REFRESHED STUDENT MENTAL HEALTH STRATEGY 2018-2021 - Victoria University
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REFRESHED STUDENT MENTAL HEALTH STRATEGY 2018-2021 Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney), RTO 3113 UPDATED JANUARY 2021
ACKNOWLEDGEMENT OF COUNTRY Victoria University acknowledges, honours, recognises and respects the Ancestors, Elders and families of the Boonwurrung, Woiwurrung (Wurundjeri) and Wadawurrung (Wathaurung) people of the Kulin Nation on our Melbourne Campuses, and the Gadigal and Guring-gai people of the Eora Nation on our Sydney Campus. These groups are the custodians of University land and have been for many centuries. Warning to Indigenous Australians Aboriginal and Torres Strait Islander readers are warned that this document may contain images or names of deceased persons.
CONTENTS
FORWARD FROM THE ASSOCIATE
PROVOST STUDENTS 1
EXECUTIVE SUMMARY 2
WHY DO WE NEED A REFRESHED
STUDENT MENTAL HEALTH STRATEGY? 3
• The University of Opportunity and Success 3
• Australian University Mental Health Framework 3
• Prevalence of poor mental health and psychological
distress in tertiary students 4
• How mental health impacts students’ academic performance 4
• Vulnerable students 5
• The COVID-19 Pandemic 6
• COVID-19 Pandemic and Mental Health of Tertiary Students 7
• Pivoting to Support Students during COVID-19 8
GOALS AND PLAN FOR THE REFRESHED
STUDENT MENTAL HEALTH STRATEGY 2021 9
• Goal 1: Promotion 10
• Goal 2: Protection 14
• Goal 3: Intervention 16
IMPLEMENTATION AND EVALUATION 18
ACKNOWLEDGEMENTS 19
REFERENCES 20
FORWARD FROM THE ASSOCIATE PROVOST STUDENTS Victoria University (VU) is an inclusive and open place of learning. In addition to providing high-quality education opportunities for all students, our mission is to promote the mental health and wellbeing of students across the student lifecycle, for all cohorts. Ordinarily, the Victoria University Student Mental Health Strategy (2018-2020) would now be superseded by a new three- year Student Mental Health Strategy. However, the emergence of the COVID-19 pandemic in 2020 has shown us that our environment can change quickly and demonstrates the importance of being agile in responding to unpredictable and unforeseen challenges. The COVID-19 pandemic has created its own set of unique challenges to the mental health of students (and the wider VU community). In response, the Student Mental Health Strategy (2018 – 2020) pivoted its focus in 2020 to meet these new challenges. Whilst there continues to be no vaccine for the COVID-19 virus, the Student Mental Health Strategy in 2021 must remain agile and focus on guiding the VU community on how to support students through an ever-changing ‘COVID-19 normal’ and out of the COVID-19 pandemic. As such, refreshing the focus of the Student Mental Health Strategy onto the emerging demands of 2021 is warranted. Moreover, the Refreshed Student Mental Health Strategy 2018-2021 will be re- aligned with Victoria University’s Refreshed Strategic Plan 2016-2021 and VU’s ALWAYS WEST values: Welcoming, Ethical, Shaping the Future and Together. The Refreshed Student Mental Health Strategy 2018-2021 is aligned with the principles of the Australian University Mental Health Framework launched by Orygen in December 2020. This refreshed strategy has been proudly developed in consultation with students, staff and the broader University community to support our students’ mental health and wellbeing in these unprecedented times as we move towards pandemic recovery in 2021. Naomi Dempsey Associate Provost Students 1
EXECUTIVE SUMMARY VU is committed to prioritising the mental health and wellbeing of our students. The Refreshed Mental Health Strategy 2018-2021 (the Strategy) sets out the strategic direction beyond and to the end of 2021 that will allow VU to proactively invest in student mental health and wellbeing while supporting our students through and out of the COVID-19 pandemic. The Strategy embeds an integrated approach across the VU community and student lifecycle which combines the goals of mental health promotion, protection and intervention. It provides a framework to increase student and staff access to knowledge of mental health including information and training on the nature, impact, management and prevention. It promotes a culture within VU that works towards promoting positive student mental health, and reducing the stigma associated with mental ill health and mental health difficulties. The Strategy provides an integrated approach to responding to students with identifiable mental ill health indicators, and delivering mental health interventions that are accessible, equitable, efficient and effective. 2
WHY DO WE NEED A REFRESHED
STUDENT MENTAL HEALTH STRATEGY?
The University of Australian University
Opportunity and Success Mental Health Framework
The VU Strategic Plan 2016-2021 was refreshed in 2020 and Orygen’s Australian University Mental Health Framework
extended to 2021 to take account of the significantly changed (2020) provided guidance for mentally healthy university
operating environment brought on by COVID-19. It positions settings that embed student mental health and wellbeing
VU as an open and excellent university through the pursuit of responses across the whole university. Orygen’s Framework
a transformational agenda underpinned by the The VU Way, was structured around the following six principles:
and four Big Ideas: 1. The student experience is enhanced through mental
1. Our Moral Purpose: Transforming Lives and Transforming health and wellbeing approaches that are informed by
Communities - We are a university with heart. Focused students’ needs, perspectives and the reality of their
on the success of our students and the health and experiences.
wellbeing of the industries and communities of the west 2. All members of the university community contribute
of Melbourne and beyond. to learning environments that enhance student mental
2. Reconceptualising Tertiary Education: A University health and wellbeing.
Without Boundaries - We are committed to supporting 3. Mentally healthy university communities encourage
any student from any background, take an integrated participation; foster a diverse, inclusive environment;
view of tertiary education, embrace cultural diversity and promote connectedness; and support academic and
forge deep connections with industry and community. personal achievement.
3. Developing 21st Century Skills and Confronting 21st 4. The response to mental health and wellbeing is
Century Challenges - We will help students, industries and strengthened through collaboration and coordinated
communities to thrive within an increasingly disruptive actions.
world. We will champion interdisciplinary approaches to
the complex challenges of our time. 5. Students are able to access appropriate, effective, timely
services and supports to meet their mental health and
4. Agility, Productivity and Growth: An Agile, Dynamic, wellbeing needs.
Innovative and Growing University - We will be agile,
dynamic and innovative in our approach. We will ensure 6. Continuous improvement and innovation is informed by
that our campuses, our technologies, our products and evidence and helps build an understanding of what works
our operating model are fit for the modern world. VU will for student mental health and wellbeing.
be a great place to work.
The Refreshed Student Mental Health Strategy 2018-2021
holds our moral purpose as its core value and embodies the
above four big ideas.
3
Prevalence of poor mental How mental health impacts
health and psychological students’ academic
distress in tertiary students performance
It is estimated that 75% of first episodes of mental illness Psychological distress and mental ill-health can negatively
emerge before the age of 25 years and peaks during impact tertiary students’ academic performance and
adolescence and early adulthood. The onset of mental ill engagement in the following ways:
health coincides when most young people transition to Lower grade point averages.
tertiary education (Orygen, 2017).
Increased attrition. For example, the Social Research
The Productivity Commission reported that “there is some Centre found that 45% of higher education students in
evidence that tertiary students in Australia experience 2018 who were considering exiting their course early did
poorer mental health than the general population” (2020, so for stress or health reasons.
p. 262). For example, a survey of over 3,300 students across Difficulties with studying, concentration, disruption to
40 universities and 30 TAFES undertaken by the National participation and non-attendance in classes.
Union of Students in 2016 found that 67% of 16-25 year olds
rated their mental health as poor or fair and 65% reported Impacts of actual or perceived stigma and discrimination
experiencing high psychological distress. Likewise, 59% of in relation to mental ill-health, and fear of failure.
students aged over 25 years rated their mental health as Issues associated with mental ill-health such as physical
poor or fair, and 53% reported experiencing psychological ill-health and financial pressures
distress. Similar experiences have also been reported in (Productivity Commission, 2020: 267).
international studies. Moreover, the Productivity Commission
reported that “VET students appear to experience higher Historically, surveys of Australian university students
levels of psychological distress than university students” have found that only approximately one-third of students
(2020, p. 262). experiencing psychological distress consulted a health
professional. However, university students do see counsellors
The emergence of the COVID-19 pandemic in 2020 and more frequently than the general Australian population and
subsequent public health measures have placed additional this is likely due to the availability of free counselling services
and unique pressures on tertiary students most likely leading on-campuses. Nonetheless, barriers to help-seeking may
to increases in the prevalence of poor mental health and include students not knowing who to disclose to, uncertainty
psychological distress. as to what will happen to the information they disclose, not
knowing where to find assistance, uncertainty as to whether
their problems warrant help-seeking, a perception that help-
seeking will be too time consuming and/or unhelpful, and
stigma and embarrassment associated with mental ill-health
(Productivity Commission, 2020, pp. 267-268).
4
Vulnerable students
Mental ill-health can impact any cohort of tertiary students, however, some cohorts may be
more vulnerable than others. These cohorts include:
Students commencing or transitioning to tertiary studies - Transition to tertiary study
places additional developmental demands on students such as forming new connections,
increased autonomy, re-locating from family of origin, balancing work and study and
being financially responsible. For international students and students from remote and
regional areas, commencing tertiary studies may also involve moving long distances
from family and pre-existing support networks. For some students, the commencement
of tertiary studies can lead to loneliness, increased work-loads, self-doubt, anxiety and
feelings of pressure (Orygen, 2017, p. 14, Productivity Commission, 2020, pp. 258, 264).
International students – In addition to the above stressors, international students
experience the additional cultural and psychosocial stressors of adapting to a new
country, language, culture, and way of life (Productivity Commission, 2020, pp 264-265).
Students from low socio-economic backgrounds - There can be great disparity in
students’ economic status, for example, some students are supported by their family
whereas others are wholly responsible for their own living costs and finances. Students
experiencing financial distress are twice as likely to report mental ill-health. Universities
Australia report that a “significant number of students are now living below the poverty
line” and most domestic undergraduate students are worried about their financial
circumstances (Productivity Commission, 2020, p. 266). In addition to financial strain,
uncertainty associated with casualised employment, unemployment, concerns about
graduate employability, and pressures of balancing work and study bring additional
stressors to tertiary students (Productivity Commission, 2020, p. 266).
Apprentices and Trainees – Apprentices and trainees are subject to contractual obligations
to attend on-the-job training (usually four days per week) and VET-level training (usually
one day a week) and face unique pressures that may affect their mental health. In some
workplaces, apprentices and trainees are ‘soft targets’ given they are recent arrivals to
the workplace and their junior status and inexperience can create an imbalance of power
and status making them more vulnerable to bullying or unsafe work practices. Their
contractual obligations and dependency on their employer make it harder for apprentices
and trainees to leave unhealthy work environments, assert their needs, and take leave
from on-the-job training to attend health appointments
(Productivity Commission, 2020, p. 286).
5The COVID-19 Pandemic The COVID-19 pandemic is an ongoing pandemic caused by the severe acute respiratory syndrome coronavirus 2 (SARS- COV-2) first identified in December 2019. It has led to global social and economic disruption, a global recession (including increased unemployment and a recession in Australia), periods of food and supply shortages that led to panic buying, and restrictions in international travel including the cessation of international student arrivals in Australia. The COVID-19 pandemic led to safety and restriction measures worldwide that included physical distancing, restrictions on movement outside the home, curfews, travel restrictions, the compulsory wearing of face masks, the closure of non- essential services and businesses, the closure of facilities including schools, universities and TAFES. Other measures include quarantining, monitoring and self-isolation for individuals exposed to (or symptomatic of) COVID-19 virus, testing, and contact tracing. As of 2nd December 2020, there have been 20,345 cases of COVID-19 in Victoria and 820 people have died from COVID-19 in Victoria. With no vaccine for the SARS-COV-2 virus still available, Australians will have to adjust to a ‘COVID normal life’ in 2020 and 2021. The Victorian government has declared ‘COVID-normal life’ will see a continuation of public health measures including the use of face masks and limits of public gatherings subject to health advice, physical distancing when possible, proper hygiene and testing of individuals with COVID symptoms (and subsequent isolation of individuals who test positive to the virus and their close contacts) (Victoria State Government, 2020). 6
COVID-19 Pandemic
and Mental Health
of Tertiary Students
The impact of COVID-19 on how individuals respond
and cope depends on a variety of factors including their
experience of the public health emergency, their own
health, their personal history and their available supports.
International literature (for example Liang et al, 2020;
Sahu, 2020; Saltzman et al, 2020; Son et al, 2020; Wathelet
et al ,2020) consistently report a wide range of impacts of
the COVID-19 pandemic on the mental health of tertiary
students, such as:
Uncertainty, insecurity, anxiety, fear, depressive
symptoms, worry, fatigue, PTSD symptoms
increase in suicidal thoughts
worry about future employment and career
loss of employment, loss of income
worry about academic delays
loss of control over daily life
isolation due to social distancing and lockdown
eating and sleep disturbances
substance misuse
family violence and relationship difficulties
health anxiety for self and others
fatigue, difficulty concentrating
barriers to learning such as lack of access to technology
and internet, poor study environments at home including
distractions and interruptions,
fatigue from looking at a screen for a long period of time
difficulty adjusting to the online learning environment
and increase effort to learn online
disruption to outdoor activities
international students worried about the health and
financial security of family in their country of origin; and
students working or on placement in health settings
experiencing anxiety and fear of becoming infected or
infecting others.
Anecdotally, the VU Counselling Service has noticed an
increase in students presenting with more complex mental
health issues, trauma responses, first episodes of mental ill
health, and relapses in mental health conditions that were
previously well managed prior to the COVID-19 pandemic.
Students also advised counsellors that the restrictions
introduced to protect the community from COVID-19 had
curbed activities that protected their mental health (e.g.,
contact with friends, exercise and secure employment).
Student Wellbeing Services observed international students,
students with disabilities, and students with limited access to
technology and the internet to be more vulnerable.
7Pivoting to Support Students
during COVID-19
The COVID-19 pandemic created rapid change in the Accessibility Services delivering targetted support
community and VU pivoted its supports to students (e.g., Auslan interpreters, academic support workers)
very quickly – often reacting to fast moving government to students with disabilities at greater risk of academic
announcements and the unforeseen spread of the COVID-19 disengagement due to the unique challenges of the new
virus. For example, in a period of days the VU Counselling remote learning environment.
Service moved from a face-to-face to a remote digital The establishment of VU’s COVID-19 Student Support
counselling service and introduced new intake and risk Fund provided support to VU students experiencing
management processes. Some other new ways VU pivoted to financial hardship as a result of the impacts of the
promote the mental health and wellbeing of students, and COVID-19 pandemic. In 2020, the COVID-19 Student
give students the opportunity to engage and connect with Support Fund received 9.987 applications from students
each other during the COVID-19 pandemic include: and approved 8,414 applications to 3,027 unique students
Providing free and confidential counselling to students to the value of $2.706 million. The Student Support
using telephone and video. Fund distributed $2,197,100 to VU Melbourne students
Delivery (and recording) of on-line webinars and and $509,300 to VU Sydney students. VU International
workshops for students about the enablers of positive students received $2,258,700 and VU domestic students
mental health, e.g. the ‘Self-Care Series’, ‘R U Ok? Series’, received $447,700.
’10 Tips to Stay Mentally Healthy’, ‘Being in Nature Increase in ‘student wellbeing checks’ undertaken by
Workshop’, ‘5R’s of Self-management Workshop’, and Student Support Services.
‘Ask a Psychologist’ live zoom workshop with students at Student Life, VU Sport, Victoria University Student Union
UniLodge. (VUSU) Victoria University Postgraduate Association
Delivery (and recording) of the VU Elevenses program (VUPA) and our International Student Association (ISA)
which provides staff and students with free daily delivering events and campus engagement activities
support sessions about physical activity, healthy eating, online to promote student connectedness, community,
managing stress, relationships, reducing alcohol intake friendships and a sense of belonging.
and connecting with nature. Launch and operation of the Students as Partners
The Learning Hub offering students a full suite of remote network giving students the opportunity to play an active
services including daily drop-in zoom workshops, and role in university governance and the co-creation of VU
new activities in the Study Essential program tailored for initiatives.
the remote learning environment (Time Management,
Wellbeing, Video Skills and Group Work). These new 2020 initiatives (along with the new skills
and partnerships developed) are the ‘silver linings’ of
Student Mentors producing and releasing a video, the pandemic. Now that our community is beginning to
‘How to be resilient’ with positive mental health transition from a public health emergency to a ‘COVID-19
messages about resilience for their student peers. normal’ setting, VU and VUP will be able to reflect, refine
Student Advising Programs delivering over 1,000 remote and review how it goes about supporting student success
appointments to commencing and continuing students and promoting the mental health of students into 2021.
and a 17% increase in interventions by Course Unit These silver linings will include the delivery of counselling to
Advisors. students using telephone and video technology in addition
to traditional face-to-face counselling.
8GOALS AND PLAN FOR THE REFRESHED
STUDENT MENTAL HEALTH STRATEGY 2021
The Refreshed Student Mental Health Strategy (2018-2021) These four key principles guide the three goals of the
not only incorporates the principles and goals articulated in Victoria University Refreshed Student Mental Health Strategy
the Student Mental health Strategy (2018-2020) but extends (2018-2021):
the course of action VU will need to take in 2021 to continue
to be an agile mentally healthy university that promotes, 1. Promotion:
protects and supports the mental health and wellbeing of Promote greater awareness of mental health and wellbeing
students in a COVID-19 environment. The Victoria University and thereby reduce the stigma associated with mental ill
Refreshed Student Mental Health Strategy (2018-2021) is health.
underpinned by the principles of:
2. Protection:
1. Inclusivity:
Create and foster a culture of inclusiveness for all students.
Building a culture within VU’s community that works towards Increasing students’ sense of belonging and connection and
reducing stigma associated with mental ill health and mental reducing their risk of developing mental ill health.
health difficulties.
3. Intervention:
2. Responsiveness:
Support students who are experiencing mental ill health or
Responding to students within a timely manner that mental health difficulties.
also demonstrates consideration of any mental ill health
indicators.
3. Literacy: The sections below list what the VU Student Mental
Increasing staff and student access to knowledge of mental Health Strategy 2018-2020 had achieved and delivered in
health. progressing the above goals of promotion, protection and
intervention. It also sets out a pathway on what activities
4. Connectedness: VU needs to undertake in 2021 to further extend these
goals.
Ensuring students with identifiable mental ill health are
referred to and can access mental health services within VU.
9GOAL 1: PROMOTION
Goal
Promote greater awareness of mental health and wellbeing and thereby
reduce the stigma associated with mental ill health.
2018-2020 achievements & deliverables
1.1 1.7
The VU Student Mental Health Strategy 2018-20 was officially Student as Partners created a space where students and
launched during Mental Health Week at V4U Day 2019. staff worked together on teaching, learning, curriculum,
administration and governance. This had included
1.2 discussions in relation to the development of the Refreshed
The Student Mental Health Strategy Reference Group and Student Mental Health Strategy 2018-2021, and a Stepped
the Student Mental Health Strategy Working Group oversaw Care Model of Mental Health Interventions that were co-
the governance and implementation of the Student Mental designed with students to support their mental wellbeing.
Health Strategy 2018-2020. The membership of the reference
and working groups consisted of key staff and student 1.8
stakeholders. VU Counselling listed online resources for students in relation
to mental health (e.g., alcohol and other drugs, attention
1.3 deficit hyperactivity disorder, autism spectrum disorders,
The Student Mental Health Strategy was promoted using bi-polar disorder, depression and anxiety, eating disorders,
digital media and social media campaigns. families and carers of people experiencing mental health
difficulties, gambling, obsessive compulsive disorder,
1.4 personality disorders, psychosis, self-harm, suicidal thoughts
The goals of the VU Mental Health Strategy complemented and actions, trauma-related mental health issues, victims of
the VU Accessibility Action Plan for Students 2016 - 2020. crime).
The Accessibility Action Plan Working Group oversaw the
operations of the Accessibility Action Plan for Students 2016- 1.9
2020. Recent events such as bushfires and the COVID-19 pandemic,
had adverse impacts on the mental health of the general
1.5 population. Having a trustworthy source of information
Students with mental ill health were the largest cohort of was critical in reducing anxiety in times of uncertainty. VU
students by disability type that held Access Plans. An internal ensured that all critical communication to students about
review of Accessibility Services (focused on students with these events had correct information about safety, mental
an Access Plan studying in Block Model) was conducted health and internal/external triage options.
and included focus group conversations with students with
Access Plans and conversations with Accessibility Liaison 1.10
Officers. The internal review was completed in April 2020. An important channel for students to share information
was the Hyde Student Magazine. Hyde Student Magazine
1.6 celebrated the launch of The Student Mental Health Strategy
Accessibility Services produced and distributed a video on in 2019 (Issue 1, 2019), and published annual editions
the VU website that promoted Accessibility Services and the dedicated to mental health and pride e.g., 'Mindful' (Issue 2,
range of supports Accessibilty Services provided. 2020), 'Colourful' (Issue 3, 2020).
102018-2020 achievements & deliverables continued
1.11 1.16
Mental Health First Aid (MHFA) teaches participants how to Displacement and disconnection from family, religion and
assist people who are developing a mental health problem, culture can potentially place international students at
experiencing a worsening of an existing mental health greater risk of mental ill health. VU held annual events and
problem or in a mental health crisis, until appropriate activities that provided students with opportunities to form
professional help is received or the crisis resolves. Courses connections with others, observe religious and spiritual
were delivered to staff and students by Accredited Mental practices and celebrate culture (e.g., Multicultural Week, Iftar
Health First Aid Instructors. and other faith cultural events, 'Multicultural Stories Project',
VUSU Cultural Clubs). Moreover, prayer rooms and reflection
1.12 centres, intercultural training for students, and campaigns
The Mental Health Promotion Campaign, 'What do you such as 'Racism It Stops With Me', promoted an inclusive and
know?' ran over two weeks in September-October 2019. welcoming university culture.
Using multi-channel information strategies, the ‘What do you
know?’ campaign: 1.17
increased awareness of common mental health issues The pressures of having to adjust to unfamiliar
relevant to students such as assessment anxiety, environments, culture, language and academic practices, can
procrastination, depression and loneliness potentially place international students at increased risk of
mental ill-health. In order to build students’ confidence and
developed and distributed resources promoting student resilience, VU provided information to international students
wellbeing, and at commencement of their studies about self-care, support
delivered information about university and community- services, orientation to Australian culture and academic life.
based mental health and wellbeing support services. Between 2018-2020, International Student Advising delivered
'Student Orientation Programs' and 'Very Useful Information'
1.13 Sessions for commencing International Students to promote
VU held annual campaigns to raise the awareness of mental student wellbeing and inclusivity e.g., 'Adjusting to a New
health issues and to reduce the stigma associated with Culture', information about VU Student Wellbeing Services,
mental ill health e.g. R U OK Day?, Mental Health Week, health literacy, intercultural communication, Under-18s
DeStress/Stress Less Festival. Information Sessions, Big Beach Day Out (water safety).
1.14 1.18
Student Services, Victoria University Student Union and The Yarnathon-Little Penguin Jumper Knitting Project (in
Victoria University Postgraduate Association worked partnership with Allianz) commenced in 2019. Through
collaboratively on SSAF Grant Initiatives that were aligned weekly/fortnightly knitting circles (led by International
with the Student Mental Health Strategy (e.g., Queernival, Student Advising and VU Counselling staff), international and
Be a Better Human, welfare seminars, VU Vollies Program, domestic students built social connections and learnt about
V4U, Student Leadership Council, International Student VU support services. The project gave students a safe place
Association Events), as well as supported the launch of the to hold conversations about their mental wellbeing and
VU pride room at Footscray Park campus. provided a practical way for students to addresses loneliness,
anxiety and depression.
1.15
1.19
A common experience of disease outbreaks, like the
COVID-19 pandemic, is depression, anxiety, uncertainty In strengthening VU's commitment to promoting an inclusive
and financial stress. Individuals with pre-existing mental learning environment and workplace, VU People & Culture
health disorders are at higher risk of a deterioration in the and Student Wellbeing Services collaborated to develop a
mental health. During the pandemic, VU delivered activities VU Gender Affirmation Procedure and Guidelines for Staff
and events to support students and staff. These included and Students, a Gender Affirmation Guide to guide the VU
Elevenses, the Self-Care Series, Stress Less Fest, Thrive Active community on how to support a person in their gender
Living Program, VU Push Up Challenge (in partnership with affirmation journey, and a Template Gender Affirmation Plan
Headspace). for Staff and Students.
112018-2020 achievements & deliverables continued
1.20 1.24
Aboriginal people also have particular mental health needs Student Services engaged VU's Institute for Health and Sport
resulting from discrimination and disadvantage, the trauma to undertake three research projects:
associated with colonisation, the removal of children, the delivery of a yoga intervention in conjunction with
destruction of communities, and the shortage of culturally an online mindfulness course with the aim of improving
safe health services. Moondani Balluk is a culturally safe and student mental health and academic engagement
supportive place for Aboriginal students and staff at VU, and
provided a wide range of information, services and support training VU counsellors on exercise-based interventions
for Aboriginal and Torres Strait Islander students which was to address common mental health difficulties, and
guided by the University-wide Aboriginal strategy, Bathlmun development of appropriate and accessible,
Yalingwa. Moondani Balluk collaborated with other internal comprehensive online intervention materials and
stakeholders/areas to ensure Aboriginal students were modules for the VU student cohort with the aim of
appropriately supported. The Budima Aboriginal and Torres developing and evaluating a stepped care model for the
Strait Islander Student Society aimed to bring together promotion of mental wellbeing and increased access to
Aboriginal and Torres Strait Islander students in a culturally early intervention.
safe and supportive environment while promoting and
celebrating Aboriginal culture at VU. 1.25
Activities and events aimed at building understanding and
1.21 knowledge of mental health among students and staff
VU Sport delivered events and programs that built need to be accessible to all students including those with
understanding about the importance of physical health disabilities (e.g. hearing and visual impairment, mobility
and exercise in promoting positive mental health e.g., issues). Accessibility Services delivered training to VUSU
Thrive Active Program, social campus sport, intervarsity about inclusivity and accessibility in event planning.
representative sport, sports clubs, Elite Student Athlete
(wellbeing program). 1.26
VU Nursing and Midwifery collaborated with North West
1.22 Melbourne Primary Health Network on a suicide prevention
The trauma associated with sexual assault and family project. As part of this project over 500 members of the VU
violence place many women at risk of mental ill health. The community completed the 1-2 hour online module 'Question,
Respect and Responsibility program delivered programs Persuade, and Refer' designed to teach learners the warning
and initiatives that challenged gender stereotyping and signs of a suicide crisis and how to respond.
helped change attitudes and behaviours around sexual
assault and sexual harassment. Respect and Responsibility 1.27
developed online resources on 'Bystander Awareness and Free TAFE Students are a cohort at risk of greater
Action' and 'Consent and Respectful Relationships' through psychological disadvantage. VU employed Free TAFE Support
a rich co-design process that involved students in a series of Staff who provided targeted case management support to
conversations about respect, gender equality, ally ship and students and secondary consultation to VE staff.
speaking up for and watching out for your friends. Face-to-
face training for student leaders was also provided. 1.28
1.23 Accessibility Services provided advice and information
to teaching and professional staff about inclusivity,
VUSU held 'Be a Better Human Festival' in 2019 which accessibility, universal learning design. Accessibility Services
included information stalls, speakers and educational (in collaboration with Connected Learning) delivered a
materials (booklets, merchandise, T-shirts, pens). ‘Be a Better webinar about inclusivity, accessibility and universal learning
Human Festival’ facilitated conversations aimed at improving design using webinars.
a campus culture that valued consent, respect and empathy.
122021 Extension 1.9
Continue to work with student organisations and the
Students as Partners Network to ensure all mental health
1.1
promotional activities align to what students want and
Continue to produce and deliver information sessions need.
(live and recorded) and resources for students about:
adjusting to higher education, 1.10
self-care and enablers of good mental health Continuation of VU's Institute for Health and Sport’s
three research projects:
managing symptoms of stress, anxiety, and low
mood, and the delivery of a yoga intervention in conjunction
with an online mindfulness course with the aim of
support services available to students from all improving student mental health and academic
cohorts. engagement
1.2 training VU counsellors on exercise-based
interventions to address common mental health
Produce and deliver information sessions (live and
difficulties, and
recorded) and resources for staff about:
development of appropriate and accessible,
how to recognize when a student may be
comprehensive online intervention materials and
experiencing mental ill-health
modules for the VU student cohort with the aim of
impacts of mental ill-health on learning and developing and evaluating a stepped care model for
reasonable adjustments to support learning the promotion of mental wellbeing and increased
speaking to a student about their wellbeing access to early intervention.
what supports are available to students at VU
supporting a student to access support, and
who staff can contact for advice if they hold concerns
about student wellbeing.
1.3
Produce a VU webpage dedicated to student mental
health that hosts resources and on-line content for
students and staff.
1.4
Deliver Mental Health First Aid and suicide intervention
training (Applied Suicide Intervention Skills Training,
safeTALK, and QPR: Question, Persuade and Refer) to
students and student-facing staff.
1.5
Recruit and train easily identifiable Student Wellbeing
Ambassadors and Staff Wellbeing Ambassadors to help
students understand how and where to access wellbeing
programs and services, to co-create and co-design and
help deliver health promotion programs and activities.
1.6
Develop and disseminate a Financial Inclusion Action
Plan.
1.7
Develop and disseminate the Accessibility Action Plan
2021 – 2023.
1.8
Develop a 2021 Communication Plan to deliver above
messages to students and staff.
13GOAL 2: PROTECTION
Goal
Create and foster a culture of inclusiveness for all students.
Increasing students’ sense of belonging and connection and reducing their
risk of developing mental ill health.
2018-2020 achievements & deliverables
2.1 2.4
In 2018, VU introduced 'The VU Way Engaged Learning in The 'Preventing Violence Against Women Ten Point Plan'
Block Mode' a new approach to learning and teaching. The 2016-2019' affirmed VU's zero tolerance for violence in any
VU Way stated: "With a culturally diverse population of form including violence against women and recognition
students and staff from a wide range of backgrounds, VU has that VU had a "responsibility to create an environment in
a powerful moral purpose to provide vocational and higher which students can develop their full potential [including]
education that transforms the lives of students and the educating our students on the necessary behaviours and
communities it serves." skills to reject violence against women both on campus and
as they progress into broader community life.”
2.2
VU provided information to students on how to access 2.5
support throughout their journey at VU through multiple The 'Victoria University Bathelmun Yalingwa Strategy 2017-
channels. Students were sent communications from the 2020 (Shine Bright) Aboriginal and Torres Strait Islander
time of their commencement (e.g., O-week stalls and Strategy' affirmed VU's commitment to creating a culturally
presentations, International Student Orientation sessions, inclusive and supportive environment so Aboriginal and
TAFE Orientation talks, information published in the VU Torres Strait Islander student could realise their full potential
student diary, development of Student Success Plans), while at the same time building cultural awareness and
and throughout the academic year (e.g., ongoing student understanding among non-Aboriginal and Torres Strait
communication campaigns, student events held by Student Islander staff and students. The strategy was framed across
Life and student bodies, VU Wellbeing websites, advice and three key aspirations:
support from VUHQ and the Contact Centre), and direct growing the numbers of Aboriginal and Torres Strait
communication from teaching and professional staff to Islander people participating in tertiary education
students.
sharing and celebrating Aboriginal culture, and
2.3 connecting Aboriginal culture to VU spaces and people.
The systemic and individual experience of exclusion and
discrimination on the basis of gender, race, sexuality, 2.6
gender identity, disability and health condition, are major Wellbeing Services staff attended college staff induction
contributors to mental ill health. VU's 'Student Equity and sessions and presented information to staff about how to
Social Inclusion Policy' affirmed VU's commitment to the support students with mental ill health and the range of
promotion of inclusion, equity and social justice for all wellbeing services available to students.
students. It was updated and revised to provide additional
guidance to the VU community on equity and social justice
for equity groups such as Aboriginal and Torres Strait
Islander students, CALD students, LGBTIQA+ (including
gender affirmation), students with disabilities and medical
conditions, students from low-SES backgrounds, and
women.
142021 Extension
2.1
Support and train ‘natural helpers’ (the helpers who
students would come across ordinarily in the course of
their student life) to promote experiences that facilitate
engagement and connectedness through in-person
and digital channels (e.g., Student Life and Leadership,
Student Mentors, Learning Advisors, Student Advisors,
Course and Unit Advisors, VUSU, VUPA, International
Student Association).
2.2
Continue to ensure that events and messages celebrate
and welcome diversity.
2.3
Continue to facilitate opportunities for students to
connect with each other.
2.4
Continue to empower students to co-design and
participate in mental health promotion, protection and
intervention.
15GOAL 3: INTERVENTION
Goal
Support students who are experiencing mental ill health or
mental health difficulties.
2018-2020 achievements & deliverables
3.1 3.4
Students were provided with opportunities to pursue their VU Counselling delivered webinars to students (e.g., ‘The
interests and goals, and experience a sense of belonging, Self Care Series’ and ‘The RUOK? Series’, ’10 Tips to Stay
healthy relationships, autonomy and competence through Mentally Healthy’, ‘Being in Nature Workshop’ and ‘5R’s of
participation in Student Leadership Council, VU Vollies, Self-management Workshop’) and a webinar to students in
V4U, Students as Staff, Students As Partners, VUSU, VUPA, residential accommodation (‘Ask a Psychologist’).
International Students Association, Clubs and Societies.
3.5
3.2 Safer Community and VU Counselling developed clear
VU sought to create an inclusive learning environment for referral pathways and processes for responding to mental
students by creating safe spaces that value diversity (Pride health crisis with the aim of reducing distress and ensuring
Rooms, gender neutral toilets, Womens' Rooms, Prayer and the safety of those involved. These pathways are posted on
Reflection Centres). the VU staff intranet and VU website.
3.3
From late March 2020, VU Counselling Services moved to
remote telephone counselling in response to the COVID-19
pandemic. Video counselling was introduced in October
2020. In order to ensure clinical governance and maximise
safety to students, new procedures and documentation were
developed to support and screen students with mental ill
health and at risk of harm.
162021 Extension
3.1
Strategically target interventions to meet the specific
needs of students at increased risk of mental ill-health.
3.2
Convene and facilitate a supportive group for
commencing students to discuss adjusting to tertiary
education.
3.3
Continue to offer a range of interventions to support
individuals as their needs change e.g., information
materials, information sessions, workshops, group work,
individual therapy, referrals to other VU or community
services.
3.4
Continue to offer students a choice on how counselling
sessions are delivered e.g. telephone, video and face-to-
face (when safe to do so).
3.5
Review and strengthen Counselling Service screening
tools to better identify young people at higher risk of
developing mental ill-health.
3.6
Provide secondary consults to staff with concerns about
student mental health.
3.7
Develop clear pathways and process to undertake
wellbeing checks on students identified by staff to be at
risk.
3.8
Review pathways and processes for responding to a
student mental health crisis with the aim of reducing
distress and ensuring the safety of those involved.
3.9
Develop guidelines and processes that intervene early
when a student is at risk of discontinuing their studies
due to mental ill-heath and poor wellbeing.
3.10
Develop guidelines and processes that facilitates a
student’s return to study after an approved absence that
relates to mental ill-health or mental health difficulties.
3.11
Facilitate opportunities for students to safely share their
own lived experience to make mental health promotion
more relatable and engaging.
17IMPLEMENTATION & EVALUATION The implementation and evaluation of the Strategy will be the responsibility of the Student Mental Health Working Group. This group consists of key stakeholders including staff and students to discuss the progress achieved in meeting the goals of the Refreshed Student Mental Health Strategy 2018-2021. The responsibility for the direction of the Strategy will be that of the Student Mental Health Reference Group. This group consists of key leaders at VU and includes both staff and students. The Reference Group will meet quarterly to ensure the strategic direction continues to be aligned to the broader VU Strategy and that the goals are being achieved. An evaluation and review of the Strategy will occur in September 2021, to inform the next strategy. 18
Acknowledgements • Danielle Borlovan – Manager, Learning Hubs • Garth Devilee – Manager Student Contact and Communications • Jan Horstman, Senior Coordinator, Student Support and Advocacy • Jen Anderson – Senior Coordinator, Accessibility Services • John Wheldon – Associate Professor, First Year College • Leon Kerr – Director, Student Services • Margaret Theologou – Manager Student Wellbeing Services • Marcus Brooke – Aboriginal Student Support Officer • Naomi Dempsey – Deputy Provost Academic & Students (Acting) and Associate Provost Students • Ria Renfrey – Manager Service Centres and Student Advisory and Customer Service • Student as Partners Netwrok 2020 • Shannyn Cain – Manager Student Life and Leadership • Tessa Benson – Learning Hub Manager • VU Counselling Service • Victoria University Student Union • Victoria University Postgraduate Association 19
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