perspective, and what are some of the challenges you have faced to balance study/work/social life?

I actually just got diagnosed with ADHD this past week, so I'm now learning how I can make my own life a bit easier in terms of social, physical and mental wellbeing. We've also started doing events on res that are designed to help cater towards people that are neurodivergent, such as body-doubling study sessions

What (if any) barriers do you face to accessing supports?

Last Trimester I was really starting to struggle with my assignments and being able to complete them, but the Deakin Disability and Resource Centre staff are super helpful and understanding. I'd definitely recommend reaching out to them if you ever find yourself struggling. And again, Campus Life and even the reception staff here on res are great to talk with, as they can often point you in the right direction for help. Obviously getting diagnosed with ADHD is a bit of a process, but everyone that I spoke with whilst waiting for my evaluation were really open and understanding which took a massive weight off of my shoulders.

Are there any initiatives you have experienced that have helped you and your fellow students’ overall wellbeing?

Definitely the events that Campus Life organises, whether it be games night on

study with a friend, etc.) and add those first and work the rest of my life around those (studying, doing an assignment, social rep work, etc.). This enables me to carve a balanced lifestyle, working towards goals for my career whilst also ensuring that I have time working towards my personal endeavours and looking after my mental health – maintaining a balanced lifestyle.

a Monday or something a bit more fancy like a night at the theatre, allow all of us to connect with fellow students and establish friendships that I'm sure will last a lifetime.

Do you have any ideas or suggestions of initiatives to improve mental health and wellbeing for yourself and your fellow students?

Always reach out to someone if you're struggling, trust me it makes everything a million times easier when you've got someone in your corner backing you and wanting you to succeed.

Residential Leader at Deakin Residential Services, Burwood campus Melbourne

Deakin Warun Ponds, therapy dog session

Elizabeth Koni

New Zealand’s Pastoral Care Code of Practice: Reflections so far

Member.

The Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 is a revised code that sets out the roles and responsibilities of New Zealand education providers in promoting and supporting student wellbeing, development, and educational achievement. Taking effect in January 2022, the overall purpose of the new Code of Practice was to develop a system of support for the wellbeing and safety of domestic tertiary and international learners, through one set of clear expectations. Included within the twelve desired outcomes are a whole of organisation approach to learner safety and wellbeing, learner voice valued and embedded in decision-making, robust wellbeing and safety practices in physical and digital learning environments; and ensuring that student accommodation communities are safe and inclusive.

For tertiary accommodation providers, the Code makes providers more accountable to learners, their families and community. It expects that there will be consultation with residents, and other stakeholders when developing, reviewing and improving strategic goals, plans and practices, and that providers will be transparent about their wellbeing strategies, practices and performances. Among other things, providers are expected to build capacity across their organisation to engage and empower learners to manage their own wellbeing, proactively identify and respond to learners who may face additional challenges as early as possible and respond effectively in an emergency.

From my perspective, within the new Code’s expectations for providers, there is a continued focus on outcomes and flexible practices which enables individual organisations to support their residents in ways that best meet

About the author:

their needs, without having to compromise the dearly held individual cultures of our accommodation environments. Optimistically perhaps, the new Code provides us all with a starting point to review and reflect on both what we already do well and where improvements can be made, so that ultimately as accommodation providers we are not only meeting the safety and wellbeing needs of our residents, but we are supporting them to flourish in their learning and their lives.

Prior to 2023, my perspective of the Code was tied to its relevance for secondary school principals, so as someone new to the tertiary accommodation environment, I was interested to hear the perspective of three leaders from tertiary residential organisations around Aotearoa New Zealand; what the Code means to them, how they are meeting its obligations, what the challenges are, and what the impact has been so far.

Elizabeth (Liz) Koni is Head of St Margaret’s College, an independent residential college affiliated with the University of Otago, in Dunedin, NZ. As a mother of six children and with a background in secondary teaching, pastoral care and educational leadership, Liz is passionate about youth wellbeing. She has a particular interest in how sociocultural factors are impacting youth resilience and wellbeing, and what can be done to counteract the rising youth mental health statistics, so that young people can flourish in their learning and life.

Head

of St Margaret’s College, University of Otago Affiliated College, Dunedin, NZ; APSAA CAE Committee

From my perspective, within the new Code’s expectations for providers, there is a continued focus on outcomes and flexible practices which enables individual organisations to support their residents in ways that best meet their needs, without having to compromise the dearly held individual cultures of our accommodation environments.

Johnny Nu’u Warden – Studholme College, University of Otago, Dunedin, NZ

From my perspective, the Pastoral Care Code of Practice (‘the Code’) means that providers are able to align services and practices with a standard that is required for all tertiary providers. It allows for fluidity of delivery of what, how and why we practice the way we do. For me, there are two key aspects that the code amplifies:

1. The relevance in the tertiary sector as a whole: Accommodation is often sidelined because we sit in the academic space. With the pastoral care coming into focus, it validates that relevance of accommodation in the landscape it occupies and at times, the faculties look to us for guidance on some pastoral care matters.

2. The learner voice: Hearing what the learner has to say and how that impacts our practices is a key focus for accommodation. Otago has long enjoyed a positive relationship between students and the University. The code confirms this importance and that efforts are to be made to support and encourage this positive relationship.

The Code is not without its challenges for tertiary accommodation providers. One major challenge I see is where the code replaces, or better still, it brings together previous legislation and ensures a ‘covers

all’ for pastoral care for learners (domestic and international). Currently, it appears that there is a major focus on the domestic student. International students’ needs must be acknowledged as we return, post-Covid, to a more diverse kainoho (resident) make up in colleges. Another challenge comes when trying to meet every wellbeing need kainoho may come across. This can be difficult, in particular for college kaimahi (staff) because it often means meeting one kainoho need, but at a cost of dissatisfaction of another kainoho need.

For the residential college community here at Otago University the Code has had a positive impact. As a collegial community of university-owned and independent colleges, it has brought us closer together; to share in our mahi (work) and add knowledge to our kete (basket) to use and practice in our own colleges. It also creates a streamlined approach to services provided in colleges and has allowed best practice to come to fruition. Another positive impact of the Code is the need to be kainoho-focussed. This is often challenging given things outside of our control such as money, but so long as we remain focussed on our kainoho, we are achieving our central purpose.

As a warden, the Code has brought into focus that what we do here at Otago is something special and, in some cases, at the forefront of pastoral care. We have leaders with mana who advocate strongly for the Otago experience and the whakawhanakataka (building of relationships) it brings. We have dedicated and professional staff who bring this to life from each college Tautiaki (warden) all the

way through to the kaiawhina (sub-wardens/ RAs). The code values our focus on getting to know each and every kainoho that stays with us. That ‘getting to know’ means being the biggest supporter, having some tough conversations, checking in on a regular basis and much more. The code also puts us on notice to ensure that our checks and balances are in place. This means consistent pastoral care, accurate record keeping, and an appropriate dispute resolution process.

As far as meeting the obligations of the Code, most of our college responses lie within the administration space. The practice of pastoral care in colleges has largely been a success and something that is spoken fondly about throughout former kainoho of our college. But the Code requires these practices to be identified, recorded, reviewed and reported on. From my perspective, these subtle changes are for all kaimahi, from record keeping of conversations to referring to processes and procedures for how to undertake certain tasks.

New Zealand’s Pastoral Care Code of Practice: Reflections so far

Continued from previous page

Brooke Petre Manager – Residential Life, Massey University, Palmerston North, NZ

Throughout 2020 and 2021, the Pastoral Care Code of Practice brought a level of unease, both heightened and shadowed by Covid-19. This, of course, is a natural response to impending regulation across an industry previously unregulated and it seemed that the Code would cause considerable implications for Halls professionals. However, I believe that the implementation of The Code has significant benefits - even amongst the challenges - and therefore it should be seen as an opportunity for critical examination of policy to ultimately improve the exceptional work that we (all) already do.

In first reading the Code, I was surprised at the level of ambiguity. Yet, in practice, I have come to appreciate the inability to use it as a detailed schematic. Across Aotearoa New Zealand, there are significant differences in types of tertiary accommodation. Generally, in the North Island, Halls of Residence are most like our American counterparts, and in the South Island, you are likely to find Halls set up as Residential Colleges. If the Code requirements were rigid in nature, this would significantly impede our ability to determine appropriate support structures that empower our differing cohorts amongst our different environments. For example, as a university we currently have approximately 40% of our students over the age of 30 and 55% enrolled via distance learning. There are clear differences in the needs of learners at 18 years old and 30 years old, and those who attend classes on site also have different needs to those who study from home. The challenge of ensuring student safety and wellbeing amongst this diverse cohort is complex. As such, the Code’s absence of rigidity allows our university to provide systematic support that can respond to different learning environments.

In response to the Code, Te Kunenga ki Pūrehuroa Massey University developed and operates within a Student Wellbeing Framework | Anga Oranga Tauira service philosophy based on Massey researcher Professor Sir Mason Durie's Te Whare

Tapa Whā model. Fortunately for us, it is not significantly different to the approach Massey student accommodation takes in supporting our residents. A key component of this framework is the way in which we advise, enable, support or escalate learner support needs. For Halls, this means all health and wellbeing disclosures received during the accommodation application process are triaged prior to Arrival Day in collaboration with key support services, such as Health and Counselling. This allows us to have open discussions with incoming residents, to understand their expectations and the support they may require. Doing this work proactively allows us the time to develop resident-centric plans alongside Massey support services, specialists, and the resident, rather than responding reactively to a person’s needs. Furthermore, this proactive and collaborative method allows the resident to discuss such plans with their family, if they wish, and in turn we can fairly manage expectations of everyone involved.

Halls professionals often must balance the expectations of the overarching University’s business needs, the expectations (and perhaps sometimes, the demands) of parents and the expectations of residents. In Aotearoa New Zealand, we must now also balance these with the requirements as set out within the Code. The difference now, however, is the ‘whole of provider’ approach to learner safety and wellbeing expectation. Halls professionals are empowered in supporting their residents, because the weight of supporting residents now no longer rests on just our shoulders. Massey Halls have recently welcomed a new cohort into our halls for the second semester of the year, and already we are receiving feedback regarding the level of care our team provide. In the ten years I have worked for Massey Halls, the strive in doing better for our community has been at the forefront of our work. The Code has not undermined that. If anything, it has enhanced it.

The challenge of ensuring student safety and wellbeing amongst this diverse cohort is complex. As such, the Code’s absence of rigidity allows our university to provide systematic support that can respond to different learning environments.

Martin Thomas General Manager, Student Residence Trust Aotearoa, Hamilton, NZ

From our perspective, the Code’s whole-oforganisation approach and requirement to proactively identify and respond to learners’ wellbeing needs are welcome mandatory requirements for tertiary institutions in ensuring the best quality pastoral care. It also allows for some of the tertiary accommodation sector’s tried-and-tested best practices for pastoral care to inform aspects of the associated academic institutions' operations.

For tertiary institutional providers that operate their own student accommodation the wholeof-organisation approach to identifying student residents’ wellbeing needs simply involves

the development of internal communications protocols. However, if the accommodation provider is a separate legal entity from the academic institution it is not a straightforward process. This is due to the restrictions of the New Zealand Privacy Act 2020.

Accommodation providers such as the many commercial operators and charitable trusts are separate legal identities from their associated tertiary providers which means that students’ personal information cannot be shared between the provider and the operator, or vice versa.

However, the Code also makes it clear that the tertiary provider is responsible for what happens in their associated operator’s accommodation.

This presents providers and operators alike with a conundrum and seems at odds with Clause 27(2) of the Code which stipulates that, “providers (i.e. the tertiary institution) must have a link between student accommodation and its organisation’s wider information gathering and communication system … to report any emerging concerns about a resident’s wellbeing or their behaviour, so residents can be connected quickly to the appropriate services”.

Also, information-sharing about at-risk individuals is important in identifying safety needs. Outside of the tertiary education sector this was identified and articulated when, in NZ in 2016, the Social Development Minister at the time commented in response to a coroner’s investigation into four teenage suicides that

the “…deaths were the extreme outcome of multiple agencies not recognising the different pieces of the puzzle”, and that, “…everyone has a little bit of information but no one is sitting round the table, sharing that information and getting that full picture of what’s happening…”.

While the Code’s intent is clear, it currently does not adequately align with or provide a resolve to the Privacy Act conundrum, and neither does it explicitly release the provider from responsibility of such extreme events should they occur within accommodation as a result of not sharing relevant concerns across the whole organisation. These remain as grey areas.

As it stands, in order to avoid breaching the Privacy Act and to also provide a whole-oforganisation approach there are additional proactive joint processes required to be put in place where there are legally separate entities.

For the providers that engage external accommodation operators, as many do, there are two options. Either they are required to develop detailed organisational policies that address both the collecting and sharing of personal information and involve the designated Privacy Officers of both entities on a case-by-case basis, and/or develop suitably worded privacy waiver clauses in both the provider’s student enrolment forms and the operator’s residential contract documents.

The first option would be cumbersome in practice and would not routinely identify all the low-level early warning signs.

The second option would be more comprehensive, easier to operate, and be more effective in practice allowing the provider and the accommodation operator two-way reporting of any emerging concerns. However, it requires blanket acceptance by all student residents at the point of institutional enrolment and accommodation contract signing. For some providers this raises cautious concerns about over-sharing of personal information beyond the purposes of health, safety, or welfare.

Therefore, legal advice is necessary in each case to ensure safety for all parties and provide the optimal environment for best quality pastoral care, as intended by the Code.

Simone Gallo National Manager Student Accommodation Australian Catholic University, APSAA Board Member & Communications & Engagement Commitee Chair.

Student Accommodation staff as signposts for mental health support

Navigating boundaries and enhancing student wellbeing

The wellbeing and mental health of students are of great importance within the higher education environment. Young people come to us at a time in their lives where they are ripe to suffer anxiety and other big emotions from being apart from all that is familiar to them, often for the first time in their lives. This can exacerbate a known diagnosis or come as a complete surprise to the student, dealing with a mental health issue for the first time. Recognising the significant role that student accommodation staff can play in supporting residential students is easy, knowing where the boundaries lie can be more difficult.

It is essential to understand the responsibilities and the boundaries when it comes to addressing mental health concerns. There are many factors at play such as whether it is an acute flare up or something longer-term which might require the students ongoing attention. Many staff will undertake valuable training such as Mental health First Aid or Accidental Counsellor, but this does not mean that we are mental health professionals. We can however serve as a signpost, directing students to explore appropriate resources and supports from within and outside of their university setting. This article explores the role of student accommodation staff in promoting mental health and highlights the importance of signposting rather than becoming the life raft.

Be the Signpost

Student accommodation staff are vital figures in the lives of residential students, providing guidance, support, and a sense of community. Their proximity to students on a day-today basis enables them to observe changes in behaviour, mood, and overall well-being. Recognising signs of distress or mental health challenges is crucial to respond appropriately, and to provide early and effective support.

Setting boundaries: do not be the life raft

While student accommodation staff can offer empathetic listening, guidance, and basic emotional support, it is essential to acknowledge the boundaries of their role. It is not their responsibility to provide therapy or clinical treatment, as they are not trained to do this. Attempting to take on such a role without proper training can potentially do more harm than

good, blurring the boundaries of the relationship. Therefore, knowing when to signpost students to appropriate mental health supports within and outside the university is crucial.

Internal supports: University resources

Research what supports are available within the university you work in or the universities where your students attend. Having a list of services and contacts at hand will assist in acute situations. Being well-informed about the range of mental health services and other supports will also assist you to remain firmly in the role of signpost, these support services can include:

Counselling services: Most universities provide confidential counselling services where students can seek support from trained professionals. Accommodation staff should familiarise themselves with the services offered and the process for accessing them.

Ballarat accommodation

These services will usually have a set number of visits the students can engage with each year and then they can assist the student to access a solution outside of the university in community for ongoing care, when needed.

Student Support Groups: Many universities host student-led support groups and associations that focus on supporting each other or focus on certain characteristics which bring students together. By connecting students to these groups, accommodation staff can help to foster a sense of belonging and peer support.

Advocacy and Academic Support Services: Universities often have advocacy services to support students in navigating challenges they may face. The stark difference between the academic workload from high school to university can often be a catalyst for shock for a student. These services can provide guidance on academic concerns, or other difficulties that may impact students’ mental health.

Student Legal Service: Legal issues can contribute to students’ mental health concerns. Signposting these services can provide advice and assistance in matters such as discrimination, domestic violence, or other legal matters affecting their wellbeing. Most students wouldn’t realise that these services exist for them and that they can be accessed for free, most of the time.

External Supports: Community Resources

In addition to the internal university resources, student accommodation staff can play a crucial role in signposting students to external supports within the community. These resources may include:

Counsellors, psychologists, and psychiatrists: Accommodation staff can provide information on local mental health professionals. General practitioners are always a great place to start for a student in other search for mental health professionals. Seeing a GP can assist as they will be connected with practices in the local area, and they can have good insight into each practitioner’s area of expertise. In Australia, GPs can provide students with a mental health care plan which can make attending these services more affordable for students.

Youth group and support organisations: External organisations such as Headspace, Twenty10, Minus18, or other local youth groups may offer specialised support for young people dealing with challenges they can face at this time in their lives. There are also help lines such as Lifeline, Beyond Blue, Kids Helpline, Grief Line and QLife which offer support and counselling over the phone. These can be especially helpful in

the first instance of an acute incident where the student can benefit from speaking to someone immediately and/or overnight.

Student accommodation staff play an important role in supporting the wellbeing and mental health of residential students. Be the signpost, connect students with the support which will be most effective for their situation. Don’t be the life raft, professional boundaries are essential in our role with students in a residential setting. Crushing these boundaries by becoming the students’ life raft can feel like the easiest solution in the short term but it can quickly unravel for everyone. By knowing the boundaries and limitations of their role, accommodation staff can help create an environment that promotes student wellbeing, removes stigma, and fosters a culture of support within the residential community. By being the signpost, accommodation staff contribute to the overall success and happiness of the students they serve.

ACU Ballarat Residential Advisor baking RUOK Day cupcakes for residents.

ACU Camillus Residence, Ballarat.

ACU Miguel Cordero Residence, Camperdown.

Feature College: Trinity College, the University of Melbourne

Trinity College, the oldest residential college at the University of Melbourne, is committed to supporting First Nations students to access higher education, while also promoting Indigenous culture within the broader community.

Anisha Damaso is the first person in her immediate family to not only go to university, but to graduate from high school, and is the first to move away from her home in Darwin. She’s a proud Yanyuwa and Malak-Malak woman who grew up on Larrakia country, surrounded by a big family.

Anisha dreamt of one day going to university to study urban planning, so, in year 9, she googled ‘how to become an urban planner’. Melbourne University was the first thing that came up. “Ever since then, I was like, alright, well, I’ll go to the University of Melbourne to become an urban planner,” says Anisha. True to her word, that’s what she’s now doing.

Moving interstate meant Anisha needed somewhere to live, and that’s where Trinity College came into the picture. Trinity is the oldest residential college at the University of Melbourne (established in 1872), and it has a history of providing support to Aboriginal and Torres Strait Islander students, dating back to 1902 and the college’s first warden, Alexander Leeper.

The college welcomed its first Indigenous students in 2001, and,

since then, more than 160 First Nations students have lived in residence at Trinity, supported by scholarships and academic and cultural programs.

Trinity College aims to not only support Indigenous students, but to promote the rights and culture of First Nations peoples amongst its entire student body and broader community. The college board recently affirmed its support for the Uluru Statement from the Heart and has endorsed the establishment of a First Nations Voice to be enshrined in the constitution.

At a more grass-roots level, Trinity’s student-led committee Kumergaii Yulendji, open to all students who identify as Aboriginal or Torres Strait Islander, helps to share and celebrate Indigenous culture and build meaningful relationships within the Trinity community.

Leonie Jongenelis Dean of the Trinity Residential College

Anisha Damaso (right)

Recently, the college also introduced an Indigenous resident advisor and Indigenous student coordinator role (with the inaugural coordinator position filled by Anisha). These positions, along with the student committee, were designed in collaboration with the college’s Indigenous students, for the Indigenous students.

Though Trinity College is committed to supporting young Indigenous people to access higher education and helping them feel supported in the tertiary environment, the institution recognises there’s always more to be done.

Attracting talented First Nations students to the college can be challenging for a range of cultural and financial reasons, and significant thought needs to go into making sure Indigenous students feel comfortable living on unfamiliar country away from their families and communities.

As Anisha describes of her first months in Melbourne: “Being in the city, there were trams and cars and construction. It was a bit scary. I wondered, what have I gotten myself into,” she remembers.

“There was a bunch of people that I didn't know and I felt like everyone knew what was going on and I didn't,” she continues. “But then you start to realise that everyone's literally thinking the same thing. And once you find your people, it becomes so much easier.”

Now, Anisha describes the Trinity community as being similar to the Darwin community, in that everyone knows everyone. “College makes Melbourne so much less scary because you've got this massive community of people that know you.”

Within the folds of the college environment, Anisha notes how much her mind has been opened since moving to a big city. “Coming from somewhere really small like Darwin, everyone thinks the same thing. But coming to Melbourne, there are so many different people, different views, and different ideas of what success looks like. At home it's like, finish school, get a job, have a family, and that's it … I was stuck in my comfort zone in Darwin, whereas here I'm like, I want to try new things. I want to get as many experiences as I can.”

About Trinity College

Trinity College offers private rooms for students studying at the University of Melbourne, plus all meals, personalised tutorial support for all university subjects, sports teams, more than 30 clubs and societies, wellbeing and academic support, and a full calendar of events. It’s the perfect place for students to live while they transition from high school to university, and to engage with likeminded peers as they discover who and what they want to be while surrounded by friends.

Most importantly, Trinity College offers its students and alumni an engaged and supportive community for life.

trinity.unimelb.edu.au

Read more about Trinity College’s history in the Indigenous space.

https://trinity-college.shorthandstories.com/ indigenous-history/index.html

Students play Indigenous game Buroinjin

Rebecca O’Hare Assistant Director (Residence Life & Accommodation Office), University of Leeds, UK

And still they rise… Students, the real heroes of the mental health crisis

The negative trends reported and witnessed in student mental health has been discussed at length in higher education (HE) circles for considerable time. I hold back from alerting you to the next ‘must read’ piece of research because if you’ve worked in student accommodation or HE for even the briefest period of time, you’ll have been privy to a conversation or two on student wellbeing regardless of the country, institute or organisation you work in.

About the author:

Rebecca O’Hare is Assistant Director (Residence Life & Accommodation Office) at the University of Leeds, UK and her recent MA in Student Affairs in Higher Education – ‘Working in purpose built student accommodation: An Exploration into the Induction and Training Practices of Accommodation Managers & Deputy Accommodation Managers’ was awarded a distinction. She co-founded and co-hosts the Student Affairs podcast ‘Free Food, Free Drinks’ and previously, worked for global PBSA operator Campus Living Villages as their Head of Residence Life. Rebecca was previously the chair of the ACUHO-I Global Initiatives Network, a former member of the ASRA committee and was awarded the CUBO Residence Life professional award in 2019, the Class of 2020 Best Initiative award for wellbeing in 2019 and the BYTA Rising Star award in 2018.

Social Media Links:

Twitter: https://twitter.com/Rebecca_ResLife LinkedIn: https://www.linkedin.com/in/rebecca-o-hare/ Podcast: https://anchor.fm/freefoodfreedrinks

Globally, universities and student accommodation operators have shared at length the financial investments made in people, support models and physical infrastructure as they work to positively impact the concerns reported by students. In equal measure, calls for increased funding and government support have been heard from the same voices but for the most part, left unanswered or failing to meet the mark.

Mental health awareness or first aid training has become a staple in many a new employee induction programme, almost offered up as a panacea, one size fits all solution to supporting team members who at a moment’s notice may find themselves in a difficult or challenging situation. A selection of private student accommodation operators have demonstrated commitment by hiring the skillsets of expensive specialists and universities have done

what they can with the resources they have. For wealthy institutions, this may result in implementing change at quick pace, for others a much longer wait or a directive to continue as is. As frustrating for professional staff as it is for students.

Increasingly, students are presenting in states of advanced crisis and for those with strong support structures already in place, the transition from school to university presents them with an increased risk as they navigate their new educational journey. Recent research from the Office of National statistics in the UK shows that compared to the general adult population, students are lonelier and have a lower life satisfaction. The cost of living crisis crippling many is having a significant impact on students as the relationship between money (and not having enough of it) and negative mental health becomes crystal clear.

A UK student housing crisis, incoming

and significant changes to the loan system, strikes and marking and assessment boycotts should tell anyone, that right now in the UK, key pillars of the education system is taking such a battering, is it any wonder students are reporting worse key wellbeing measures?

To provide further context, the 2023 graduating cohorts who have recently been flooding through UK university campuses in their cap and gowns with proud parents and supporters in tow are a group who were admitted to university on predicated grades. They are the cohort who had exams cancelled, missed out on much wanted university places and fresher programmes and had taken from them the opportunity to interact with new classmates and lecturers in person early in their studies. They were sent home in their first year and now amid a marking and assessment boycott are receiving pieces of paper which inform perspective employers that ‘it is expected’ they will obtain a degree in their chosen field. If their institute is feeling extra generous, an apology letter is also included. All this while being asked to pay for their graduation ceremony, their robes, their professional photos, the travel to get there and a probably a meal to celebrate it all. Despite not knowing their degree classification, still they rise.

They have risen tall and stood bravely for sabbatical positions in Students’ Unions. Armed with manifestos intent on holding the powers that be to account and taking on, often an unthankful position which provides them with an opportunity to unapologetically serve and a platform to share their covid story, their learning experience and importantly, that of their peers. They have risen tall to support professional staff and academics during strike action despite knowing how this would impact their own final grades. They have disrupted graduation ceremonies while chanting “pay your workers” at university authorities as recently documented at the University of Edinburgh, camped out in the offices of Vice Chancellors, lecture theatres and former halls all to raise awareness on a myriad of topics including climate change, the cost of living and increases in rent all while making local and national headlines. And still they rise.

They have passionately campaigned for the rights of others, members of the LGBTQIA community, Black students, those with visible and invisible disabilities, those from marginalised backgrounds, who are estranged from family or are care experienced, just in the hope that one day, one day their university experience will be an equitable one.

They have risen to campaign for better and more transparent policies, to see the introduction of much needed teams like report and support and shorter waiting times to see a university counsellor. Whether a member of a Students’ Union, a full or part time undergraduate or postgraduate student, a commuter or a mature student, they have continued to work hard to make themselves heard all while trying to push themselves through a difficult programme of study during the most challenging eras in higher education.

As a sector, student accommodation can be quick to collectively pat themselves on the back when we think up the next best solution to improving student’s mental

health and general wellbeing. We quickly become inspired by our competitors and seek to creatively implement our own version and something which may stand out to perspective students keen to book a room or potential new university partners. We consistently call for innovation without really stating what that innovation should be.

Yet the question begging to be asked amid all of this? Would we consider implementing any recent measures if it wasn’t for students themselves rising up to create awareness and dare to ask for more in the first instance? The diverse student experience programmes, the expensive advice of mental health professionals, the charity events in aid of mental health charities, the investment in the training and development of staff, when we review and think of how the sector has evolved, we must stop to remember how we’ve been positively influenced by students and many before them who have been brave enough to rise up and challenge the status quo.

Increasingly, students are presenting in states of advanced crisis and for those with strong support structures already in place, the transition from school to university presents them with an increased risk as they navigate their new educational journey.

The power of peer support: How Red Frogs Enhances Student Experience and Wellbeing

University students and accommodation services are no strangers to the psychological challenges that come with higher education, such as academic stress and social isolation. The impact these challenges can have is significant and can affect mental health, well-being and retention (Daddow et al., 2020). While prevention strategies

and strong support systems are paramount for students undertaking higher education, recent research by (Larcombe, Baik & Finch, 2022) suggests that addressing psychological challenges such as depression and anxiety requires a focus on increasing well-being of the student population, rather than solely seeking to treat or prevent states of ill-being.

For university students in Australia, a correlation between sense of belonging and mental well-being has been identified, where experiencing connectedness to others enables students to flourish while studying (Larcombe, Baik & Finch, 2022). Student accommodation services are well-positioned to provide environments for students to support the building of relationships with

Claudine Alame NSW and ACT Director, Red Frogs.

each other, creating a sense of belonging and connection. However, university organisations and student accommodation services often have limited capacity to create environments that both recognise individuality and foster a sense of belonging.

That’s where organisations like Red Frogs come in.

Red Frogs has been providing support to students, universities, and student accommodation services for over twenty-five years. Our mission is to provide a positive peer presence for young people, empowering them to make positive life choices. The Red Frog University Program was birthed

Red Frogs has been providing support to students, universities, and student accommodation services for over twenty-five years. Our mission is to provide a positive peer presence for young people, empowering them to make positive life choices.

in Queensland, Australia when a need for student support was identified in university student accommodation. Founder of Red Frogs, Andy Gourley (a.k.a. Boss Frog), noticed a lack of supportive peer presence at student events and the absence of alcohol-free alternatives for the ‘minority students’ whose values, beliefs and age didn’t align with Aussie drinking culture. What began as a seemingly small idea to provide free ‘hydration stations’ at student parties offering water, icy poles and donuts, has grown to be a large, international movement fostering connection and enhancing well-being for university students. Red Frogs is now one of the largest harmprevention services in Australian universities.

For the full story of how it all started, click here

Scan the QR code for Cathleen’s story

Batyr: Giving Voice to ‘the Elephant in the Room’

In a society grappling with the increasing prevalence of mental health challenges amongst young people, organisations like Batyr are at the forefront of changing the narrative. With alarming statistics revealing that 2 in 5 young people will experience mental ill health and suicide remaining the leading cause of death in this demographic, the need for proactive intervention has never been more critical (ABS, 2022).

Founder of Batyr, Sebastian Robertson's story serves as an important reminder of the challenges university students face. Whilst studying a Bachelor of Commerce/ Economics at the ANU in 2007 and living on campus at John XXIII Residential College, Sebastian had long been dubbed a ‘high achiever’ with an impressive CV of leadership roles to his name including President of the Student’s Club. However, he

was silently battling mental illness throughout his time living on campus, and the stigma around mental health, and internalised pressure of being a model student leader kept him silent and nearly took his life.

In 2010 after seeking help through the support of loved ones, Sebastian made a bold decision that would transform countless lives. Leaving behind a corporate grad role, he founded Batyr. The organisation's journey began with a simple concept driven by Sebastian and his story; share the lived experience of mental ill-health to break the stigma. Through his story, the organisation sought to normalise conversations around mental health and provide hope to young people facing tough times. Thirteen years on, Batyr's team has grown significantly, championing over 1000 passionate young storytellers who share their personal experiences

of mental health with thousands of school and university students across the country each year.

Batyr's core purpose is to empower young people with the confidence and skills needed to navigate tough times while looking out for one another. The organisation recognises that mental health support shouldn't be solely reactive, instead, they aim to prevent mental ill-health before it takes root. By engaging with young people earlier, Batyr works towards equipping them with the knowledge and skills to support themselves and their peers.

Through their dedicated work, Batyr has already reached over 356,951 young people across Australia, with over 25 university partners most of whom engage with Batyr in the residential oncampus accommodation space.

Alice Draffin

Alice Draffin Director of Student Life at St Andrew's College, APSAA Communications & Engagement Committee member.

Jess Rokobaro Business Support Manager, Student Living University of Newcastle, APSAA Communications & Engagement Committee member.

Batyr's core purpose is to empower young people with the confidence and skills needed to navigate tough times while looking out for one another.

CASE STUDY

Partnering with Batyr to provide mental health assistance to University of Newcastle students

The University of Newcastle partnered with Batyr originally to act as a bridge between students and the wellbeing services offered, with the goal of creating an open culture that supports students’ mental health.

In every Batyr program, students hear a safe and impactful story from one of our trained lived experience speakers who share their personal mental health journey with a focus on hope, strength and recovery. Through understanding the diverse needs and experiences, Batyr programs are relevant and relatable and cover many themes that make sense for all University cohorts.

Aside from the standard programs, Batyr student executives also join other university hosted events such as Stress Less week. Stress Less week is designed to bring each semester to a close with activities, entertainment and strategies to help students cope with and manage stress in the lead up to exams and assessments. In Semester 1 2023, Batyr students ran a stall where students could decorate cookies or complete mindful coloring. These activities are designed to encourage connection and open conversation between students and the trained Batyr students.

Batyr are a valued partner of the University of Newcastle and provide much needed support to our students.

Jess Rokobaro

Best Practice Approach to Residential College Wellbeing

The University of Western Australia’s residential colleges, commonly referred to as College Row, includes both university owned and affiliated college residences supporting the academic, social, cultural and wellbeing of 2500 students.

In partnership with UWA Student Life, College Row introduced a Wellbeing Adviser position in 2022. The role works directly with each College to coordinate, design, deliver and evaluate training relevant to the needs of their communities.

In addition, providing advice, support and care navigation for College Row students and staff. The College Row Wellbeing Adviser is employed by the University and funded via shared contributions between the five Colleges and UWA.

Development of the role was informed by UWA’s College Row Cultural Review 2020 and the 2021 National Student Safety Survey. Students are actively consulted during the development phase of prevention initiatives, as well as the ongoing improvement of programs. Student feedback and data is collected through the service to inform ongoing prevention initiatives, enabling University responsiveness to emerging student issues.

Over the first 12 months of the initiative, the College Row Wellbeing Adviser has:

• provided weekly drop-in sessions at each residential college for students to share disclosures or receive support for interpersonal challenges;

• provided a central contact point for residential staff for advice regarding sexual harm and emerging cultural issues; and

• coordinated primary prevention education initiatives in response to the unique needs identified by College staff and students in the college drop-in counselling sessions. These have included wellbeing coaching, consent and healthy relationships, sexual health and appropriate boundaries, and confidentiality.

The College Row Wellbeing Adviser also enables immediate and tailored response to disclosures and provides debriefing sessions for student leaders and staff responding to residents’ concerns to ensure best practice responses and a central point of incident recording. All five residences agreed to fund the role past the 12-month pilot period after responding positively to the support offered by the role.

Moving forward, the College Row Wellbeing Adviser will continue to work with Deputies across Colleges to increase the level of training for

Resident Advisors throughout the year, in order to better equip their student leaders for the ever-changing student population and their varying levels of need. For some Colleges, these workshops are provided monthly and cover topics such as Emotion Coaching, Handling Conflict, Self-Care, Boundary Setting, and Rights & Responsibilities. Resident Advisors have shared they feel more confident and prepared in their role within the College. They feel they are constantly given an opportunity to reflect on their practice, as well as their own experience as a resident, in order to further develop themselves both personally and professionally. Additionally, Accommodation Support Plans are being implemented as a formal tool to support and manage ongoing risk of residents with complex support needs. These plans are developed in collaboration with the resident, the Wellbeing Adviser, and a College staff member to ensure safety and wellbeing is prioritised throughout their College experience.

Every aspect of residential colleges should be designed to create the necessary networks to ensure students can thrive, support others, and look after their health and wellbeing. The College Row Wellbeing Adviser role has provided College Row with just that. An ever important conduit into resources within the University to ensure residents are well connected and supported throughout their student experience.

Sally Stott College Row Wellbeing Adviser, Student Life, University of Western Australia

Mim Jones Deputy Head of College, St Thomas More College, APSAA Communications & Engagement Committee Member.

“It's so convenient to have such an incredible support provider at College. It's good to know that support is always there if needed, whether it's for an emergency or just a vent or check-in. Our Wellbeing Adviser has definitely contributed to the improvement of my wellbeing so I consider her and her role invaluable.”

“Sally helped me at various times with her warm smile and utmost empathy in the most difficult period of my life. I cannot imagine how my uni life would be without her gracious support. I am very grateful for her assistance.”

“Our residents, particularly our Resident Advisors, have applied the knowledge and skills gained from the training to their work, ensuring that students receive the support and guidance they need, when they need it. The Wellbeing Adviser provides a low barrier safe space for residents to share their experiences and ideas, and her ability to actively listen and validate their feelings is truly commendable. Her commitment to ongoing learning and professional development in this field is evident, as she will actively seek out new resources and tailor new initiatives based on what the students say needs improving”

Deputy Head, St Catherine’s College UWA

Trinity Residential College

St George's College

UniHall

Resident, Trinity Residential College

Resident Advisor, St Thomas More College

A multi-platform wellbeing program for challenging times

Angela Fragiacomo Marketing and Communications Manager, Deakin Residential Service

Sam Johnstone Manager, Experience and Engagement, Deakin Residential Services, APSAA Communications & Engagement Committee Vice Chair.

At Deakin Residential Services (DRS) we place a strong emphasis on providing pro-active wellbeing support to our students, both in responding to issues and incidents as they arise but also in education and programming to build awareness and resilience. Throughout 2022, monthly reporting showed a noticeable increase in demand for support in wellbeing and mental health, which aligned with broader societal trends. In response to this, DRS has introduced a monthly wellbeing focus which has been creatively rolled out to students on multiple platforms with positive results.

We chose this approach because we know that to be in a state of thriving, physical wellbeing is not enough. In fact, we now know that wellbeing is multi-dimensional and in addition to physical health, students need to evaluate how they are doing in all areas of their life (e.g.: Financial, Emotional, Intellectual, Social, Environmental, Physical and Spiritual), so they can identify any imbalances that might be preventing them from living a happy and healthy life. This concept is often emphasised via a wellbeing wheel, as

it provides a great visual for students to self-identify which areas are going well and which areas need some attention.

Alongside this, we know that starting university can be a stressful time, and when a student is feeling overwhelmed their ability to think rationally and identify which parts of their wellbeing need attention can be tricky. With this in mind, we decided to do the challenging work for them and curated content to be presented at key themes in their residential journey, aligning with historical pain point data and the different stages of the academic year.

For example, in our first month we focused on our residents’ physical wellbeing because we know that when you start university many habits need to be adjusted. Students may no longer be connected to a local sporting club, they may only have one or two meals that they feel comfortable cooking or they may be going to bed later or waking earlier in their new environment.

All normal things to expect in month one, but also important that students focus on this because if we have a residential community who are feeling physically strong and nourished, we

know they will be able to create the energy they need to tackle the day.

We took the same approach each month presenting carefully curated, time sensitive content to make a positive impact on their wellbeing and ability to thrive on residences.

Because students are so saturated with information, particularly when they first start university, we had to be strategic with the communications platforms for this initiative. Each month we created a PDF filled with facts, resources and challenges relating to the theme, which was uploaded to a wellbeing folder within student resources in the Starrez portal. Content was also shared during existing regular all-student meetings and via email following that.

To encourage deeper engagement with the content, we ran a competition each month relating to the wellbeing focus, which required students to complete one of the tasks on the PDF, or to respond to stimulus in Facebook posts etc. An example was with the Financial Wellbeing month, where students needed to post their financial ‘hacks’ on Facebook, thereby sharing financial insights

Deakin students with their Wellbeing prizes – Kaitlin, Mae & Jayden.

to other students while also learning that financial wellbeing is a key element of their overall wellbeing. Winners were chosen from each campus, and these people received a copy of the book The Barefoot Investor.

Alongside the PDF information and competitions, we have looked to run events or initiatives that aligned with the monthly theme. An example of this was two online Financial Literacy workshops, which were delivered in collaboration with the wider university and external partners. These sessions provided tips and resources to support students to develop weekly budgets and reduce debt, helped them understand what support is available across the University and most importantly that no matter what financial hurdle they were facing they had access to a supportive team that could help them. The sessions were also recorded and then uploaded to the portal as an ongoing resource.

We have also created lots of opportunities for students to connect with each other, whether it be through cooking a meal for someone else (free meal packs were distributed), grabbing a free coffee with roommates and more. This aspect of the programming has been well received, and research shows that meaningful conversation and connection with someone else each day can have significant positive impacts on a person's wellbeing.

While it can be challenging to get cut through with students given how much is on offer to them and how busy they can be with their studies and life, this initiative has been well received by students and has driven meaningful engagement. We have seen encouraging numbers of students entering the competitions and using the information delivered through the initiative, and by delivering it via multiple platforms we have ensured that the message is getting across.

Campus Life staff have also found it a useful tool for engagement and to help inform programming in these months, and it has sparked new conversations to go deeper into some of the wellbeing elements. An example of this came when a student responded to the Emotional Wellbeing content, with a query about the support offered to neurodiverse residents transitioning into life on campus.

While initiatives like this can always be improved, we have been pleased to see the engagement with the content so far this year. We have also recorded a 29% reduction in the number of wellbeing related incidents year to date at Deakin Res. While we’re aware this isn’t entirely because of this initiative, we are confident that it has contributed to this result. We are planning to embed this program and these resources as part of our yearly calendar, making tweaks and updating content to continually improve the offering. We will also use some of these resources for our staff wellbeing program, thereby getting maximum value out of this work and helping staff to improve their overall wellbeing. Lastly, we will seek feedback from students about this initiative in the end of year survey to understand how effective it has been and how much they have engaged with the content, while also seeking comments about what we could change for next year.

Deakin challenge information.

Social screengrabs associated with the Deakin program.

Aquinas College, North Adelaide Psychology clinic on campus

Accessing psychology services for anyone has become particularly difficult but can be even more so for university students who have relocated to the city. Finding a regular GP can be a big enough challenge so knowing how to access a psychologist is a whole other level.

Students at Aquinas College can now access the services of a local psychology clinic, making accessibility easy. Through a partnership with May Health students can book in to see a visiting psychologist at college, when they visit one day per month, and be bulk billed for the consultation.

Aquinas has established a Memorandum of Understanding with May Health, whereby, the clinic is able to provide consultations, support and interventions, with the college providing administrative assistance and a safe, quiet and comfortable consulting room, for sessions to take place.

Students wishing to take up the service complete a short consent form, allowing the College Dean to forward basic information about the student to the clinical provider, and from there the administration at the clinic takes over. Students are contacted to arrange an initial consult with a GP (at a standard consultation fee) where an “access plan” is established, allowing the student to have 6 visits with the Psychologist at a bulk billed rate. The college then pays the a “daily fee” of $350 for the day, to cover the services of the Psychologist. Up to 7 students can access the service per day.

The clinician has also been able to make themselves known to staff and students on the campus, engaging with them in lunch breaks and allowing staff to spontaneously access guidance on mental health and wellbeing, share ideas and resources, and potentially develop comprehensive presentations and workshops (these may incur further cost).

Students have been very happy with the service provided and are very keen to book in. Some students have accessed only a short number of sessions, while others have taken full advantage of the 6 sessions available. Any way that we can support our students to maintain and/or improve their mental health and wellbeing, is an initiative worth supporting.

Aquinas has established a Memorandum of Understanding with May Health, whereby, the clinic is able to provide consultations, support and interventions, with the college providing administrative assistance and a safe, quiet and comfortable consulting room, for sessions to take place.

Carolyn Mee College Dean & Vice Rector Aquinas College, APSAA Board Member, Professional Development Committee Vice Chair, Communications & Engagement Committee Member.

Students write words of encouragement and support on the sports court and footpaths as part of a mental health month initiative “Chalk About It”.

Wolf Patch: students plant vegetables that can be used in the college kitchen. It’s also a chance for conversation.

The month of May – Mental health & wellbeing focus

The month of May is “Mental Health & Wellbeing Month” at Aquinas. While we endeavor to speak freely and openly about mental health concerns in our normal day to day, we offer many ways to encourage students to be aware of and take care of their health, in May.

One of the many activities is “Blue Round,” where we encourage the other local colleges and halls to take part. We simply ask all players from all colleges to wear a blue armband while playing their football matches during the first round of High Table Cup (HTC) football. The hope is, those on the sidelines will ask “why are the players wearing a blue arm band?” allowing others who are in the know to respond with any of the following:

• “It’s Blue Round in support of Mental Health & Wellbeing.”

• “It’s Blue Round, in support of Mental Health & Wellbeing. Which reminds me. I haven’t seen you around for a while. How are things with you?”

• “It’s Blue Round, in support of Mental Health & Wellbeing. Aquinas suggested we do this, to raise awareness around not just mental ill health, but also the importance of looking

after yourself. We thought it was a great initiative and we’re happy to be part of it.”

Other events that happen in the month of May at Aquinas are:

• My Mornings Matter – fortnightly event at 7:30am, to encourage students to get out of bed, because “if you win the morning, you win the day.”

• “Chalk About It” – Large scale chalk drawings and words of affirmation, on the footpaths around the campus.

• “Tea with Mee” where students are encouraged to pop into see the Dean (Carolyn Mee) and have a cup of tea and a chat.

• “Men’s Yarning Circle.” An opportunity for the men of the college to come together to simply yarn and tell stories. This is led by senior men of the college.

• Planting of “the wolf patch” veggie garden. Great conversations can be had when you don’t have to look at each other.

• Mindfulness & Yoga sessions.

• Quiet prayer times.

The focus on mental health and wellness in May has been a very well received initiative because “life is way too short to spend another day at war with yourself.”

Salty Sips: an early morning swim to win the day as part of the “MyMorningsMatter” program.

Blue Round: players in the huddle during round 1 of HTC football.

A morning yoga session to bring focus to the day.

Prioritising Mental Health

One thing all residents have in common is that they all have mental health.

Mental health, just like physical health, is something which all people must take care of on a daily basis. Understanding more about mental health, both personally and socially, strengthens the ability to cope with the challenges that life provides.

According to the most recent research from the Australian Bureau of Statistics, 39.6% (2 in 5) Australians aged between 16 – 24 experience a common mental illness in any one year.

Accredited Training for Leaders and Staff

Furthermore, the highest cause of death for Australians aged between 16 – 24 is death by suicide, which accounts for 34% of deaths in this age group (ABS, 2021).

Over the past 5 years Alcohol and Drug Education Specialists (ADES) have noticed a significant positive shift in the university residential sector with regards to prioritising the mental health of residents & residential staff in Australia.

Providing consistent messaging throughout the year, and not just in isolation, is a key component for positively influencing the mental health of residents and the wider community. ADES have seen this through engaging programs, promotion of mental health services and increasing mental health awareness.

The most respected and recognised accredited training program for mental health is the Mental Health First Aid (MHFA) Courses, developed by MHFA Australia. Putting residential leaders and residential staff through the nationally accredited MHFA course enables residential locations to consistently support individuals in the community with mental health issues. Furthermore, understanding where local professional mental health services are and how to increase community knowledge of mental health.

Did You Know: Any resident/student, domestic or international, can go to a local doctor and request a mental health treatment plan for FREE. This mental health treatment plan will provide the resident with 10 (domestic student) or 6 (international student) FREE/Subsided sessions to see a mental health professional.

Mental Health First Aid (MHFA) courses, developed by MHFA Australia,

are based on evidence of what is best practice mental health first aid to support someone who has a mental health problem or is experiencing a mental health crisis. This evidence has been developed in partnership with the University of Melbourne, through developing Delphi method guidelines that cover a number of mental health problems, crises and in different contexts. All MHFA courses are then evaluated, using rigorous scientific methods, to ensure they are having a positive impact.

Note, MHFA Australia do not deliver the MHFA courses, they train up organisations to then facilitate these accredited courses. There are numerous organisation in Australia that deliver the accredited MHFA courses, including universities and some university residential locations.

ADES have been delivering the accredited MHFA course since January 2021, with an estimated 150+ courses to approximately 2000+ university residential leaders and staff having attended a course during that time.

Ashley Gurney Managing Director & Founder, Alcohol & Drug Education Specialists.

MMM Yoga at CSU

Importance of External Support Services

Linking in with local mental health services, offered by the affiliated university and local community, is crucial for residential locations to provide the best possible support for residents. With the latest data reporting 39.6% of 16 to 24-year-olds will experience a mental illness in any one year, it further highlights just how crucial external partnerships are.

External support services might include organisations such as Sonder, Headspace, Beyond Blue, Batyr, R U OK?, Lifeline, that are just a handful of professional services.

There is never going to be one external support service which will suit all of your residents. Exploring the many support services in your respective local area significantly increases the likelihood of residents accessing support for their mental health.

Continuing to Prioritise Mental Health

The Mental Health First Aid (MHFA) Skilled Workplace Program, conducted by MHFA Australia, recognises workplaces for their commitment to Mental Health First Aid training. It is a way of celebrating organisations across Australia who not only invest in developing mental health first aid skills in their people, but also show a strong commitment to embedding the program into their organisation’s culture; through actions like senior leadership support, relevant policies, supporting Mental Health First Aid Officers and continuous improvement.

Participating in the MHFA Skilled Workplace Program is a clear demonstration of your commitment to building a mentally healthy workplace, both to your staff and your external stakeholders. Workplaces can apply online anytime and recognition lasts for two years.

In October 2022 UniLodge Australia were recognised by MHFA Australia as being a MHFA Skilled Workplace. Any university residential location who would like to apply for this program simply visit the MHFA Australia website via the weblink: www.mhfa.com.au/skilledworkplace

Prioritising the mental health of residents is a testament to the residential sector, with residential locations leading the charge to positively improve mental health awareness. The willingness to share ideas, programs, knowledge and ideas between residential locations has been a fantastic approach which ADES has observed over the past 5 years.

If you would like any further information regarding mental health programs in the residential sector please feel free to contact ADES directly. www.adesaustralia.com

Unilodge Australia

Mick delivering his 100th MHFA Course

Ashley & Mick, ADES

The power of Restorative Practice

At University of Newcastle’s Student Living, establishing and maintaining strong and healthy relationships within our community is central to the work we do. Since 2016, Student Living has embedded a Restorative Practice approach into both student processes and team culture.

Currently, Student Living remains the only university in Australia to have embedded Restorative Practice in all aspects of resident support and engagement – encompassing elements including student misconduct and finance, where a framework of clear expectations, respect and support is embedded.

What is Restorative Practice?

‘Restorative Practice is a social science that offers proven strategies for strengthening and repairing relationships. These proactive, responsive strategies provide the means to develop, repair and maintain healthy relationships that are the foundation of healthy communities. Restorative Practice training provides the skills required to manage and address conflict when it arises and focuses on the needs of all those who are impacted. This practice actively helps decrease crime, addresses antisocial behaviour and repairs and restores relationships at all levels.’ – Restorative Journeys.

This innovative approach puts relationships at the centre of Student Living’s work and engagement. By adopting this approach, we’ve seen important improvement in both relationships within the Student Living team itself and the

relationship Student Living has with our community of residents.

What improvements have we seen as a result of embedding the Restorative Practice framework?

Since implementing the Restorative Practice framework, the way in which we communicate with our residential community, how we communicate across the business unit, and how we’ve seen residents communicate amongst themselves has positively improved.

Restorative Practice has been instrumental in producing more successful outcomes when entering student misconduct conversations. The process encourages our community members to reflect on their actions and behaviour and we work alongside them to determine appropriate next steps.

In addition, this framework encouraged us to reflect on previous language used around incidents and the negative connotations that may attract. As a result, we’ve refined this language to community concerns which helped make people more comfortable with raising concerns they may have without fear of repercussions within the community.

When facing conversations in relation to finances (overdue accounts) and other sensitive topics, we’ve focused on the relationshipnurturing element and re-considered the tone of our communications and the timeliness of them.

What is Restorative Practice?

We’ve also attributed success in the educational pieces we put in place including the introduction of the Student Living team, personalising communication signoff and really considering that human element of the Student Living-resident relationship.

Supporting our residents to support others

All Residential Mentors undertake Restorative Practice training as part of their onboarding and leadership journey. We find this to be crucial to their role of providing peer-to-peer support with fellow residents. A practical uptake of this framework is demonstrated during our orientation period where RMs facilitate Restorative Circles between new and existing residents in order to develop roommate agreements. These agreements are used as an informal way to manage the overall standards and values that residents stand for during their occupancy. In addition, since its introduction, we’ve also evaluated the success of the framework through informal sentiments received from numerous RMs.

Embedding Restorative Practice in your institution

The beauty of Restorative Practice is being able to start small and, over time, develop understanding of the framework. There’s a lot of information available publicly but below are a couple of resources to get you started.

Webinar: Discovering Restorative’s True Potential

Jess Rokobaro

Business Support Manager, Student Living University of Newcastle, APSAA Communications & Engagement Committee member

Restorative Practice in the Student Living community –Connection Circles

Restorative Practice in the Student Living community – Maintaining Relationships

2023 ACUHO-I Conference

The 2023 Association of College and University Housing Officers –International (ACUHO-I) conference was held in Portland, Oregon in June and I was very fortunate to attend as the recipient of the of the APSAA 2022 New Professional Award.

From the very first pre-conference session I met warm and welcoming people from around the world who were all coming together with a shared passion for student accommodation. I connected with APSAA members from New Zealand, Singapore, NSW and Victoria which was amazing as we could discuss what we’d experienced in the sessions and how it translated to our own institutions and environments.

Throughout the conference there were over 100 sessions available to attend as well as numerous networking events, an expo and a comprehensive delegate information and support area. Given Student Living is planning a new development, I opted

to attend sessions that supported this theme as well as sessions that focused on issues that face our industry as a whole such as resident support and wellbeing, fostering gender inclusive environments and creating accommodation master plans.

Whilst the American and Australian student accommodation landscapes are, on a general level, quite different, I was energised by how much I took away from each session and how much I could relate back to our environment. I thoroughly enjoyed the opportunity to discuss the different ways we do things with other delegates, and I was interested to hear

how things we have always done, like mixed gender apartments, are a foreign concept to most colleges in America. Similarly, they were very interested to hear how we structure our bed mixes and that, aside from couple arrangements, we don’t have two individuals sharing the same bedroom!

I look forward to sharing more about the sessions I attended at this year's APSAA Conference but for now, here are some presenter comments that really resonated with me:

1. Across the world, the top priorities for residents are to feel safe and secure, and to feel as though they belong.

2. Natural light positively contributes to a higher academic performance and supports overall wellbeing.

3. Amenities that are seemingly purely functional can be used to foster community connection and a sense of belonging e.g., laundries with games rooms and the layout of shared bathrooms.

4. When reviewing our policies and procedures, consider how they foster or hinder a sense of belonging.

I learned so much during the conference and met so many wonderful people. I look forward to sharing more with you at the 2023 APSAA Conference.

Jess Rokobaro

APSAA representative at the ACHUO-I Conference

Two worlds collide…

Iwas extremely fortunate to be able to attend the CUBO (College and University Business Officers) Summer Conference and study tour hosted in Scotland in July representing APSAA. On arrival in Edinburgh (following some delayed and cancelled flights!) I checked into Pollock Halls at the University of Edinburgh and the sheer scale of their housing operation was truly evident. Although we were in the summer break between academic years (think November – February in Aus/NZ) the campus was absolutely crawling with people! School groups, international students, families, interest groups were all enjoying everything the University could offer as well as being located conveniently in this beautiful city.

Our study tour, comprised of delegates from Northern Ireland, Wales, Scotland, England, USA and of course me! I have long been a believer it is the networks and people you meet that have the biggest impact on your personal growth and experience and this group of 10 fantastic professionals truly fulfilled this brief! You can spot student accommodation and university commercial managers when on tour –they are taking pictures of the quirky bin signage and clever marketing collateral!

We were fortunate enough to visit Edinburgh Napier University Business School campus, Heriot Watt University and the University of St Andrews whilst calling the University of Edinburgh home. The rooms we stayed in were simple and somewhat standard single beds, desks, wardrobe set ups with an ensuite bathroom but were immaculately clean and you could see how so many residents would love to call Pollock Halls home during semester time. The University of St Andrews was an absolute highlight for me, not only for the fact its campus spread around this beautiful coastal town, with heritage buildings and vast sporting facilities. The staff really made us welcome and the team that look after all of the halls and residences remained student centric in all they do. For anyone who is a fan of the monarchy or even just the Netflix series The Crown, we were also fortunate enough to go through the halls where

William and Kate met whilst studying which excited some more than others!

After a few days we set off for our final destination at the University of Glasgow to attend the conference. Glasgow is a vibrant city that has had a coming of age to acknowledge the real-life Hogwarts architecture of the University with the modern growth and investment in its surrounds. The ability to do this in a seamless way and create a university town that leads with the strapline “the best university for the world” they focus on ensuring they deliver on their values in action – on climate change, reparative justice, and creating long term equitable and sustainable partnerships. Something that Rachel Sandison, Deputy Vice Chancellor, External Engagement and Vice Principal spoke of as she opened the conference. She also called for more professional services representation around the Higher Education top table.

Marion Grey CEO Deakin Residential Services, APSAA President & Member Finance, Audit & Risk & Conference & GHTI Committees

The keynote speakers at the conference were incredibly insightful from Andrew Murphy whose illustrious career with John Lewis Partnership never happened had it not been for the risk he took in sending a hilarious letter all but telling the recruitment team they’d got it wrong if they didn’t employ him. He provided some valuable tips for leaders including the following statement which really rang true:

“There are no stakeholders – only people on, or not on, your team.”

An interesting concept that challenges hierarchical structures and draws all people in rather than creating a silo you must influence from the outside which is a much trickier concept.

Business futurist Kate Ancketill provided some context around GenZ and their new priorities shaped by the pandemic (see image below):

1. 3rd spaces as a third way for freedom and informality outside of instated forms of home, work

2. Wellness and sustainability at the heart of all services

3. Localism and community

4. Ultimate convenience

5. AI

These needs and wants from the generations moving through our residences are just as applicable in our localised context and there is much to learn together on how we deliver on their expectations.

Attendance at the member presentations and best practice sharing workshops, discussions were forthright on nomination agreements with PBSA delivery models, embedding EDI and a new approach to managing conduct and these sessions really did articulate the common themes, challenges, and opportunities that we share even on the other side of the world.

The 2023 CUBO Awards were a great opportunity to celebrate the wonderful work that institutions have undertaken as well as acknowledging individuals’ contributions to the industry in the UK, and of course one couldn’t attend a dinner in such a stunning location without being welcomed by the bagpipes!

APSAA values its relationship with CUBO and our MOU is in place for 3 years, allowing sharing of information and opportunities for global research profiling. One of the topics that Jan Kapper, CEO of CUBO raised in the opening of the conference was how helpful they had found learning from the experience of APSAA members in relation to the New Zealand Code of Practice as they navigate similar legislation in the UK.

I titled this article Where two worlds collide not only because in the Scottish Universities that I visited their design and built environment had seamlessly ensured that the heritage, beauty, and stature of their buildings (dating from 1406!) remained the focal point whilst bringing in modern facilities and engaging design elements interwoven so successfully, but also because I left Melbourne assuming that I would experience many differences. The truth is there were more similarities and outside of the physical buildings being steeped in history, the residents, staff, and human elements of what we do are very much the same. There is a housing affordability crisis in the UK, staffing shortages and burn out from the decline in our young people’s wellbeing. The globalisation, driven by social media and the never-ending tide of information available no matter where you are in the world, means that what matters to our residents, their value choices and living expectations are actually firmly aligned and it is in this space we can learn and improve how we deliver the best student experience alongside partners such as CUBO.

2023 APSAA Conference

18 – 21 September 2023 | Hilton Brisbane

What’s the recipe for a great conference?

• A warm, sunny location

• Presentations from industry leaders sharing latest trends and insights

• Diverse and stimulating keynote speakers

• Motivating and collaborative discussions and workshops

• An opportunity to hear from peers about their work and learnings

• Connecting with old friends and meeting new ones

• A tour of centrally located student accommodation facilities

• A chance to glam up at an Awards Gala Dinner

The APSAA Conference in Brisbane ticks all those boxes and more. Don’t miss out – register your attendance today.

Sunday 17 September

Monday 18 September

Tuesday 19 September

Wednesday 20 September

Thursday 21 September

Conference Program

The program will deliver content in three streams with a mix of workshops, interactive sessions and professional learning.

• Student experience and wellbeing

• Management, operations and finance

• Facilities and development

Conference Pricing

Full Conference Registration – Standard: Member: $1,650

Non-Member: $1,925

Social Events

Monday 18 September: Evening Reception

Join us over drinks and canapes for an exceptional chance to connect and interact with fellow delegates and trade sponsors.

Wednesday 20 September:

APSAA Gala Awards Dinner

Put your dancing shoes on to recognise and celebrate the achievements and excellence of individuals and organisations in the student accommodation industry.

Half-Day Study Tour

Half-Day Study Tour

Welcome Reception (evening)

Conference – Day 1

Conference – Day 2

Gala Awards Dinner

Conference – Day 3 (close at 3pm)

Program

The Conference program includes plenary educational sessions, peer delivered presentations, professional development workshops, networking and social opportunities and lots of fun and chatter. For all the details visit www.apsaa.org.au to start planning your days.

Study Tours

APSAA are offering pre-conference study tours on Sunday afternoon and Monday which will provide insights into what other operators are doing. Join us for one or both days to meet other delegates and view Brisbane student accommodation facilities. Transport and meals during the tour will be provided. The tours can be added at the time of registering, or can be added later.

Sponsorship Opportunities

The APSAA Conference provides an opportunity to partner with us to showcase your brand and strengthen relationships within the student accommodation industry. If you are interested in attending as a sponsor to present your latest innovations and services, please contact the team to discuss further.

Plenary Speakers

LEANNE HARVEY Vice President (Administration) and University Registrar, QUT

Ms Leanne Harvey is Vice-President (Administration) and Registrar at QUT and leads the Division of Administrative Services (‘DAS’) and is also Secretary to the University’s governing body, QUT Council. DAS comprises of a number of departments, namely Equity and Student Counselling Services, Governance and Legal Services, Health, Safety and Environment, Human Resources, Marketing and Communication, Student Business Services, the Student Ombudsman’s Office, Student Engagement and Sport, QUT Medical Centre, Assurance and Risk Management Services, the University Library and ‘HiQ’ (the University’s student enquiry service).

Prior to joining QUT, Ms Harvey was Executive General Manager at the Australian Research Council (ARC), responsible for the ARC’s Research Excellence, Programs and Corporate Services branches, including stakeholder relations, parliamentary, finance, human resources and facilities functions.

THE HON ANDREW FRASER Chancellor, Griffith University

The Hon Andrew Fraser is the University’s sixth Chancellor, and the first alumnus to hold the position as graduate with degrees in Commerce and Law. Mr Fraser is a member of the University Chancellors Council (UCC) which is the forum for the Chancellors of all public, not for profit universities in Australia who discuss key issues for the higher education sector.

Mr Fraser is also a professional director with a wide range of roles across the private, public and charitable sectors. Currently he serves on the boards of BESIX Watpac Ltd, the Australian Retirement Trust, Orange Sky Australia, Hear and Say and Australians for Indigenous Constitutional Recognition Ltd.

Additionally, he is a director on the Brisbane Broncos Ltd and is the President and Chair of Motorsport Australia.

LEON MCCLINTON

ACHUO-I President

Dr. Leon McClinton, Jr., currently serves as Director of Housing & Residential Life at Oklahoma State University. Dr McClinton has worked in University Housing & Residential Life for over 28 years and during that time he received the Lifetime Achievement Award from the Clemson University Residence Hall Association and was also named Student Affairs Employee of the Year by Clemson University.

Dr McClinton provided leadership for one of the largest residential life programs in the United States, encompassing 9,125 on-campus students in 47 residence halls, while working at Virginia Tech. He is currently responsible for directing the Housing & Residential Life program for nearly 7,000 on-campus residential students in 26 on-campus residential communities and 6 family-first apartment neighbourhoods, with overall supervisory responsibilities for 20 professional staff, 20 graduate assistants, and 320 undergraduate student staff members at Oklahoma State University.

2023 APSAA CONFERENCE

Professional Development Sessions

A highlight of the APSAA Conference are the 90-minute professional development workshops, crafted to empower delegates with the chance to acquire fresh, careerorientated skills.

Public Speaking Workshop

Hosted by Miranda Deakin, a highly accomplished and experienced television presenter, radio broadcaster, journalist, public speaker, voice artist and actress.

Join our energising MC, Miranda, as she will help you take the fear out of public speaking. Discover how to captivate an audience and overcome nerves, uncover practical tools like breath work and vocal projection while embracing the joy of delivering presentations and speaking confidently in public.

LinkedIn Workshop

Hosted by Kylie Chown, My Digital Brand

This workshop will be a mix of educational content and hands-on activities. Explore the current LinkedIn landscape, gain professional insights into crafting a compelling and

professional profile, master strategies for expanding your network and delve into the best practices for respectful and meaningful engagement.

Free Headshots

As part of your APSAA Conference Registration, you’ll have the chance to receive a complimentary headshot captured by our skilled photographer, Caroline Attwood. Take this opportunity to acquire a professional photo that you can proudly showcase on your LinkedIn profile and other social accounts.

HILTON BRISBANE

“10 Things I Need You to Do”

Choose accommodation at the conference venue, or at the very least, close to the conference. This will not only reduce travel time but allows you to network much easier with those attending the conference.

2 3 4 5

Ask around who is attending the conference. Send an email to old colleagues or industry partners and organise a specific time to catchup at the conference – always great to hear what people are doing in their respective roles/institutions.

Download the Conference app as soon as it’s available: add your profile (including a picture), allow others to connect with you through the app, and plan the sessions that you really want to attend. If you have colleagues from your institution with you, spread yourselves across the sessions and share your learnings later. The inbuilt scheduler will also help you keep track of where you need to be!

Your quick guide to thriving at the 2023 APSAA Conference! 1 6 7 8 9 10

If possible, attend the Gala Awards Dinner. It’s a fantastic way to network and learn about all the amazing work being done! It’s also a great chance to hit the D-floor and show off your moves!

Sit with different people at every session. Introduce yourself, be curious and ask lots of questions. Start with where are you from, what is your role, how long have you been in the industry and what does a standard day look like for you? Absorb ideas and share your knowledge.

Engage in the sponsor passport game via the Conference App – chat to the sponsors, scan their QR code and go in the draw for great prizes.

Put your laptop away! At least during the guest speakers and concurrent sessions. If you must keep up with your emails, set aside time before and after the conference day. Time spent networking with those who are present, is so valuable to your professional space.

Make an effort to chat with the conference sponsors and exhibitors. They are away from their work offices too and are keen to connect. You never know what sort of deal you might find.

Participate in the pre-conference Study Tours as they offer an excellent opportunity to explore accommodation providers and facilities, interact with your fellow conference attendees and immerse yourself in vibrant Brisbane.

Post to your socials and LinkedIn page. Use the hashtag #APSSAConference2023 and share your experience with your network to encourage them to join us next year!

Carolyn Mee College Dean & Vice Rector Aquinas College, APSAA Board Member, Professional Development Committee Vice Chair, Communications & Engagement Committee Member.

APSAA Bootcamp

4 & 5 December, 2023 | The Australian Catholic University, Sydney

Registrations are now open for the first APSAA Bootcamp. Targeted to new industry professionals (less than 1-2 years experience), the Bootcamp will enable participants to meet and interact with industry colleagues, and gain exposure to and an understanding of APSAA industry guidelines.

JODIE HAZELL

Senior Manager, Student Residence, University of Wollongong

A GHTI Graduate, Jodie is responsible for developing and implementing streamlined, efficient and consistent approaches to DRS operations across all locations. In addition, Jodie manages the operational support team, which has responsibility for key software systems, risk management, compliance and reporting obligations, and develops operating procedures that support operational teams.

With a Masters in Applied Management (Tourism) and over 20 years working in the accommodation sector both in hospitality and tertiary education sectors, she has extensive operational, revenue management and administrative experience.

Facilitated by industry professionals with a wealth of experience in both PBSA and university housing, the APSAA bootcamp consists of formal training, group activities and informal networking opportunities.

Bootcamp begins on Monday 4 December with a lunch and sessions on Operations and Student Experience. Tuesday 5th December

RACHEL OVERTON

Associate Director Student Accommodation,

University of Canberra

Rachel is a GHTI Graduate and a current APSAA Board member. At the University of Canberra (UC) Rachel is responsible for the contractual management, safety, security and pastoral care of residents living in student accommodation. Prior to working at UC, Rachel worked in education internationally for over 20 years, most recently as Director of Student Services, Lincoln College Group UK.

Rachel has extensive experience and training in pastoral care and has represented education on government panels for safeguarding, equality and diversity, mental health, Special Educational Needs and Disabilities (SEND) and prevent.

Rachel is passionate about education and student support and believes that every person entering accommodation has a right to a happy, safe and fun experience whilst living away from home.

will feature sessions on Facilities, Finance, Risk & Incident Management and Human Resources. This is in addition to a skills session by StarRez, a Q&A plus feedback opportunities.

To be held on 4 & 5 December, 2023 at the Australian Catholic University’s Miguel Cordero Residence in Sydney, with facilitators:

JAMES HAWLEY

General Manager, Deakin Residential Services

James is responsible for the leadership, management, and delivery of an integrated on and off campus accommodation service to students at Deakin’s Burwood campus includingthe daily operation of the residential complex along with marketing, recruitment, business, facility management, service and student support functions. James has worked in the student accommodation sector for over 10 years across both the UK and Australia.

Registrations

are open here

APSAA CONFERENCE

18-21 September 2023

HILTON BRISBANE

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