Raising Awareness Raising Aspiration A partnership of Fundedby

Raising Awareness Raising Aspiration A partnership of: Fundedby:

Fostering student mental health and well-being in the context of being a personal tutor Dr Emma Broglia Post-doctoral Research Associate Twitter (@emmabroglia) Email: E. L. Broglia@Sheffield. ac. uk

Overview 1. Changing trends of student mental health in HE 2. The role of personal tutoring in student mental health 3. A minute of mindfulness – putting it to practice 4. Where do we go from here? • Longer-term changes needed in the sector • Changes we can make now

Referrals (n = 113 UK services) 4000 Mean referrals 3500 3000 HE 2500 FE 2000 SFC 1500 1000 500 0 2011/12 2012/13 Academic year Broglia, Millings, & Barkham, 2017 a 2013/14

Student mental health: The UK picture Percentage 100 Clinical boundaries in UK students 80 64 55 60 40 20 32 31 26 7 26 19 14 Non-clinical 49 33 40 High-clinical 0 Percentage 100 80 60 Depression 57 48 44 34 40 20 Academic Distress 12 GAD 38 24 Social Anxiety 50 37 41 10 9 0 Eating Concerns Substance Abuse Broglia, Millings, & Barkham, 2017 b Hostility Low-clinical Distress Index

Changing trends of student mental health in HE Diverse student support? • • • Education is no longer a buffer against poor psychological health (Levine, 2017) Students graduate with poorer mental health than when they enter (Bewick et al, 2010) Ethnic minority students, men, mature, health professionals disproportionately deterred by stigma (Clement et al, 2015) A more diverse student population: • • BME students Students from LSEB (& more debt) Mature students and carers ‘Commuters’ Estranged from parents Help-seeking, stigma, sense of belonging, entitlement, awareness of support, unique challenges, transient population… Needs to reflect the diversity of students and widen access to appeal to non-traditional students

Why Personal Tutoring? • • • Someone on their course who knows them, and is looking out for them Students prefer pastoral support delivered by academics (Thomas, 2012) Positive relationships influence student outcomes and may foster “belonging” (Cousin & Cuerton, 2012) • • Discussing barriers to learning may help students to anticipate/access support early “First port of call” for almost anything (Hughes, Panjwani, Tulcidas, & Byrom, 2018)

Social Connectedness • ……. http: //www. studentminds. org. uk/theroleofanacademic. html

“The invisible frontline” • Responding to student mental health problems is now an inevitable part of the academic role • The HE sector does not have the appropriate structures or cultures to assist academics “Unclear” “Unprepared for the additional demands on their role” “not sufficiently supported” “Disconnected from student services”

Raising Awareness, Raising Aspirations “…One of my tutees has stayed with me because she’s had to tell me something about her childhood that’s difficult to say, and she just doesn’t want to have to keep telling to a different tutor…” “Mental health issues are always going to be difficult cause it’s going to affect the student’s progress… interrupting studies when it’s £ 9, 000 a year it’s a very difficult thing to say. ” I personally wouldn’t feel equipped to deal with issues of that nature. So, mental health might be a challenge, because again we haven't really had a lot of training, or don't want to say the wrong thing that might actually create more problems than solve. …I would find it challenging and would definitely need to maybe then refer the student to someone more qualified.

A minute to be mindful Think of a student, friend or family member who’s approached you recently with a concern about their health or well-being. Stressed at work or home? • • • Why do you think they came to see you? What does it tell you about how they value your relationship? Do you think they’ll approach you again in the future, and why? • • What did you notice about their behaviour, appearance, their use of language? How did you feel in the moment? Confident? Prepared? Uncertain? • • What would you do again, when faced in a similar scenario? What would you do differently? • Did you talk to any body about it after?

Fostering everyone’s mental health 1. Active listening – helps the person to feel valued and validated 2. Students at the centre – need to feel understood and in control 3. Acknowledge differences – between what you might want to offer, and what’s within the boundaries of your role as an academic 4. Be clear – on what you can and can’t to help manage students’ expectations 5. Seek help and advice from others within department or in student services - before the issue becomes a crisis 6. Follow-up on agreed actions even when you have limited time 7. Notice and feedback the positives to instil hope and confidence

Longer-term change Changes we can make now 1. Training… is a contentious topic 2. Clarify the role of a personal tutor, 5. Manage students’ expectations 3. Build links between academic 6. Encourage and empower students to overall, and in the context of student mental health faculties, academics and student support services 4. Recognise the unavoidable role academics now have in responding to student mental health regarding the role of a personal tutor, it’s boundaries, and when to refer engage with ‘the student experience’ 7. Have early conversations about mental health with students… 8. …and with other academics