Raising Awareness Raising Aspiration

1. Raising Awareness Raising Aspiration Funded by:

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

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

4. Referrals (n = 113 UK services) Broglia, Millings, & Barkham, 2017a

6. Student mental health: The UK picture Broglia, Millings, & Barkham, 2017b

7. Diverse student support? Changing trends of student mental health in HE • 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… 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) • Needs to reflect the diversity of students and widen access to appeal to non-traditional students

8. 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)

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

10. “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”

11. Raising Awareness, Raising Aspirations 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. “…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.”

12. 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?

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

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

15. Questions? Let’s continue the conversation; @rara_tutor #raratutor twitter.com/rara_tutor Sign up for our mailing list: www.raratutor.ac.uk

16. Raising Awareness Raising Aspiration Funded by: