8 minute read
Mind the gap
32 / FEATURE ➜ LEADERSHIP
MIND THE G A P
The University Mental Health Advisers Network’s (UMHAN) Sam Gamblin outlines the key areas for schools, SENCOs, parents and carers to be aware of when it comes to student anxiety and mental health, and the support available to students.
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tudent anxiety and mental health issues can be exacerbated by the transition from school to college or university, and the effects can be far-reaching. Recent headlines have renewed our collective focus on young people’s mental health, especially during the pandemic with articles such as: ‘Mental health of students “single biggest concern” of school staff, union finds’; and ‘Parents warn of tsunami of schoolanxiety cases’. The message is clear – young people are struggling with poor mental health, while schools, colleges, universities and society at large are struggling to support them.
UMHAN’s work in student mental health over nearly 20 years has given the national charity in-depth insight into the mental health of young people arriving at university, and during their studies. UMHAN’s members work primarily with students with long-term mental health conditions, and we have identified some key points to ensure this cohort can access the right support.
THE IMPORTANCE OF LANGUAGE
We know that one of the biggest barriers to students with mental health conditions accessing support at university is the terminology used. As a society, we have started using the terms wellbeing, mental wellbeing and mental health frequently and interchangeably. Additionally, we are seeing an overuse of psychiatric language to describe common and everyday experiences, such as “I’m depressed” or “I’m a bit OCD”. This can make it harder to prioritise the students most in need.
Even more confusing is that schools use the term ‘special educational needs’, while in university this changes to ‘disability’ and ‘disabled’. Added to this is uncertainty around available support; it’s hard for students, carers and advisors to know what might be available because systems are not joined up. This means that many are under the impression that an Education and Health Care Plan (EHCP) extends to university, whereas Disabled Students Allowances (DSAs) and specialist university support takes over once a student has transitioned to Higher Education (HE).
We advocate for a more homogenous use of language across the whole sector to ensure we are all consistent in the data we are collecting. This will help ensure the evidence for what works is accurate and, most importantly, make sure students get the support they really need.
BIO
S A M G A M B L I N
Sam is the charity manager of UMHAN, the largest network of mental health professionals working in education. Sam previously managed disability support services at a large university for 10 years and is the parent of two neurodivergent teens, one of whom was diagnosed with mental health conditions while at school. Sign up for UMHAN’s free newsletter:
https://bit.ly/3FYjw8l
MENTAL HEALTH IN HIGHE R EDUCATION?
As with schools, the number of students with a mental health condition is rising. A recent UCAS report showed that there had been a 450 per cent rise in students disclosing mental health conditions over the past decade via their application service.
If an applicant discloses on their application form (by ticking the relevant disabilityt box) they will normally be proactively contacted by support services who will discuss what support is needed, and also given advice about applying for DSAs.
DSAs are a funding stream that students with SEND can apply for. For students with mental health conditions, this can mean access to Specialist Mental Health Mentoring (which includes regular one-to-one meetings with a specialist to assist with tips and strategies to support academic studies).
Many students with mental health conditions will also be eligible for adjustments to teaching and learning or might have accommodation needs. If they disclose their condition, these will normally be discussed with the student prior to their arrival on campus. It is also worth noting that universityt services can provide advice on transferring care and help with risk and safetyt planning. Specialist staff come from a range of backgrounds such as mental health nursing or occupational therapy; it’s not just counselling on offer.
ENCOU RAGING INFORMATION SHARING
We now know more about why students don’t always disclose on application, as more work has been undertaken around transitions to universityt . For example, some students want to start with a clean slate, putting mental health difficulties that have been present in school behind them, while others do not relate to the medical model language around disabilityt disclosure. There is also still a misconception that disclosing a long-term condition will affect an academic offer of a place. Our experience shows us that the biggest challenges for students with mental health conditions on transition to universityt are around transferring care and losing normal support netwt orks, all at a time when trying to adapt to a new environment and independent living. The way universities operate means that most do not offer the close support and contact of school life, which can be a big adjustment in itself.
34 / FEATURE ➜ LEADERSHIP
We know that those who give advice to students about completing UCAS forms are often varied members of staff or parents/carers. Sometimes these advisors might not understand that long-term mental health conditions can be as disabling as a physical health condition, or the challenges that this huge transition might bring. We believe SENCOs are wellplaced to understand which students fall under the definition of disabled according to the Equality Act and provide advice on the support available at university for students with mental health conditions. Other students with co-existing conditions such as autism or ADHD may similarly find that the less formal structure of a higher education course, and lack of normal scaffolding, may mean that they require mental health support for the first time.
Some students may be high achieving and may fly under a SENCO’s radar, but issues like perfectionism and managing independent study can create mental health challenges for those already prone to anxiety, for example. We also know that someone may experience their first episode of psychosis while at university, as young adults between the ages of 18 and 25 are at the peak age for developing serious mental illnesses such as schizophrenia and bipolar disorder. Early intervention here is key, and university services are well equipped to provide an appropriate response.
It can be difficult for school staff concerned about a young person’s mental health to know what to do. By ensuring that all students are more aware of the range of support on offer and encouraging those they already know about to share information with their chosen university, we can make sure support is better joined up.
RESEARCH AND FURTHER READING
LEARNING FROM EACH OTHER
Starting the Conversation: UCAS report on student mental health: https://bit.ly/3EcDT1e Improving mental health outcomes, Office for Students https://bit.ly/3rlRAHr Mental Health of Higher Education Students, Royal College of Psychiatrists: https://bit.ly/3D43kAF What support is available at university, UMHAN: It’s been heartening to see https://bit.ly/32Q0Z01 how widely the whole school approach to mental health has been adopted. As a charity, we’re looking forward to understanding more about the effectiveness of the new education mental health practitioners and senior school leads.
Mental health support for students at university is fairly well-developed (despite what some press reports suggest) but there remain many challenges. A recent paper from the British Journal of Psychology has suggested that there are multiple contextual reasons contributing to student distress, summarised as “cuts, competition and comparison” which will be well recognised by staff in education. These systemic issues would require intensive investment and an overhaul of the education system.
All effort for future development will benefit from lessons learnt along the way. From our extensive experience, we believe that, as well as counselling and therapy, a wider range of skills and support should be offered throughout the education sector such as the practical, strengths-based approach offered by occupational therapists and specialist mental health mentors. To truly improve student mental health, it’s imperative that we start connecting the dots, think about how we are communicating and share best practice. We’re ready to talk, and to listen.
