Higher Education for a Healthy Nation: Student well-being and health
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Higher Education for a Healthy Nation: Student well-being and health
“The benefits of Open “When I finally did tell one “I was really in a bad way
University education in of my tutors that I was a prior to having regular
prison were immediate. carer, I was amazed at how meetings with the mentor,
The lessons helped me much support was given. He and seriously thinking about
have a new positive focus explained that I could always walking away from the
on rebuilding my life. The contact him if I needed course. My mentor helped
challenging modules helped extensions and extra support.” in numerous ways and was
rebuild my self-confidence.” supportive practically -
Page 50 arranging meetings with
Page 11 advice shop and drop in
centre, using library facilities,
and emotionally – giving
perspective, prioritising,
managing stress levels.”
“The benefits of exercising Page 43
are improved well-being,
a healthier lifestyle, more
“It’s so important to talk positive attitude, and
about mental health and improved sleep and fitness. I
for it to be part of everyday have started to get to know
conversation because with other people and it’s great
one in four people struggling to feel part of a community, “Sharing my story was so
with a mental health and I just feel generally more rewarding and I have already
problem, it’s more common positive. Going to the Sports received feedback from
than you think.” Centre has helped me to friends who related to my
not only lose weight, it has experience and were grateful
Page 13 improved my mental health that somebody had finally
and well-being, especially spoken out”.
around anxiety and stress in
advance of exams.” Page 7
Page 27
“All my lecturers and student “If I hadn’t done this work
services were very keen for experience then I’d be lost.
me to take a break rather I’d finish university with a
than give up. When you’re degree and not know where
in that head space you to go. Doing the GO Wales
feel like giving up, but they “Coming here is giving me programme has helped me to
persuaded me to take a year confidence for the future. step into the next journey of
off and come back.” Whatever tools I get from my life.”
here I know I can carry them
Page 22 on outside.” Page 62
Page 16
Health and well-being in HE Page 3 Contents Contents 3 Mindfulness programme 33 Introduction 4 Bystander Project 34 Mental and emotional health and well-being 5 ‘No Grey Area’ Campaign 35 The big white wall 6 Student well-being drop-in sessions 36 Building an inclusive community 7 Addressing violence and abuse 37 Stefan’s socks 9 Working together 39 Improving student mental health 10 Raising Awareness of Diabetes 40 My story: Leah Barfield 12 Arts and health 41 Promoting health and well-being 14 Well-being services with local charities 42 Reducing risk and building resilience 15 Improving the Health of Local Communities 44 My story: a student with autism 16 Improving social prescribing in north Wales 45 Improving to access to counselling in Welsh 17 Additional support 47 Mindfulness for International Students 18 Skills for Life 48 Building emotional resilience 19 Inclusive environment 49 Supporting LGBT+ students 20 Supporting students who are carers 50 Supporting students to succeed 21 Boosting resources for blind students 51 My Story: Ella Wilkinson 22 Well-being and health by design 52 Physical activity, health and well-being 23 Substance use and misuse 53 Fight to end Period Poverty 24 Supporting a safer attitude to alcohol 54 Couch to 5k 25 Sustainability and healthy environments 55 Resilience through physical activity 26 Award-winning healthy environments 56 Championing physical activity 28 Single use coffee cup pilot scheme 57 Promoting well-being with coaching 29 Building resilience through work placements 59 Safe environment, personal health, Rachel’s story 60 and relationships 31 Daisy Dewell 61 Safe and inclusive learning environments 32 Successful futures 62
Page 4 Health and well-being in HE
Introduction
Universities and colleges that invest in the well-being and health
of their students are investing in their entire communities, and
strengthening the resilience of future generations. The international
Okanagan charter for health-promoting universities and colleges
recognised that an institution that brings these principles into the core
of its operational and academic affairs is a successful one. Furthermore,
bringing health and well-being into the mainstream heightens
compassion; improves equity and social justice on campus; improves the
health of those who learn and work in our institutions; and strengthens
the sustainability of our communities and wider society.
Universities and colleges play a to access, including support for aims. Along with representative
unique role in the daily lives of mental health. These case studies bodies such as Universities Wales,
students, and they want to be well- show some of the ways in which NUS Wales, and Colleges Wales,
equipped to support their large and institutions are currently working and other public bodies, we will
diverse student populations. From with students and partners to create play a crucial role in shaping the
supporting their academic progress inclusive learning environments, to support networks made available for
early on, to providing a range of help ensure a healthy and resilient students in the future.
services and advice when they face student body.
challenges, interventions can make a Gwyneth Sweatman, 2018-19
real difference to student lives. “For most students, university is President of the NUS in Wales,
a joyous experience where new outlined her vision for well-being
We have been making progress friendships are forged, careers and health in higher education:
in this area for a while. Working paths are chosen and lessons are
with others, we strive to adopt a learned, both inside and outside “Wales is the perfect size for
preventive approach through our the lecture theatre. But it is also a universities, students, and the
policies, and we are acutely aware of time of transition which can bring mental health sector to work
our need to contribute to a society its own challenges, such as living together to make sure that every
that boosts people’s physical and away from home for the first time, student in Wales, no matter where
mental well-being. This enables us managing finances or coping with or how they study, is able to access
to progress the goals set out in the exam pressures.” Kirsty Williams AM, the services and support they need
Well-being of Future Generations Education Minister, March 2019 to stay in education.”
(Wales) Act, particularly around a
healthy Wales and an equal Wales. Earlier this year, the Welsh This publication shines a light
Government announced that it on how universities and colleges
The Violence Against Women, would provide £2 million of new foster healthy and thriving higher
Domestic Abuse and Sexual Abuse funding to support students’ health education environments. We know
Act aims to support all people in and well-being, including mental there is more we can all do: we must
Wales who have been subject to health, at our universities. I look challenge structures and processes
violence and abuse, which impacts forward to seeing what this extra that create barriers; and continually
on well-being and mental health. funding boost brings and its impact improve and respond. But we will
on the lives of students. also continue to work with our
Finally, the Equality Act protects partners to champion successes
individuals from unfair treatment We want to go beyond merely and to promote higher education’s
and promotes a fair and more equal complying with legislation. HEFCW is contribution to well-being
society, and defines some mental committed to sustaining well-being and health.
illnesses as protected characteristics. and health in higher education,
and we will continue to work with David Allen OBE, Chair, HEFCW,
Universities and colleges tend to our student partners, and with June 2019
have a portfolio of well-being and universities, colleges and Welsh
health services available for students Government to help realise our
Mental and emotional health and well-being Page 5 Mental and emotional health and well-being
Page 6 Mental and emotional health and well-being
Using the Big White
Wall to support
“We are delighted that the
University supported the
Students’ Union’s proposal
well-being and health and that this service is
available to all of our
students. We know from
talking to our students that
The University of Wales Trinity Saint David, in partnership with mental health is extremely
its Students’ Union (TSDSU), subscribes to the Big White Wall important to them. The
initiative, which provides round-the-clock access to on-line mental availability of 24-hour online
health support, and enhances existing campus-based counselling tools will be a significant
and mental health support for students. step forward in promoting
and enabling better student
The initiative was launched support; group courses and mental health.”
following feedback from students discussion on issues like negative
who needed more support, thinking and stress; and courses Josh Whale, Lampeter
were struggling to sleep, feeling and programmes to help students President, TSDSU
stressed or having difficulty improve their well-being and
coping. Big White Wall enables health. This safe online space helps
them to get support, take control students to get things off their
and feel better. chest, explore their feelings and
learn how to manage their mental
The service provides 24/7 online health and well-being. 93% of
peer and professional support, members felt better as a result of
with trained counsellors. Students using the service.
can access anonymous online
More:
Dai Rogers, Director of Student Services • d.rogers@uwtsd.ac.uk
Rhys Dart, Chief Executive, TSDSU • r.dart@uwtsd.ac.uk
bigwhitewall.com
Mental and emotional health and well-being Page 7
Building
an inclusive
“My advice is to remember
you are not alone. Please
reach out and talk to
community someone. The minute you
start to open up, the better
it gets”.
Emily, Student
Cardiff University is working in partnership with Time to Change
Wales and with three mental health charities: Gofal, Hafal and Mind
Cymru – on a multi-media campaign to end mental health stigma
and discrimination in Wales.
“Following my involvement “Sharing my story was so
in the University’s rewarding and I have already
#LetsShare Campaign, I’ve received feedback from
spoken to over 10 friends friends who related to my
who wanted advice and experience and were grateful
now feel comfortable that somebody had finally
Cardiff University’s Time to enough to discuss mental spoken out”.
Change Pledge is a public health openly”.
declaration that an organisation Sophie, Student
wishes to tackle mental health Callie, Student
stigma, fear and discrimination,
and commits to actions that will
lead to change and the reduction
of discrimination.
As part of a whole-University
approach to mental health, “Sharing who you are and
Cardiff University’s Mental how you feel is always okay,
Health Campaign for students and can make things a whole
and staff called What’s on your lot better”.
mind? #LetsShare focuses on
encouraging everyone to open up Nicola, Well-being
about mental health. Champion
Page 8 Mental and emotional health and well-being Photo: Stefan’s Socks
Mental and emotional health and well-being Page 9
Stefan’s Socks: “Stefan was a much loved
Tackling the stigma student by many in our clubs
and societies, and Stefan’s
around mental health Socks is a brilliant way for
our students to open up
about their issues and to
start changing the stigma
Stefan Osgood was a popular student at Aberystwyth University and surrounding mental health.
a keen member of the Students’ Union Fencing Society. But he was Not only does our campaign
suffering silently from depression and in March 2016, he took his do this, it is also raising
own life. money for local charities
tied to mental health and
Aberystwyth University’s Students’ they stay happy and healthy during supporting our community.
Union launched the Stefan’s Socks their time at university. Stefan’s Socks have been
campaign in memory of third-year much more than a symbol
undergraduate Stefan Osgood. A Washing Line of Well-being was for many, but a way to stand
It aims raise awareness and created with students asked to up for people who struggle
promote better mental health write an anonymous comment on to use their own voices to
among students. mental health on a pink sock and break down those barriers so
peg it to the line. Sports teams people can feel like they have
Stefan always wore a pair of and societies were encouraged to someone to turn to.”
knee-high, bright pink socks during buy a pair of pink socks from the
sporting matches. His trademark union in memory of Stefan, which Molly Longfield,
hosiery led in October 2017 to the raised more than £10,000 for Well-being Officer at
launch of Aberystwyth Students’ Mind Aberystwyth. Aberystwyth University’s
Union Stefan’s Socks campaign, Students’ Union
aimed at ending the stigma around The Stefan’s Socks campaign and
mental health and encouraging bright pink socks have become a
students to explore different ways common sight on playing fields, in
to look after themselves and ensure the Sports Centre and on campus.
More:
Bruce Wight – 01970 621 735 • prdstaff@aber.ac.uk
Esther Prytherch – 01970 622 365 • ejp14@aber.ac.uk
Page 10 Mental and emotional health and well-being
Improving student
mental health and
well-being in secure
environments
The Open University (OU) gives students in secure environments the
chance to achieve a higher education qualification through tailored
adjustment and support which is sensitive to their circumstances
and environments. This gives them a sense of hope for the future,
and in turn improves their mental health and well-being.
For a number of students, it is • A designated ‘students in • Flexibility and understanding
their first experience of education secure environments’ team by the OU when students
in a supportive environment in Wales, who liaise with are unable to meet
where their academic ability support agencies working module registration or
is encouraged, and their self- with students. assignment deadlines.
esteem is developed. It provides • Course materials versioned • One-to-one discussions about
a positive focus while serving a for use in prison, with ‘off line’ study requirements or support
prison sentence, and emphasises packs and alternative formats for students who have
the education and employment for courses that normally disclosed mental
opportunities that could be require online engagement. health conditions.
available to them on their release. • Using the Virtual Campus, • Supporting students through
In 2017/18, 89 students were a secure intranet system a period of ‘unexpected’
studying with the OU in secure for specific modules where transition (such as transferring
environments in Wales. 13 per students can access a prison or being released) to
cent of them declared a disability. range of information, continue with studying, as
The OU works closely with prison communication facilities studying provides a consistent
education officers in Wales to and other resources that are focus when they are unable to
support students, and to enable otherwise available online. control other aspects of
HE qualifications to be accessible. • One-to-one tutorials with a their lives.
This is done through: specialist tutor, empathetic to
the student’s circumstances The OU continues to support
and environment. students in secure environments
and is planning to develop further
the ‘through the gate’ support for
students on release when they are
More: exceptionally vulnerable.
Michelle Matheron, • Michelle.Matheron@open.ac.uk
www.open.ac.uk/walesMental and emotional health and well-being Page 11 “I tutor students in prison because I feel privileged to have worked closely with so many hard working and talented students, seeing them blossom. I have enjoyed the relationships that have developed. When they leave, they take with them new skills and a pride in what has been achieved. The OU has made a difference.” David Hatherley, Maths Tutor “The benefits of Open University education in prison were immediate. The lessons helped me have a new positive focus on rebuilding my life. The challenging modules helped rebuild my self-confidence.” Student “I was made to look at my life differently.” Student
Page 12 Mental and emotional health and well-being
My story:
Leah Barfield,
University of
South Wales
Leah Barfield is from
Cambridgeshire and is a second
year Documentary Photography
student at the University of
South Wales.
“When I originally moved to ensuring that my mental health
university, I lived far away from doesn’t affect my quality of work
home and it made it difficult to and focus on my studies.
adjust to my new environment. My
support network was small and I “USW also provides counselling
found it difficult to connect with services which many people I
peers and others around me.” know have accessed and have
had great experiences with them,
Having suffered with clinical whether it be about their studies
depression and generalised or personal aspects of their
anxiety disorder for many years, well-being.”
Leah is now working to raise the
profile of mental illness within the A former Young Champion for
student community. the Time to Change campaign,
which works to change the
“Within the University, I was lucky way people act and think about
enough to receive some mental mental health problems, Leah now
health mentoring. This support uses her talent for photography
network allows me to have help to document important
when it comes to my studies, conversations and stories whichMental and emotional health and well-being Page 13
“It’s so important to talk
about mental health and
for it to be part of everyday
conversation because with
one in four people struggling
with a mental health
problem, it’s more common
than you think.”
Leah Barfield, University
of South Wales
some people who suffer with a “Most people I meet find me they pick up on when I’m not
mental health problem may find outgoing and bubbly, but this is feeling great and will help me out
difficult to share. just one way I choose to hide how or arrange to do something to
I really feel inside. distract me.
“#INSIDEMYMIND is a
collaborative project which I “My triggers tend to come “It’s so important to talk about
created with Time to Change to from social situations or when mental health and for it to be part
help the current Young Champions I don’t know anyone - I tend of everyday conversation because
express themselves. Mental health to stutter and talk randomly. I with one in four people struggling
issues do not discriminate. This worry that people are judging with a mental health problem, it’s
project works with individuals me, or don’t want me there and I more common than you think.
of different backgrounds, ages find it hard not to spiral off into
and ethnicities.” darker thoughts. “Reaching out to the right group
of friends or family will help
The project is an important tool “Since being at university, I have because they’ll be able to notice
for the fight against discrimination forced myself into social situations those indicators and help you
and stigma that people face as to try and distract myself from through those darker times.”
they share first hand experiences sitting alone and circling my
and the importance of own mind. I’ve also confided in
speaking out. people who are close to me. NowPage 14 Mental and emotional health and well-being
“Being a Well-being
Champion is extremely
rewarding and enables you
Promoting health and to help fellow students, all
while improving important
well-being using support skills that are attractive to
future employers, such as
from peers
communication, listening,
and teamwork. I would
highly recommend becoming
a Champion”.
Cardiff University’s Student Support and Well-being department
provides a Peer Support Programme. ‘Well-being Champions’ are Jasmine,
volunteers who support fellow students to enhance their student Well-being Champion
life and sense of connectedness at University, while gaining valuable
skills and experiences themselves.
Well-being Champions offer in the wider group with Well-being
advice ‘on the move’, with a Champions and other students.
regular presence at libraries, halls, Postgraduate Peer Supporters
cafés, specific school buildings volunteer to help fellow students
and other University Hotspots. at regular group meetings “Having used the (Student
At a Hotspot, students can get to throughout the year. Support) services at the
know the Champions, learn tips Well-being staff supervise University myself, this is
for improving their well-being, trained Well-being Champions, my way of giving back and
take away self-help resources and Postgraduate Peer Supporters and helping others. You don’t
receive signposting information. LGBT+ Champions during their need to feel alone because
time in the role. The University we are here to help.”
Well-being Champions offer hopes to develop the Peer
regular ‘Tea & Talk’ sessions, where Support Programmes to provide Sum,
students can come along and specialist training for LGBT+ Well-being Champion
chat through any difficulties in a Champions and to introduce and Postgraduate Peer
relaxed, informal, environment. additional peer support such as Supporter
Students can chat one-to-one or Disability Champions.Mental and emotional health and well-being Page 15
Reducing risk, building
resilience: supporting
“As the course was delivered
in a university setting,
and involved university
suicidal students counselling service staff as
well as clinical psychology
staff, our initiative removed
A ground-breaking collaboration between Bangor University’s many of the barriers and
Counselling Service and the North Wales Clinical Psychology stigma associated in
Doctorate Programme was shortlisted for a Times Higher Education accessing specialist help.
‘Outstanding Support for Students’ Award in 2018. Students often fall between
what their university
provides, and what is
Students are provided with a risk of self-harm and suicidality, available in their home
bespoke course in Emotional alongside improvements in settings. We have found
Regulation Skills from Dialectical emotional regulation skills. Of a way to bring specialised
Behaviour Therapy experts, which those that completed the course, support directly to these
teaches them a number of skills there was an 88% demonstrated students. This intervention
to help them understand their clinical and reliable improvement has not only been able to
emotions, alongside strategies rate, with notable decreases in significantly reduce risk
to manage the emotions in levels of academic distress. amongst this group of
difficult situations. The courses students, but has also helped
are led by Dr. Michaela Swales, to equip them with skills that
an international expert in will support them beyond
Dialectical Behaviour Therapy their life as a student.”
(DBT), a NICE-recommended
treatment for suicidal and Kate Tindle,
self-harming behaviours. Head of Bangor
University’s Counselling
Comparing measures of emotional Service
well-being at the start and at
the end of the course has shown
significant reductions in the
More:
Kate Tindle, Head of the Counselling Service, Bangor University
• k.tindle@bangor.ac.ukPage 16 Mental and emotional health and well-being
My story:
A student with autism “Coming here is giving me
confidence for the future.
and complex mental Whatever tools I get from
here I know I can carry them
health issues at Cardiff on outside.”
Metropolitan University
A student with autism and complex mental health issues moved
to Cardiff Metropolitan University having previously struggled to
develop the social and communication skills needed for a vocational,
people-focused degree. “The support has been really
helpful. Every time I seek
support, I come in trembling
Cardiff Met helped the student to and did not feel safe in their home. and I leave with my head
understand their condition and The University worked with the held high at the end of a
to approach the aspects of study student and Women’s Aid, with a session, knowing that there
they found most challenging. The contribution from the university is a solution to my worries
University worked closely with hardship fund and mentoring and all is not lost.”
their course and placement to support, to enable the student to
manage expectations and ensure plan for and leave their domestic
that they were being given the situation safely. Local charities,
necessary time and support to their advisor and their mentor
develop their skills. This helped gave them additional support to
them to be more confident, taking develop the skills necessary for
risks and challenging themselves independent living, something
in an environment in which they they had never done before.
felt safe.
Now a graduate, they feel positive
As the student developed about their future and are
confidence, their understanding continuing to develop the skills
of their situation changed. They necessary for both independent
recognised that they had been living and working. They feel for
vulnerable as a result of their the first time in charge of their life
condition, disclosing that that they and where they are going.
did not consent to their marriage
More:
Neil Davies – Head of Student Well-being • ddavies@cardiffmet.ac.uk
www.cardiffmet.ac.uk/studentservicesMental and emotional health and well-being Page 17
Improving to access
to counselling mental
“The steps taken by the
counselling service at Bangor
University over the last
health support in Welsh year not only ensures that
counselling support is offered
in Welsh but also enables a
For many, mental health and well-being support through the better understanding of the
medium of Welsh is a key part of a service that meets their needs. needs of Welsh-speaking
service users. Together
Bangor University is committed to counselling in Welsh, and with our Students’ Union,
ensuring access to mental health has met with other local the counselling service has
provision for Welsh-speaking external bodies to promote played an important role in
students. The Counselling Service, the importance of the bringing the need to develop
in conjunction with the Students’ ‘Mae gen i hawl’ campaign, mental health services
Union (Undeb) and the University’s and Welsh-language and resources through the
Welsh Language Task Group, counselling provision. medium of Welsh to the
has been involved in a number forefront of the national
of initiatives: • A Welsh-speaking student was debate about this topic.”
appointed to an internship
• The Counselling Service to support the work of Dr Lowri Hughes,
has seen the number of the University’s Student Head of Policy and
students requesting (and Mental Health Strategy Development at Canolfan
having) counselling in Welsh Group, to enhance Welsh Bedwyr – Bangor
double. The University’s language provision for University’s Centre
Welsh-speaking counsellor student mental health and for Welsh Language
is now looking at clients’ explore viable external Welsh Services, Research
experiences of having language resources. and Technology
More:
Kate Tindle, Head of the Counselling Service, Bangor University
• k.tindle@bangor.ac.ukPage 18 Mental and emotional health and well-being
Mindfulness for
International Students
“The course was a great
platform for international
students to learn about
techniques and tools to
manage stressful situations.
The Counselling Service at Bangor University received a grant from The fact that it was targeted
UKCISA to pilot a Mindfulness-Based Stress-Reduction (MBSR) towards international
course, tailored specifically for international students. students made it more
engaging for them, but also
The Service has been providing a International students are most
gave them extra confidence
variety of psychological services, likely to make use of counselling
to discuss their thoughts and
including mindfulness courses, resources through group
feelings in their non-native
for all students for many years, programmes. One of the course’s
language, knowing everyone
but there was less uptake from groups was run in the environment
was in the same boat. It was
international students. The of the University’s Faith
a safe space for all and the
new eight-week course offered Centre, familiarising additional
internationalisation of the
psychological support to a international students with this
course definitely helped in
group of international students, venue as a useful resource at
that sense.”
frequently under-represented in their disposal.
one-to-one counselling.
Marcel Clusa,
Participants learnt skills that
International Student
The project also aims to: enhanced their personal
Support Officer
• research the effectiveness of development and capacity to
this intervention; manage stress and difficulty.
Friendships and cross-cultural
• enhance cross –cultural relationships developed within
relationships between supportive communities where The University’s Counselling
different International student participants felt safe, free to Service will continue to promote
groups; and be themselves and able to its mindfulness programmes to
understand and support each international students, and will
• investigate the other. Nearly 70% of participants work to maintain the positive
appropriateness and showed improvement in levels of contact made with International
effectiveness of providing functioning and well-being. Student Support Office staff.
such group work in a
HE institution.
More:
Kate Tindle, Head of the Counselling Service,
Bangor University
• k.tindle@bangor.ac.ukMental and emotional health and well-being Page 19
Building emotional
resilience
“This training is important
because it allows us to give
Aberystwyth University Students’ Union won a National Lottery
our students and staff ways
Community Fund grant to provide Resilience Skills and Suicide
in which to help each other
Prevention training to staff and to 2,000 students over three years.
cope and the skills to deal
A series of three-hour interactive and Society officers were among with the situations that come
workshops are being held on the first cohort to receive the with being a student.
campus, designed and delivered training, followed by a series of
by an external, specialist training Train the Trainer courses to enable “We’ll be working closely
organisation. The workshops staff to deliver regular sessions with the University’s Student
explore how emotional resilience to students. Support and Careers Services
can be an effective defence to ensure students who
against depression and teach The training is in addition to the are in need continue to
participants how to take practical regular workshops and sessions have access to appropriate
actions to reduce the risk offered by the University’s Student well-being support where
of suicide. Support Service to support needed, while ensuring
students’ mental health and the training complements
Students’ Union staff, student well-being. existing provision. I’m
academic representatives and Club looking forward to rolling
this out to our students and
staff, particularly our Clubs
and Societies who have been
asking for additional training
in these areas.”
Molly-Jean Longden,
Aberystwyth Students’
Union Well-being Officer
More:
Martin Dodd
• mmd11@aber.ac.uk www.abersu.co.ukPage 20 Mental and emotional health and well-being
Supporting LGBT+
students’ mental and
emotional well-being
Cardiff University’s Student Support and Well-being team has been
working to improve access to support for LGBT+ students. The team
created a set of activities with the Students’ Union, LGBT+ Society, “Our work with our LGBT+
a Student Focus Group, and in response to evidence published by student community to
Student Minds, the UK’s student mental health charity. improve access to support
for them is something we
A number of new options now exclusively for students and feel is really important. We
support LGBT+ University staff members who identify know from the evidence
students, including: with the term trans. base of national research
• The option for first year that there is a greater
• LGBT+ Champions: fellow students to elect to live in vulnerability around LGBT+
LGBT+ students trained by ‘LGBT+ students & Allies’ people’s mental health.
University student support accommodation. We wanted to work in
professionals in the essentials • Specialist support and partnership to improve the
of peer support and LGBT+- information to those support we offer.”
awareness training, and who have experienced
offer well-being-related and domestic abuse. Ben Lewis,
practical peer support. • One-to-one support from the Lewis Director Student
• Workshops, including café- University’s LGBT+ Chaplain Support and Well-being
style, peer-led workshops for students wishing to
and workshops based around explore spirituality.
Coming Out at University.
• A Trans Support Pathway Additional, specialist training is
for students transitioning provided for Student Support and
at University. Students can Well-being staff to enable LGBT+
make contact anonymously if students to feel as supported as
they do not wish to identify possible when accessing support
themselves but would like to services. Further work with
share information about being organisations such as Stonewall
trans at Cardiff University. Cymru and Student Minds and
• Making a safe space available, creating an inclusive virtual
regularly at the University and environment are to come.Mental and emotional health and well-being Page 21
Supporting students
to succeed “Following years and years
The OU in Wales works closely with students to discuss disabilities of being told that I was
and the help they might need to study. This includes identifying the class clown and being
support needs as early as possible; suggesting coping strategies and dismissed and thrown by the
sources of support; recognising students’ concerns related to study; wayside of the education
and signposting support options. system – the OU began to
assist me in finally starting
At some point during their mentoring and study my higher education journey
studies, many students with skills support. at the age of 38. I was
mental health conditions will • Encouraging students to given a disabled students’
experience anxiety about use peer support, such allowance, a computer that
submitting their assignments or as Nightline, operated could read to me, and the
taking examinations. Students in by volunteers from OU correct software to help with
distance-learning environment Students Association. my condition. This was the
might also feel isolated and need • Encouraging students to use first time in my entire life
a regular point of contact. The OU well-being resources such that anyone had ever helped
OU’s Student Support Teams work as the booklet ‘Studying and me in the education system
with tutors and Disabled Students’ Staying Mentally Healthy’, and the OU continued to help
Services to identify students who relaxation techniques and me throughout the duration
need support and establish the mindfulness videos. of my degree.”
most effective ways to provide this • Working with students’ Mental
support at a distance. Health Support Teams and an John Spence,
OU Mental Health Adviser. OU Graduate and Wales
This might include: • Promoting equality and Adult Learner of the
• In-depth conversations diversity values to help Year 2018
with educational advisers students talk about their
to make students aware difficulties and combat any
of available arrangements perceptions of stigma.
such as requesting
extensions, reporting One student experienced extreme
special circumstances or anxiety around assignment
deferring study. submission for over two years.
• Arranging additional support Working with their tutors, Student
sessions with tutors to focus Support and the Mental Health
on a specific assignment or Team to develop an action plan
study topic, or revision and for managing their anxiety and
exam preparation. seeking help, they constructed
• Encouraging students to coping strategies and achieved
apply for a Disabled Students distinctions in their modules.
Allowance to access specialistPage 22 Mental and emotional health and well-being
My story:
Ella Wilkinson, University of “All my lecturers and student
services were very keen for
Wales Trinity Saint David me to take a break rather
than give up. When you’re
in that head space you
feel like giving up, but they
When Ella Wilkinson started her final year at university, the anxiety persuaded me to take a year
and depression that surfaced during her first year returned with a off and come back.”
vengeance. This time it was so bad she left her course for a year.
Ella Wilkinson,
“The first thing I noticed was a “I managed with medication and
University of Wales Trinity
change in my sleeping patterns. I weekly appointments near to
Saint David
was sleeping very erratically and where I lived from the university
then my attendance at lectures counselling service, but when I
dropped. That made me more came back in the third year things
anxious and it spiralled.” began to slip. I played down
how bad I was feeling but I think
When Ella first reported feeling my parents had an idea and my
anxious and depressed in her first dad came down from home in
year she was seen by UWTSD Leicester to check on me.”
counselling services within
a month. She says that and Ella believes young people are
medication from her GP helped under pressure to “have the best
her cope. time of their lives” at university,
when the reality is that it can be
But when symptoms returned a lonely. She’s taken the step to
few weeks into her third year, she describe her experience hoping
told lecturers she wanted to leave. it will help break the stigma of
They persuaded her to take a year mental health and ensure other
out rather than quit outright and young people get the rapid
supported her to do that, she says. support she says her university
gave her.
Extract from:
‘I didn’t realise how ill anxiety was making me’
by Abbie Wightwick Education Editor at WalesOnline/Media Wales. Reproduced with permission.Physical activity, health and well-being Page 23 Physical activity, health and well-being
Page 24 Physical activity, health and well-being
A Students’ Union fights
to end Period Poverty
“I am so proud of our
students for getting behind
this innovative campaign.
No woman should have
One in ten girls in the UK has been unable to afford sanitary wear. to worry about missing a
The University of South Wales’ tackling this form of gender lecture or class because
Students’ Union (USWSU) has inequality; they were tired of she cannot afford basic
introduced a Period Exchange to the tampon tax; and it was sanitary products.”
provide free sanitary products unacceptable for students to lack
in all of its facilities. The Period access to essential period products Sian Taylor,
Exchange ensures that a lack of because they couldn’t afford them. Chief Executive Officer,
access to sanitary products does USW Students’ Union
not act as a barrier to a student’s Since the campaign launched,
ability to fully participate in students have reacted positively
university life. by contributing items to the
exchange and engaging on social
The campaign was inspired by media. While The Period Exchange
the Red Box Project and research was established as a short-term
conducted by the BBC, which solution to the larger issue of
found that free menstrual Period Poverty, the willingness of
products helped improve school students to contribute sanitary
attendance. USW Students’ Union products to the exchange
wanted to send a clear message has created a successful and “I was elected as a student
that: they were committed to sustainable solution. officer two years ago and
this is easily the campaign I
am most proud of.”
More:
www.uswsu.com
Liam Powell,
Vice President for
Education and Welfare.Physical activity, health and well-being Page 25
Promoting physical
health and well-being
“Starting C25K has made
such a difference to my
attitude towards exercise. I
with Couch to 5k would never have had the
confidence to run on my
own, but now in week five
Cardiff Metropolitan Sport has rolled out its own version of Couch I can run for 10 minutes
to 5K (C25K), which is suitable for all, to students on both of its without stopping. I feel so
campuses and the uptake in participation has been positive. much better and confident
since starting, and have now
Couch to 5k was set up by the instructor or on their own. The started regularly attending
NHS to get people moving. It is sessions are a mix of walking fitness classes within Cardiff
aimed at those who have never and running, gradually improving Met, something I never
run and would like to, or those stamina and fitness in the nine thought I would do before”.
who want to be more active. weeks, and completing a 5k run.
Both of Cardiff Metropolitan Gwenllian Wilson,
University’s campuses are Due to the popularity of the C25k, Business Management
surrounded by large and accessible the University runs this event student
parks, and those who do not want every 12 weeks. This year Cardiff
to go outside can complete the Met is sponsoring the Cardiff 10k,
programme in the University’s and all students who successfully
fitness centres. complete the C25K program will
have the opportunity of a free
Students are given a free place to run the 10k along with
programme to follow for nine 8,000 runners.
weeks, in sessions with an
More:
Allison Jones, Fitness Manager
• AGJones@cardiffmet.ac.uk www.cardiffmet.ac.uk/sportPage 26 Physical activity, health and well-being
Promoting health,
well-being and resilience “We hope that by allowing
students to access the
through physical activity Sports Centre freely, it will
encourage more students to
participate in sport, health
and well-being activities.
From free fitness classes to daily swims during exam time, Working collectively with
Aberystwyth University is taking positive action to boost the others, we are keen to
numbers of students using its Sports Centre facilities to improve understand and address
their mental health and well-being. barriers to engagement, and
innovate our offer to reach
While exercise builds resilience for five different gym areas, more out to those who might not
both physical and mental health, than 60 exercise classes a week, automatically consider sport
many people find the barrier to a pool and sauna, a climbing and active lifestyle is for
exercise, either real or perceived, wall and a 400m floodlit running them, ultimately improving
stops them from taking that first track. The Platinum Pass for the student’s experience and
step. Overcoming this barrier and non-residential students costs enjoyment of University life.”
encouraging as many students £125 per year. As a result of these
as possible to take up some form initiatives, student footfall through Darren Hathaway,
of exercise is a priority for the the Sports Centre increased by Manager of the Sport
University’s well-being agenda. 25,000 visits in 2017/18 compared Centre at Aberystwyth
to the previous year. University
Aberystwyth’s flagship initiative Other measures taken by the
gives students who live in University to support access to
university accommodation free exercise include:
and unlimited access to its Sports • A Well-being Pathway to
Centre’s Platinum Pass, offering Health for students sufferingPhysical activity, health and well-being Page 27
with their health, with a • Discover Aber – Freshers’
choice of: five sessions Week walking and jogging
with a personal trainer; sessions to familiarise “The benefits of exercising
group exercise for mind students with the town are improved well-being,
and body; or three months’ while exercising. a healthier lifestyle, more
gym membership with a • Couch Potato to Spring Bean, positive attitude, and
buddy system. a four week introduction to improved sleep and fitness. I
• Free daily fitness and well- exercise for students with have started to get to know
being classes, and swimming high anxiety. other people and it’s great
during exam periods. • Dance-Fit Dark (luminous to feel part of a community,
• Short promotions of £1 per outfits and exercise in the and I just feel generally more
day for unlimited Sports dark with disco lights for positive. Going to the Sports
Centre use. those who have body image Centre has helped me to
or co-ordination concerns). not only lose weight, it has
The University also offers improved my mental health
short courses to inspire The Sports Centre now opens and well-being, especially
those who may otherwise earlier in the morning across around anxiety and stress in
not venture into the Sports seven days to meet demand. advance of exams.”
Centre including: The University continues to
• Quiet Inductions for support health and well- Stephen Johnstone,
autistic students. being through making sport Student
and exercise accessible and
attractive to all students.
More:
Darren Hathaway • sports@aber.ac.uk
www.aber.ac.uk/en/sportscentrePage 28 Physical activity, health and well-being
Championing
physical activity
“I am currently a professional
rugby player with the
and mental health
Ospreys and have recently
completed my introduction
to counselling course. I have
a keen interest in mental
Bridgend College has introduced rugby sessions available to all
health and would like to help
female students across its two main campuses. This is led by a
in any way possible.”
Professional Graduate Certificate in Education student and qualified
rugby coach, who is positive about the impact of sport and physical
Lloyd Ashley,
activity on mental health.
Student Rugby Coach
The College is trying to increase poor mental health to try different
the number of students involved strategies to try to improve it. The
in physical activity to improve College hopes to further grow the
their confidence, self-esteem number accessing this opportunity
and general physical and mental and overcoming the barriers of
health. The Student Well-being participation in sport and
Team reached out to students to physical activity.
find out what they wanted and
bring their ideas to fruition. To develop the team further, the
College offers taster sessions to
A significant number of female groups of students, and supports
students requested a female rugby students in improving team
team at the same time as the building skills, communication,
student offered to coach a rugby physical and mental health,
team. The support of the new social networks, self-worth
rugby coach made it possible for and confidence.
students who were suffering with
More:
Mrs Samantha Gunnarsson (Well-being and Safeguarding Manager)
• SGunnarsson@bridgend.ac.uk • www1.bridgend.ac.ukPhysical activity, health and well-being Page 29
Promoting physical
health and well-being
with coaching
A hands-on Foundation Degree in Rugby Coaching and Development
is the result of a partnership between the University of South
Wales, the Welsh Rugby Union, Cardiff Blues and the Dragons.
As part of the course, students
gain practical coaching skills
with Dragons or Cardiff Blues
community rugby teams. Students “This partnership is a great “This is an excellent initiative
go on to work as coaches within example of that investment, and the collaboration
communities, developing and with key partners working between the University, WRU
delivering sports initiatives. together for the good of the and the regions will provide
students and the game.” the next generation of
The course allows students community coaches in Wales
to study all sub-disciplines of Ryan Jones, to support the development
coaching and fitness, and gain WRU Head of Rugby of the game at grassroots
industry-recognised qualifications. Participation level. Integral to the course
They learn all aspects of children is that students learn about
and youth coaching, rugby the importance of their own
coaching, rugby development, health and fitness as well
social inclusion and sports as that of the children and
management skills. young people with whom
they engage throughout
their course.”
Paul Rainer,
Head of Sports
More:
Paul Rainer
• paul.rainer@southwales.ac.ukPage 30 Physical activity, health and well-being Photo: Promoting physical health and well-being with coaching
Safe environment, personal health, and relationships Page 31 Safe environment, personal health, and relationships
Page 32 Safe environment, personal health, and relationships
Creating safe and
inclusive learning
“The Students’ Union
welcomes opportunities
to open the dialogue
environments surrounding student safety
and well-being. By working
with the University to deliver
Shared respect for one another should be embedded in the these opportunities, we
university experience. Universities should be inclusive learning and aim to foster a culture of
working environments, where all learners and staff are supported, acceptance and respect for
feel respected and can demonstrate their potential. all students and staff, and
work towards Wales’s goal
As part of its induction harassment, and the importance of being an inclusive and
programme for all new students, of consent. proudly diverse nation.”
the University of Wales Trinity
Saint David (UWTSD) has The sessions encourage open Becky Ricketts,
introduced dedicated sessions discussions across courses and President Carmarthen
to create conversations around boundaries about these important Campus Trinity Saint David
equality, diversity and respect topics, creating a supportive Students’ Union
to the forefront of the students’ community and aiming to go
experience. These sessions, beyond raising awareness,
developed with the Students’ The University plans to introduce a
Union, introduce a range of topics short online course about equality
including barriers to equality, and respect for new students
the impact of inappropriate to complete as part of their
behaviours, becoming an active induction process.
bystander, what constitutes sexual “These sessions have
been welcomed by our
students, who are fully
engaged with the process.
We have developed a
great partnership with
the Students’ Union to
ensure that these sessions
are embedded across
the University.”
Dr Lewis Pearson,
Head of Life Design
More:
Lewis Pearson
• Lewis.pearson@uwtsd.ac.ukSafe environment, personal health, and relationships Page 33
Mindfulness programme:
a proactive approach to “A sense of community is
built up in the groups, as
mental health provision sharing practice tends to
deepen it. The tendency is
to notice those things that
resource us, rather than
Rising concerns in the higher Mindfulness - the practice of
deplete us, and make choices
education sector call for a more fostering greater awareness of
to enhance well-being.”
proactive approach to student the present moment - can help to
mental health. A cultural shift manage stress, sleep, focus and
Heather Fish,
is needed to move away from concentration. Three introductory
Mindfulness tutor
reactive problem solving, towards sessions and four eight-week
a heightened focus on well- mindfulness courses have run
being that is embedded into across UWTSD campuses since
the student experience. The 2018. The student response has
University of Wales Trinity Saint been overwhelmingly positive,
David (UWTSD) has responded by describing the courses as “a good
offering free mindfulness courses way to tackle life’s problems”, by
for students as part of a broader providing a “variety of tools for
offering of self-reflection, life every situation” and helping to
skills development and personal “relax before assignments, exams
development content. and deadlines”.Page 34 Safe environment, personal health, and relationships
“The transition from thinking
you are a victim to a survivor
is one that is long and can be
a struggle. Having made this
transition myself through
various types of abuse, it
Bystander project: is important to me to aid
others with this transition if
working to create they seem stuck. I have also
now acquired skills, from the
safer communities Bystander Intervention, to
help prevent someone having
to go through this transition
The #MeToo movement shone a global light on the experiences at all.”
of those who have experienced sexual harassment, violence or
abuse. To help raise awareness of the issues and how witnesses can Charley Rodgers,
respond, Aberystwyth University has partnered with Welsh Women’s student
Aid to offer Bystander Intervention training to students.
150 Aberystwyth University rape and sexual assault, domestic
students have so far attended abuse, and how to develop the
a free “Bystander Intervention” skills necessary to safely intervene
training programme showing them as a trained Bystander.
how to recognise and intervene “The Bystander sessions
to stop harassment, violence have not only made me more
and abuse. The training gives aware of pressing issues in
students the skills and confidence “Aberystwyth University society, particularly those
to respond appropriately when has been very successful in concerning interpersonal
they are worried someone may promoting the Bystander violence, but have also
be experiencing abuse or sexual Intervention with students taught me how to approach
violence. It takes a preventative and staff, and the support potentially difficult situations
approach, and looks at changing for the project has been in an appropriate manner.
cultural norms that condone fantastic. The University These skills are invaluable
sexism and harassment. has shown a tremendous and I’ll use them throughout
commitment to addressing my life. Everyone should
The programme is offered twice violence against women, think about what they can do
a year in workshops led by a domestic abuse and sexual to be better, this course can
qualified trainer from Welsh violence on campus”. help be the first step.”
Women’s Aid, with contributions
from Aberystwyth University staff. Alice Lilley, Emily Winfield,
Students cover a range of topics Welsh Women’s Aid student
including culture and gender,
More:
Jeremy Newman – 01970 6222516 • jen11@aber.ac.uk
Esther Prytherch 01970 622365 • ejp14@aber.ac.ukSafe environment, personal health, and relationships Page 35
‘No Grey Area’ Campaign:
Promoting a ‘Zero-Tolerance’ “In the last twelve months,
Bangor University has
approach to sexual harassment increased its work to prevent
and provide support in the
area of sexual violence.
A member of staff has
In 2018, Bangor University Students’ Union began a University-wide
been appointed to provide
campaign to tackle sexual violence and to promote the University’s
specialised support for
Zero-Tolerance approach to all forms of harassment. No Grey
students and work across
Area’s message was simple – that the University takes all incidents
the University training staff
of harassment seriously and believes that there is no ambiguity
and leading an institutional
between acceptable and unacceptable behaviour.
strategy on the prevention
A short video featuring prominent University’s multiple campuses, of harassment, hate crime
members of the University’s senior engaging with students, and and sexual violence. Peer-
staff team and students raised promoting the zero-tolerance to-peer awareness raising
awareness of the negative effects message. The campaign is an important part of any
of sexual harassment, driving culminated with a march through strategy to address sexual
home the message that it is safe the city’s high street to ‘Reclaim violence in universities, and
to come forward and that the the Night’, a national campaign the No Grey Areas campaign
University will respond. raising awareness of violence has been an important part
against women and demanding of this awareness raising.”
The week-long campaign included justice for rape survivors.
outreach work across Bangor Maria Lorenzini,
Director of Student
Services, Bangor,
and member of the
Universities UK Taskforce
on Harassment, Hate
Crime, and Violence
Against Women.
More:
Helen Munro, Student Equality and Diversity Officer, Bangor University Students’ Union,
• h.munro@bangor.ac.ukYou can also read
