Tutoring and Mental Health Dr Gareth Hughes University

Tutoring and Mental Health Dr Gareth Hughes University of Derby Dr Emily Mc. Intosh University of Bolton UKAT Nic Streatfield York St John University AMOSSHE

Academics and Student Mental Health

Student Minds empowers students and university staff to develop the skills, knowledge and confidence to look after their mental health, support others, and create change, so that all in Higher Education can thrive.

Underpinned by Research Innovating with impactful, sustainable & scalable programmes How we aim to work… A collaborative approach, Working in partnership and playing a strategic role Led by both Students’ Lived Experience and Professionals

The research Qualitative research project designed to… Improve understanding of the role academics are playing in relation to student wellbeing Increase our understanding of the student mental health issues academics are experiencing and the perceived impact on them and their work Identify whether or not academics feel prepared and supported to respond effectively and appropriately to students Increase our understanding of what aspects of this role are working well and what aspects are preventing students from receiving effective support

Modul e leader s Programme leaders First year – teachin g only Senior tutors 54 academics Directors of Boards of Study Senior fellows Experienced lecturers

Public & Privat e Single campus and multi site Russell Group, post 92 & red brick North, South, Midlands & London College structure and centralised structure Universities Large, medium and small

Major Themes Increase in poor student mental wellbeing Role and boundaries Multiple ways student mental health problems present Signposting Academics and Student Services Impact on Academics Resources and Support What Might Help?

The role of the personal tutor Set and communicate boundaries at the beginning of your relationship and remain consistent – this benefits you and the student, as they will know what to expect if they do disclose something Conversations between you and your students are considered private but not confidential – you can and in some cases must discuss with Student Services Students may seek emotional support from you because they have a preexisting relationship with you and you are easier to access – if you become their source of support, you may also be a barrier to them accessing more effective interventions

Signposting To facilitate students to access support, academics must Be able to identify when a student is experiencing problems that would benefit from support Be aware of and able to identify services to students and explain how they can be accessed Be able to outline how and why a service could help a student and encourage enough hope to motivate the student to access support

Traditional relationship between academics and Student Services Clearly defined boundaries Academics Support professionals Creates gaps that students can fall into

Collaborative relationship Overlap of interests, practices and principles Academics Support professionals but still with clearly defined boundaries

Learning approaches and their connection to… everything Deep learning Surface learning • Focus on subject • Focus on grades • High achievement • Lower achievement • Good wellbeing • Poor wellbeing (high anxiety) • More satisfied with teaching and learning • Less satisfied Focus on intrinsic motivation Focus on extrinsic motivation

Holistic approach to wellbeing Academic skills, effort and approach Social health

AMOSSHE/UNITE Student Resilience Toolkit

AMOSSHE/UNITE Student Resilience Toolkit • Employed a researcher to gather together a Student Resilience Toolkit for the UK HE sector. Resilience is a preventative approach to student wellbeing as defined in the ‘Exploring the positive case for resilience’, Mc. Intosh & Shaw 2017 • Items for inclusion in the toolkit should primarily be sourced from the UK higher education sector, but may also include items from other comparable HE systems (e. g. Australia, US) and be of interest and use to professionals working in higher education, primarily student services professionals but also academic tutors, senior leaders etc • Items may be case studies, research reports, intervention tools, learning materials or similar. Academic papers can be included where they have the potential to help professionals develop their practice in supporting student resilience. Thought pieces without any underpinning evidence base are out of scope.

Vision for the final product A modern web based resource that looks smart and professional and is easy to access on all devices A useful set of tools and resources that are in one place and grouped together sensibly with a good search function that can be continually updated as needed. A toolkit that AMOSSHE members and other stakeholders will rate highly and use regularly to compliment their work

Draft Website

AMOSSHE Insight Projects • In order to enhance the toolkit with member-led research, AMOSSHE is financially supporting a series of projects on theme “student resilience in an accommodation setting” • Student Community Makers • Developing resilience using the Mind resilience programme • Enhancing student resilience through the provision of themed group interventions • Developing and increasing resilience within care leavers, in a student accommodation setting with the aim of increasing student retention

Concluding Comments Any questions?