Student perspectives on mental health support and services in the UK

Batchelor, Rachel; Pitman, Emma; Sharpington, Alex; Stock, Melissa; Cage, Eilidh

doi:10.1080/0309877x.2019.1579896

Cited by 32 publications

(38 citation statements)

References 36 publications

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“…Importantly, students in the comparison group mentioned similar mental health challengesindicating the transition can be emotionally difficult for all students, thus support should be designed following Universal Design principles, whereby increasing accessibility benefits all students (Gradel and Edson 2009). Interviewees discussed issues with support, such as long waiting times, an issue identified previously (Batchelor et al 2020). Long waiting times are problematic since they may contribute to poorer mental health and longer recovery (Reichert and Jacobs 2018).…”

Section: Discussionmentioning

confidence: 99%

Expectations and experiences of the transition out of university for students with mental health conditions

Cage

James

Newell

et al. 2021

European Journal of Higher Education

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The transition out of university can be a challenging time for undergraduate students, especially those with mental health conditions (MHC). Student mental health is a global concern, and metrics indicate lower employment rates for graduates with MHC. Little is known about the expectations and experiences of these students regarding this transition. This research used mixed methods to gather information on transition expectations prior to graduation (Study One), and experiences after graduation (Study Two). In Study One, 44 final year undergraduate students with MHC registered with their disability service and 50 without completed a survey, examining emotions and expectations of the transition. Study Two involved semi-structured interviews with seven graduates with MHC. Study One found students with MHC associated more negative emotions with the transition and were less likely to have a post-graduation plan but were not accessing more support than those without MHC. Study Two highlighted challenges faced when accessing support, the impact of mental health on transitions, and coping with change. These findings have implications for Higher Education providers in ensuring better support is available for the transition out of university for students with MHC. Specific support tailored to the needs of these students could help improve graduate outcomes.

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Section: Discussionmentioning

confidence: 99%

Expectations and experiences of the transition out of university for students with mental health conditions

Cage

James

Newell

et al. 2021

European Journal of Higher Education

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“…Panels also echoed sectoral concerns regarding the fragmentation of public and university mental health service provision (Batchelor et al, 2020;Randall & Bewick, 2016;Storrie et al, 2010;UUK, 2018) and recommendations for dual GP registration (Brown, 2016).…”

Section: Discussionmentioning

confidence: 99%

Student Perspectives on improving mental health support Services at university

Priestley

Broglia

Hughes

et al. 2021

Couns and Psychother Res

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University counselling services have a long tradition dating back to the late 1940s (LaFollette, 2009). Significant developments across the higher education sector in recent years have required these services to re-evaluate and redesign the structure and delivery of their provision in order to meet the changing needs of a growing and increasingly diverse student population (Randall & Bewick, 2016).Whilst university counselling services vary according to type and size of institution and student demographic (Rückert, 2015), their role and function now typically entail the provision of a breadth of support options, including bespoke, time-limited, individual and group student counselling both in person and online; prevention and outreach; consultation to faculty and staff; and risk assessment and management (Prince, 2015). As a result, university counselling services have expanded to encompass a range of mental health teams and practitioners, including university mental health advisors, student well-being consultants and disability services. Moreover, these student mental health services are further complemented by student support services, which provide practical support that may impact on student mental health, but which is not their primary function, such as student finance services, accommodation services and academic advisory services.The data available suggests that short-term embedded counselling at university is clinically effective, with 56% of students (n = 846) reporting reliable and clinical improvement following a course of short-term counselling (Connell et al., 2008). Moreover, university counselling can demonstrably benefit academic

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“…This aligns with experiences noted both by students 15 and researchers into university mental health services. 31,32 The current study suggests that more could be done to combat feelings of invisibility. A more proactive approach to ensuring that students feel part of the university community and that there is a wider system in place to support them in their academic studies appears important.…”

Section: Discussionmentioning

confidence: 85%

‘Five hours to sort out your life’: qualitative study of the experiences of university students who access mental health support

et al. 2021

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Background Previous qualitative research suggests that university students feel that current service provision does not meet their needs. Exploring the reasons for this may help to promote service change, encourage the uptake of care, improve outcomes and increase satisfaction within university services. Aims This study aimed to improve the understanding of how students experience the process of accessing and using mental health support, barriers and facilitators to treatment, and how students would adapt provision to improve experiences. Method Semi-structured interviews were conducted with 16 full-time students who had used mental health services at university. Data were analysed using thematic analysis. Results Five higher-order themes were identified: personalisation and informed choice, simplifying the process, feeling abandoned ignored or invisible, stigma, and superiority of private and external services. Sixteen subthemes were identified within these themes. Conclusions Findings indicate that access to mental health support should be simplified, with collaboration across university and external health and care services, to prevent students feeling lost or abandoned when seeking care. An inclusive approach to support access and provision of services for all presentations of mental health problems should be developed.

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Student perspectives on mental health support and services in the UK

Cited by 32 publications

References 36 publications

Expectations and experiences of the transition out of university for students with mental health conditions

Expectations and experiences of the transition out of university for students with mental health conditions

Student Perspectives on improving mental health support Services at university

‘Five hours to sort out your life’: qualitative study of the experiences of university students who access mental health support

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