ESRC Impact Acceleration Surrey’s Post

Today's students have had it tough. They're impacted by so many challenges across our wider society. And although we know universities have been developing some excellent practice through the University Mental Health Charter programme to support them better, our wider government has failed to do enough to tackle the mounting rates of mental illness in our university communities. Up to 40% of students now meet the criteria for a diagnosable mental health condition 😨 That's why Student Minds have laid out our vision for the next government to improve student mental health through immediate and long-term policy reform. I know the team have worked long and hard with students, clinicians and HE staff (read more about their methodology on p39 of the manifesto, link below) to form a set of ambitious and holistic recommendations for how the government can improve mental health in our universities in the years ahead. Well done team for getting it out there - Dom Smithies Yeme Onoabhagbe and our entire student Steering Group! Read the manifesto here > https://lnkd.in/ej_cpYrB And if your organisation shares our vision for the next government, please add your endorsement here > https://lnkd.in/eHQW_c_J

Were you admitted to your first-choice high school program? If yes, it could have benefited your mental health well into adulthood.   In a recent working paper, researchers Anders Stenberg and Simona (Bejenariu) Tudor from the Swedish Institute for Social Research at Stockholms universitet, examine the long-term impact of educational choices made during teenage years on adult mental health.   Getting accepted into your first-choice program in high school leads to better mental health outcomes in adulthood. The study indicates that individuals who attend their preferred educational track are less likely to require antidepressants or hospitalization for mental health issues decades after high school graduation.   Stenberg and Tudor delved into Swedish registry data involving over 247,000 high school applicants from 1977 to 1991, exploring the connection between education and mental well-being.   By comparing students with nearly identical grades—some just above and some just below the admission threshold for their preferred high school program—they could assess the effects of field of study on mental health, eliminating many confounding factors.   The findings are striking. Acceptance into a preferred study program showed a 27% decrease in the likelihood of mental health hospitalizations and an 8.4% lower probability of needing antidepressants between the ages of 40–45.   The type of program matters, too. Technical tracks showed the most positive impact, closely trailed by economic tracks. Intriguingly, individuals accepted into humanities were more likely to require antidepressants.   What explains these effects? Approximately 40% of the positive mental health outcomes correlate with higher income from these educational tracks. Yet, income isn't the sole factor. The data suggests that the content and experience of the education itself may play a crucial role.   This working paper provides valuable insights for educational policymakers. It demonstrates how the choices made in our youth can significantly influence our adult lives and underscores the importance of educational opportunities that align with individual preferences and talents. #MentalHealth #teenagers #HighSchool #SOFI #WorkingPapers #research #SocialSciences #LifeChoices #Education

NORC’s Caroline Lancaster shares a novel approach to surveying students on social-emotional health. She and her team identified five distinct groups of students and characterized their strengths and challenges. “20% of students reported facing some sort of difficulties. We sought to identify groups of students with similar challenges.” Two groups, around 80% of students, were found to be doing relatively well. “This is particularly encouraging, given that our study took place during the COVID-19 pandemic.” Of the remaining students, however: — 7% were found to be in a “cyberbullying” group, with an elevated risk of involvement in peer violence. — 2% were in an “externalizing” group, reporting significant feelings of hostility and more likely to be a victim and perpetrator of violence. — 9% were in an “internalizing” class, with higher levels of anxiety, depression, self-harm and suicidal ideation. See more of Caroline’s insights on our site: https://ow.ly/1Co450Qiluq

Congratulations to Birkbeck Students' Union & William B Sarenden for their role in supporting the Student Minds excellent Mental Health Manifesto. Well worth a read. Crucial points on key areas of financial hardship, better healthcare, inclusion, the broader national context of mental health services and prevention, and the need for better government support for Higher Ed: "Our higher education institutions need improved support and investment. The funding model for higher education must be reviewed to ensure the long-term sustainability of the sector without compromising on staff or student wellbeing. Clarity on the roles and responsibilities of universities and statutory health services must be provided to ensure mental health support is delivered appropriately. Continued political and financial support for the University Mental Health Charter should be given to enable these improvements through a whole-university approach. Higher education should be given greater esteem in recognition of its positive contribution to our economy and society" #mentalhealth #highereducation #election2024 https://lnkd.in/eegmNakw

University Mental Health Day - 14th March 2024 It's hard for students to have a good day if educators are having a bad one. Improving staff wellbeing and mental health is an important issue in and of itself. Yet, recent research indicates that university staff have higher levels of stress and burnout than the general population and lower levels of wellbeing. There is a strong relationship between staff and student wellbeing as universities are, in effect, an ecosystem in which the wellbeing of one group can affect another. This is what Caring on Campus is all about. It is also recognised in the competently composed University Mental Health Charter (UMHC - see link in comment) where a whole-university framework is provided. Yet since its launch in 2019, only a third of UK universities have signed up so far. This is despite the directive, in response to the summer 2023 parliamentary debate on whether a legal duty of care be introduced to help tackle student suicides, from the Office of the Government Minister of State for HE that all UK HEP be participants in the Charter Mark by Sep 2024.  The Caring on Campus initiative understands that both root and branch strategies are required, and where new pathways are needed to better harness and direct the excellent resources such as the UMHC that seem, for the greater part, to be left lying on stony ground. Whether it is conversations that we can help facilitate, or whether the starting point is to step back and simply reflect, starting with what has become today's purpose of higher education, we can offer both as Common Good resources. #UniMentalHealthDay #CaringOnCampus #CoC #burnout #stress #mentalwellbeing UMHAN UK

How do we collectively ensure the mental health of students at university? Creating a suicide-safe university environment requires an approach that addresses both the individual and systemic factors contributing to mental health challenges. By working together, staff, students, parents, and support organisations can help ensure universities are supportive and conducive to the wellbeing of all students.  Dr Cassie Hazell at the University of Surrey and a team of experts at the University of Sussex, Canterbury Christ Church University, and the University of Westminster, were awarded ESRC: Economic and Social Research Council IAA funding to deliver a Public and Patient Involvement (PPI) exercise with stakeholders including University staff, affected families, and mental health organisations. Through a variety of creative resources, this activity will help inform the debate around how we make universities suicide safe, and lay the foundations for a much larger research grant application, to continue developing solutions to this ongoing challenge.   Graphic recordings from the various focus groups are now available to view online, and it is hoped they will be shared widely among university staff along with an animated film, that will follow later this year. View all the graphic recordings of these valuable focus groups, here: 👉 https://lnkd.in/etCh-UYb #impact #researchimpact #socialscience #suicideprevention #wellbeing #supportingstudents #letsharewidely #insights #mentalhealth Brighton and Sussex Medical School University of Sussex University of WestminsterCanterbury Christ Church University

Yes! I passed my Education Doctorate assignment! 🥳 Pursuing doctoral education to explore the lived educational experiences of children with Pathological Demand Avoidance (PDA) is profoundly important. It not only deepens our understanding of this complex and often misunderstood profile within the autism spectrum, but it also paves the way for developing more effective, individualised educational strategies. Unfortunately, research suggests PDA’ers are facing a mental health crisis (PDA Society,2024) with high levels of mental distress and mental health challenges, including: anxiety, depression, isolation and loneliness, low self esteem, self harm and suicidal thoughts. It is mentioned that a cross societal lack of awareness and understanding of PDA is one of the primary reasons for this. It is clear, educational institutions need to do more to support this group of children. My research focus aims to address the following questions: 🧠 1) What impact do the embedded normative routines of institutions have on children with PDA? 🧠 2) In the everyday lived experiences of school, do children with PDA feel a sense of presence within their educational setting? 🧠 3) How can balance be achieved between the power elements inherent within research to allow the participant voice to achieve equal prominence? I hope that my work can empower educators to foster an inclusive atmosphere where every child can thrive, promoting equity and enhancing the overall quality of education. It is my wish that scholarly work can inspire policy changes, inform best practices, and ultimately contribute to a more compassionate and knowledgeable society. #PDAAwareness #AutismAcceptance #PDA #InclusiveEducation #Neurodiversity #EducationForAll #AutismSpectrum #PathologicalDemandAvoidance #EducationalEquity #SupportAllStudents #InclusiveLearning #AutismSupport #EducationInnovation #UnderstandingPDA #EmpowerEveryChild #Autismawareness #EducationDoctorate #EdD

Today is #UniversityMentalHealthDay - a critical time to shed light on the student mental health crisis happening on campuses across the country. The statistics are alarming: 1 in 3 students have poor mental wellbeing according to WEMWBS measures. 1 in 4 report a current diagnosed mental health condition. And a staggering 30% say their mental health has worsened since starting university. Financial pressures are compounding the issue, with 59% of students citing money management as a frequent source of stress - a 13 percentage point increase from just two years ago. Perhaps most concerning is that 1 in 4 students wouldn't know where to turn for mental health support at their institution if they needed it. These figures reinforce the urgent need for universities to prioritise comprehensive mental health resources, financial support, and an overall culture of care for student wellbeing. Our students' futures depend on addressing this crisis head-on. We must work together - students, universities, communities - to destigmatise mental health, make support more visible and accessible, and create environments where students can not just survive, but thrive. #mentalhealth #mentalhealthawareness #inclusion

🌠 Raising Awareness for Mental Health in Universities 🌠 Today, at the ACUA - Association of College and University Auditors Virtual Spring Summit, experts gathered to shine a light on a crucial issue impacting our universities: Mental Health Care. 🎓💡 The "Reading, Writing, & Remeron: Auditing University Mental Healthcare" presentation delved into the significance of mental health services and introduced best practices that can pave the way for healthier, more successful students and faculty. 🔑 Key Insights: *Mental health directly affects academic retention and success. Healthier students mean a more vibrant, successful academic community. 📚❤️ *Challenges like insufficient resources, stigma, and lack of early intervention are hurdles we must overcome together. 🚧 *Best practices include universal suicide risk screening and comprehensive support for students and faculty, ensuring everyone receives the care they need. 🛡️ ⚙ Let's Make a Change: *Educate yourself and others about the importance of mental health services in academic settings. *Advocate for robust policies, procedures, and screenings in our universities. *Remember, it's okay to seek help. Prioritizing mental health is key to our collective success. Join me in supporting a healthier academic environment where every student and faculty member has the tools and support they need to thrive. Let's work together to break the stigma and build a stronger, more supportive community. 🤝💚 #MentalHealthAwareness #UniversityWellbeing #ACUASummit2024 #ReadingWritingRemeron #HealthyMindsHealthyFutures

From the article: "More than half of American college students now report depression, anxiety or seriously considering suicide. This is a problem that reaches across geography, race, class, identity, institutional resources or prestige and academic ability. Almost one in four Americans in college considered dropping out in the last year because of their mental health." My only caveat to the article is this: the article implies that caring for the whole student is some new trend in higher education. It is not. Student Affairs educators have been working to care for the whole student for over 100 years now. We continue to advocate for holistic student development and care and love. Our campuses need to be caring places. Everyone needs to be on board. There are also huge structural issues to making this a reality, however. Many of those are rooted in our society, which continues to devalue higher education, faculty, and students, and generally is unserious about solving any major deeply rooted cultural norms that value community and education.