Student Mental Health Policy

1. Introduction

Swansea University is committed to encouraging inclusion and promoting diversity, equality of opportunity and a culture of wellbeing for its students. Creating a supportive, accessible university environment which allows students to thrive is a priority. Whilst the university's core purpose is as an educational community and cannot replicate statutory health services or act in loco parentis, it has an obligation to provide safety and support.  This commitment begins at application and continues throughout the student journey, incorporating a whole university approach to mental health.

2. Context

Widening participation, increased student numbers and changes to disability legislation have been associated with a notable increase in the numbers of students with significant mental health difficulties entering higher education. Students and their families understandably expect Higher Education Institutions to be more than just an education provider and deliver holistic support to all students.

The 2020 Covid-19 pandemic significantly impacted the mental health of students due to the university experience becoming unrecognisable, increased isolation and barriers to accessing usual support networks and services. It would also be remiss not to frame this policy in the context of the social, political, economic, and cultural landscape of the last few years. Spanning the Black Lives Matter movement, rapid changes in government, the cost-of-living crisis and a spotlight on sexual violence and women’s safety.  As a result, student mental health has become an increasing priority in HE and there continues to be emphasis on universities to position mental health as a strategic priority.

This policy is informed by national legislation and HE guidance and frameworks related to mental health:

• Special Education Needs and Disability Act, 2001
• Mental Health Act, 2007
• Equality Act, 2010
• UMHAN, Higher Education Institutions’ Support for Students with Mental Health Difficulties, 2009
• UMHAN, Practical Guidance for the Development and Day‐to‐Day Provision of a Higher Education Institution Mental Health Service, 2010
• Well-being of Future Generations (Wales) Act, 2015
• Universities UK, Suicide-Safer Universities, 2018
• Student Minds, The University Mental Health Charter, 2019
• Universities UK, Stepchange: Mentally Healthy Universities, 2020
• Royal College of Psychiatrists, Mental Health of Higher Education Students, 2021
• Student Minds, University Mental Health: Life in a Pandemic, August 2021, Wave II, September 2021 and Wave III, January 2022

3. Definitions and Terminology

These definitions and terminology are provided for the purposes of this policy and are, in some cases, referencing the university’s internal terminology within a HE context and not necessarily legal definitions.

4. Principles

• Promote and raise awareness among students and staff of mental health issues, services, and procedures.
• Provide a range of mental health support services.
• Create a non-stigmatising ethos in which sensitivity and the dignity of all are respected.
• Consider mental health and wellbeing in wider decision-making.
• Develop policy informed by liaison with students, staff and relevant external agencies and monitor and review regularly.

5. Aims

• To promote positive mental health and wellbeing through a range of initiatives, including awareness-raising campaigns, mental health training for staff and students, and the provision of mental health support services.
• To provide a variety of integrated, accessible support for students in different mediums and appropriate to their needs to enable them to achieve their full academic potential.
• To reduce the stigma associated with mental health difficulties and encourage students to disclose mental health difficulties at the earliest opportunity in the knowledge that they will receive appropriate support.
• To promote a supportive university environment by providing opportunities for social engagement, promoting healthy lifestyles, and addressing potential sources of stress or anxiety.
• To provide staff with information and training about how they can respond to students experiencing mental health difficulties.
• To develop relationships with external mental health organisations to provide additional support and resources to its students. These organisations include local NHS mental health services, charities, and support groups.
• To increase awareness and understanding of the importance of sharing information where reasonable and necessary and to ensure that any disclosure of information is made appropriately and effectively.
• To ensure the University meets its legal obligations.

6. Roles and Responsibilities

Swansea University and its staff and students have a role to play in creating an environment that is accepting and supporting of mental health.

6.1 Staff

All staff are expected to:

• Exercise duty of care in their dealings with students. If a person shows signs of mental health difficulty staff should offer or seek appropriate support.
• Treat each student with dignity.
• Work within the boundaries of their roles, knowing where, when and how to refer on.
• Deal with disclosed information sensitively and exercise responsibility regarding disclosure.
• Contribute towards building a non-stigmatising community.

6.2 Students

• All students should contribute towards creating a non-stigmatising community.
• Students with mental health difficulties are encouraged to use the range of internal and/or external support services, and to inform relevant staff if unable to fulfil academic commitments so that the University can provide them with appropriate personal and academic support.
• Students who are supporting friends and peers experiencing mental health issues should take cognisance of their personal limits and know where, when and how to refer on.

7. Staff Development and Support

It is important that University staff work within their level of competence in trying to support or advise students. All staff should be familiar with the Staff Guidelines for Working with Students with Mental Health Difficulties available in Appendix A.

Sessions on supporting students with mental health difficulties are included in the Staff Development programme. There is a specific online training course for Personal Tutors which includes how to respond to students with welfare issues (including managing crisis situations, support information, referral and signposting options and staff self-care). There are additional online training courses on Reasonable Adjustments for Students which includes guidance on identifying and supporting students with mental health needs. The university also offers a range of training open to all staff including, Mental Health First Aid, SafeTALK Suicide Alertness, Staff supporting students with disabilities and What are Autism Spectrum Conditions.

Staff needing information on relevant policies and procedures or support in dealing with specific cases should escalate to their line managers or seek advice from Student Life where appropriate.

8. Monitoring, Evaluation and Review

This policy has been created by Student Life in consultation with key stakeholders across the university.

The policy will be monitored by the Health and Wellbeing Board, making any necessary recommendations to Swansea University Senior Leadership Team.

1. Legal framework

In general, the University is under an obligation to:

• Exercise a duty of care towards all students in providing education services and other services, including pastoral care as well as teaching and supervision.
• Offer and provide support to all its students where appropriate.
• Take reasonable positive steps to promote students’ wellbeing.
• Ensure the health, safety, and welfare at work of all those [“lawfully] on the premises”.
• Have due regard to the need to eliminate unlawful discrimination based on disability, race, sex, sexual orientation, religion or belief (including lack of belief), age, gender reassignment and pregnancy and maternity, age, gender reassignment and pregnancy and maternity.
• Make reasonable adjustments to support students with disabilities, such as adapted teaching, learning and living environments and alternative assessments.

2. Our contract with the student

Consumer contract law forms the legal basis of the University's relationships with students. This includes pastoral care as well as teaching and supervision, the extent of which depends on the terms of the student contract. The University sets out the services it provides within its prospectus and other written and electronic materials. The standard of care and skill which the University must meet is that provided by the ordinarily competent institution. In relation to members of staff working with student with mental health difficulties, services provided should always be of an accepted standard or practice to be expected of the ordinary skilled individual professing to have a special skill. As such, the requisite standard may be higher for trained healthcare professionals (such as counsellors) than for other student support staff.

Where the University does not provide or have access to a specific service this should be made clear to a student and they should be encouraged to seek out other external services available to them. In the context of mental health this often means encouraging or assisting students to make contact with their GP or local mental health services.

3. Duty of Care

• Institutions owe a common law duty of care to students and staff
• The general principle is that the standard of “reasonable care” applies to teaching staff and other "educational professionals‟ such as academic support or Student Life staff.
• Duty to take reasonable positive steps regarding students' wellbeing. What is reasonable will depend on the factual circumstances of each case.
• A duty to exercise reasonable skill and care when providing education services or other services and identifying and/or meeting students’ educational needs is implied into the student contract.
• Responsibility to take reasonable steps to ensure that the requirements on students, such as attending classes, submitting work or undertaking placements or examinations do not cause reasonably foreseeable harm.
• Duty to take reasonable steps to protect the health, safety and welfare of students and staff
• Enhanced duty in the case of vulnerable groups such as under 18s, international students and those who have disabilities and other needs, including needs associated with mental health difficulties.
• Need to balance the duty of care for one student with the duty owed to other students and staff.

N.B. Students who are the age of 18 or over are legally adults. They have the right to make their own decisions, including behaving in ways which others may consider inappropriate. It can be a challenge to find a way to balance the apparently opposing principles of autonomy and duty of care so that we support personal autonomy whilst exercising a duty of care.

4. Confidentiality and Data Protection

• All students are owed a duty of confidentiality in common law if this is promised to them or it is reasonably clear that a person who receives information in confidence should hold that in information in confidence.
• Additionally, the UK GDPR and Data Protection Act (2018) applies to all personal data held by the University.
• All information must be recorded or processed reasonably, fairly and lawfully and only shared internally or externally with those that need to be aware and in line with the lawful bases under Article 6 (personal data) or Article 9 (special category data) of the UK GDPR.
• Personal data or special category personal data may be disclosed for example with consent or where disclosure can be justified in accordance with substantial public interest conditions (e.g. safeguarding individuals at risk) or for the purposes of providing health care or treatment provided this is reasonable and necessary in the circumstances.
• Data subjects have a right to request a copy of all personal data held.

4.1 Disclosure of Information

A student may choose to disclose that they are experiencing (or have experienced) mental health difficulties at any time during their university journey, from application through to the completion of their course of study. Students should be positively encouraged to disclose on the basis that this should lead to positive outcomes. Wherever possible, students should be informed of how information might be shared between staff or external agencies where appropriate. Students may choose never to disclose their difficulties and all staff should bear in mind that this is their right. However, wherever possible, staff should sensitively clarify with students that non-disclosure may mean that the University cannot respond directly to their specific needs. Students undertaking courses with a professional practice element should be reminded that they have an obligation to disclose any condition that may affect their fitness to practise. (See Procedures - Section 11 Fitness to Practise).

4.2 Confidentiality

Due to the sensitive nature of information relating to the mental wellbeing of any student, it is imperative that where disclosures are made, staff do not indicate to a student that the information will remain confidential and that it may need to be shared if this is considered reasonable and appropriate. Staff must work with students in accordance with this policy, within existing professional guidelines, and the UK GDPR and Data Protection Act 2018 and be accountable for the lawful basis under which information is disclosed.

Students need to feel confident that any information they give will be treated with respect and only made available to others on a need-to-know basis, or to protect a students’ vital interests.

Where written notes of contacts with students are maintained, students should be made aware of this in advance. Concerns about a student’s wellbeing should be noted along with any action taken. Notes should be factual and objective and not contain any subjective comments.

Staff are responsible for ensuring that personal information about any student is never inappropriately disclosed. To reduce the possibility of any inappropriate disclosure occurring, the following points should be observed:

• Explicit written consent or permission should be obtained before personal information is shared and students should be made aware who will be receiving the information and what information will be communicated. Information should be shared on a strictly ‘need to know’ basis.
• In the absence of express written consent, confidential information may only be disclosed when it is required by law (e.g. required by a court order or pursuant to a statutory requirement) or the disclosure can be justified in the public interest (e.g. a student is deemed to be at risk to themselves or to others). Such disclosure in the absence of prior written consent should be considered carefully and clearly justified on a case-by-case basis.
• To avoid confidentiality being breached, University staff should not promise that any disclosed information would be treated confidentially. Instead, they should state that the information will be treated sensitively.
• Everyone with access to personal data should be aware of their responsibilities and obligations to respect and protect confidentiality, complete all relevant mandatory training and should comply with the law and University guidelines on the storing of personal information.
• Ensure that any discussion about a student's mental health is conducted in private. Email communications should be kept to a minimum, anonymised if possible and marked as confidential. Emails containing special category data should be sent in line with university procedures.

For full guidance on Data Protection and GDPR in the University context, please visit Data Protection and GDPR - Swansea University

5. Equality Legislation

The Equality Act 2010 places a positive duty on all public bodies, including HEI’s, to have due regard to the need to eliminate unlawful discrimination and harassment and to promote equality of opportunity for all staff, students and other users of facilities and services and foster good relations.

The Equality Act 2010 provides a legal framework to protect the rights of individuals and advance equality of opportunity for all. It provides Britain with a discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society.

The Public Sector Equality Duty has three aims. It requires HEIs to have due regard to the need to:

• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010
• Foster good relations between people who share a relevant protected characteristic and those that do not– this involves tackling prejudice and promoting understanding between people from different backgrounds
• Advance equality of opportunity between people who share a relevant protected characteristic and those that do not

6. Other statutory duties

The Human Rights Act (1998) recognises a wide range of rights. This Act, along with the European Convention on Human Rights, can be used by students claiming unfair or unequal treatment, or in cases where action was not taken to refer students for appropriate help where there were apparent risks to their wellbeing.

This policy also takes cognisance of relevant parts of the QAA Code of practice for the assurance of academic quality and standards in higher education and the Universities UK Student Mental wellbeing in higher education – Good practice guide).

Employers also have a responsibility, as far as reasonably practical, to ensure the health, safety and welfare at work of employees and of all those [“lawfully] on the premises.

1. Application and Admission

Any prospectus, open-day literature or other promotional material should contain positive statements declaring the University's commitment to fostering a non- stigmatising learning community and to working with students to identify and address their individual needs. The right to study is fully acknowledged by the University, except in cases linked to some professional programmes made clear in the relevant literature.

Identifying applicants with a mental health condition, is a priority, regardless of the route or timing of entry to the University. At application, or as soon as possible thereafter, prospective students are encouraged to disclose any relevant information. Admissions staff can then make relevant tutors and service staff aware of the situation, helping to provide initial support if necessary. The range of services in Student Life should be promoted to facilitate an early referral if required.

The University welcomes applications from students with additional support needs. Applicants are encouraged to contact the Wellbeing and Disability Service as soon as possible to find out what type of support may be available and what information is required. The presence of Student Life at open days and transition events helps prospective students and their families and friends gain valuable information and advice related to their support needs.

Applicants who declare a disability will be considered according to the same principles as other candidates. A small number of professional programmes such as Nursing, Medicine and Social Work confer eligibility to practise in the relevant profession. As a result, the University has a responsibility to the public, employers, and the professions to ensure that prospective students can achieve the learning outcomes determined by the professional and statutory bodies and that they are “fit to practise”. In these cases, an offer would be made “subject to the approval of the Fitness to Practise Panel”. Full details of which can be found on the web pages for the relevant programmes.

After an offer has been made, candidates will be sent disability and support information and invited to complete a questionnaire requesting information about the nature of the condition and any support requirements. This is to ensure that the University can put into place any additional support, make any reasonable adjustments which may be required and advise on funding such as Disabled Students’ Allowance in time for the start of the programme. If applicants choose not to disclose their disability, provide this information with short notice before their programme starts, or do not provide full information before their programme of study, the university will provide as much support as possible, but may not be able to provide the full range of support which might otherwise be available or there may be a delay in providing that support.

Students and prospective students from outside the UK should be aware that international students are not eligible for Disabled Students’ Allowance. Students are advised to contact their home Government for information on any funding that may be available as a disabled student. The university has provisions in place to pay for elements of disability support for students who have been denied all other funding options. Students on exchange programmes should seek funding from their ‘home’ institution. Students on short programmes of study are also unlikely to receive Disabled Students Allowance funding.

International students and students on short study programmes are strongly advised to contact the relevant University service before making a formal application to the University. This will give students the time to fully explore and understand the support they will need and the extent to which the University can provide it.

2. Welcome, Enrolment and Induction 

Prior to arrival, students are sent email communication introducing them to all the support services in the University. Students who require mental health support or need to disclose a disability, are encouraged to do so with Inclusive Student Support Services (ISSS). 

Prior to arrival, students are provided the opportunity to complete an online wellbeing module. Developed with Togetherall, the module covers topics such as, managing change, dealing with low mood, looking after yourself, and developing resilience. Parents/guardians are also encouraged to complete a separate module, which provides an overview of the student topics, a toolkit to support their child through these issues, an introduction to support services and information on the parent/institution relationship and how to contact us if they have concerns.

Students use the MyUniHub emails/live chat function for enrolment, where the team assess and triage students to the appropriate service within ISSS, based on need.

Staff and student volunteers are available, on campus during the arrival period to welcome students and help them move into accommodation. Support service staff from the Wellbeing and Welfare teams are on hand to speak to students in distress, with specific rooms available for discussions.

Local GP surgeries are present on campus, throughout the arrival period, to encourage students to register with a GP. GP surgeries are also invited back onto campus at various intervals throughout the year and information is provided during faculty induction and campaigns throughout the year to encourage registration. Other services, including the ‘Safezone’ app, are also available.

Students are provided opportunities to engage in orientation events and activities to foster a sense of community and belonging. These are organised collaboratively by Student Life, the Student’s Union and faculties.

Faculty inductions are led by student information teams with a particular focus on how students access academic and pastoral support. Information on support services is provided throughout the induction week and periodically throughout the term via various methods of communication.

Student Life and the faculties work collaboratively with the Student’s Union to ensure that time is set aside for students to attend the freshers fair within the induction week. The Student’s Union schedule an accessible, quiet hour for students who wish to attend with these considerations in mind.

Student Life Showcase events are organised within the first four weeks preceding the ‘main’ arrival periods. This is a further opportunity to introduce support services to students.

3. Next of Kin and Trusted Contacts

When students enrol, they are required to provide details of a Next of Kin. A next of kin is a person who a student designates to be contacted in the event of a medical emergency, accident, or other urgent situation where a student’s vital interests are at risk. The purpose of a next of kin is to provide immediate notification to someone who can make decisions on behalf of the student and provide necessary support and is mandatory information all students must provide at enrolment. A next of kin is usually a parent, guardian, or spouse.

Students are also given the option to provide details of a Trusted Contact. This individual can be contacted by the University in the event of a serious concern about the student's wellbeing. It is designed to provide an additional layer of support to students, particularly those who may be experiencing difficulties or who may be at risk.

Full details of the Trusted Contact Policy can be found here - Trusted Contact Policy - Swansea University

4. Accommodation

Residential Services provides information to students and prospective students on university accommodation options, application, and allocation procedures.

Students wishing to live in the private sector can access support with identifying suitable accommodation, finding housemates and tenancy agreements from the Student’s Union Advice and Support Centre.

Students with disabilities entailing specific accommodation requirements are recognised as a priority group when University accommodation is allocated. Residential Services work closely with Student Life to identify the needs of students who have declared a disability, medical condition, specific need or mental health difficulty and, wherever possible, those needs are met within the limitations of the accommodation stock available. It is important that the accommodation needs of students with mental health difficulties are identified as early as possible so that appropriate places can be allocated.

For students with mental health difficulties accommodation requirements can fall within several categories. For example:

• A continuing student who wishes to stay in a hall of residence beyond their first year to benefit from the security of the pastoral system provided within halls.
• Allocating accommodation on or close to campus to a student who has a recognised need to have easy access to support facilities.
• All halls of residence rooms have Wi-Fi access and a study desk and chair. so that a student can study in their room when they do not feel able to come onto campus.
• Assisting a student to share accommodation with one or more friends who provide valuable informal support.
• Prioritise access to University accommodation to a student after a period of hospitalisation.

The accommodation application form includes a space for providing information about a disability, medical condition, or mental health difficulty.

Accommodation needs are addressed by the Wellbeing and Disability Service following a discussion with the student of their needs. In cases where Residential Services may need to make reasonable adjustments or undertake appropriate monitoring, they are advised to discuss this with the Wellbeing and Disability Service and the student. 

More information can be found here - https://myuni.swansea.ac.uk/media/2023-2024-RS-ALLOCATION-POLICY.pdf

5. Support

If a student is experiencing mental distress which may have a detrimental impact on their ability to pursue their studies, they can access a variety of support from their Faculty or Student Life. Support options include:

Personal Tutor – A key point of contact withing the academic faculty to guide and support students with academic, professional, and personal development. 

Student Experience and Information Teams – Based in each Faculty, providing students with support for queries and concerns related to their academic studies.

Campus Life – Providing a series of advice, guidance and support services that assist and empower students to achieve. Support with Faith, Community, International, Money, Participation and Welfare.

Togetherall – A digital mental health service free for Swansea University students and staff providing 24/7 support with trained clinicians, as well as a range of helpful tools and resources.

Wellbeing and Disability Service – Specialist advice, guidance, and support options for students experiencing challenges during their time at university. For students experiencing emotional and personal difficulties as well as more complex long-term disabilities. Includes Mental Health Service, Counselling Service, Disability Service and Autism Spectrum Conditions Service.

Security and Safezone - A friendly team of experienced security professionals provides a 24/7 security service across campuses. The free SafeZone app lets students and staff on campus get help from Security quickly in a personal emergency or if someone needs first aid or general help.

Students’ Union Advice and Support Centre - A team of trained Advisors who can provide free, impartial, and confidential advice and representation, independent of the University. They can support students through several support streams such as Academic including Appeals and Fitness to Practice, Housing, Mediation, EDIB, University/Union & OIA complaints, Money, Employment, Health & Wellbeing, Personal, Welfare Benefits, harassment and hate incidents etc.

5.1 Welsh Language Support Provision

Providing mental health support in the medium of Welsh is a requirement from the Welsh Language Standards and Swansea University are committed to upholding this. It is important that students are given the opportunity to communicate their situation in Welsh if they choose.

Students can access advice and guidance as well as specialist mental health, counselling, disability, and Autism support through the medium of Welsh. All online and written resources and email communication can also be accessed in the medium of Welsh.

Myf Cymru - A mental health and wellbeing resource aimed at Welsh speaking higher education students studying in Wales and beyond.

The University’s position on Welsh language and the full Welsh Language Standards Regulations are available here - Welsh Language Compliance - Swansea University

5.2 Support for Specific Groups

Some students may be at higher risk than others of experiencing mental health difficulties and more likely to face barriers to accessing support. Swansea University has dedicated support and recommendations for specialist services which offer focused support. These include:

LGBT+ - information, support, and resources internal to the University, locally and nationally for LGBT+, transgender and non-binary students.

Faith@CampusLife – for students, staff, and the community to explore faith in an open and inclusive environment, offering confidential and non-judgemental support, advice, and guidance.

Race Equality First – offer counselling and mental health support in the community for Black and Ethnic Minority people. Students can self-refer or be referred directly by Swansea University Wellbeing and Disability Service.

Mind Out – a mental health service run by and for the LGBTQ+ community offering specialist counselling, peer support, online support, and advocacy.

Sanctuary Wales – advice, guidance, and information for displaced individuals, including mental health and wellbeing resources.

CALM – offers mental health and suicide support for everyone but campaigns particularly for challenging the stigma surrounding men’s mental wellbeing.

6. Safeguarding 

Although mental health concerns often intersect with safeguarding concerns, there are key legal definitions which separate the two. In Wales, safeguarding relates to:

Child at risk

• Under 18
• Experiencing or at risk of abuse, neglect, or harm
• Has care and support needs

Adult at risk:

• Experiencing or at risk of abuse, neglect, or harm
• Has care and support needs
• As a result of those needs, is unable to protect themselves against abuse, neglect or harm

Swansea University has a specialist Safeguarding Team, trained Designated Safeguarding Officers and a Safeguarding Policy for anyone who would like advice and support with potential safeguarding concerns.

The full details of safeguarding provision and policy is available here - Safeguarding - Swansea University

7. Disabled Students’ Allowance (DSA)

DSA is a non-means tested grant awarded by Student Finance to provide students who have long standing medical conditions or disabilities, including mental health conditions, with academic support whilst in education. DSA does not need to be paid back and can help pay for:

• Specialist equipment for studying, like computer software;
• Non-medical helpers (NMHs), for example, mental health mentoring support or a specialist study skills tutor;
• Additional travel costs required as a direct result of a disability and;
• Other costs like photocopying or printer cartridges

Students who are eligible should apply for DSA as soon as possible to ensure their support at university is set up. Students can apply independently or can contact the Wellbeing and Disability Service for information and support on applying for DSA. Students who aren’t eligible for DSA should contact the Wellbeing and Disability Service as they may be entitled to university-funded support.

Full details on DSA and the different application routes for different funding bodies, is available here - DSA - GOV.UK

8. Teaching and Learning

The University aims to foster a non-discriminatory, non-stigmatising ethos in teaching and learning activities by providing staff guidelines on supporting students with mental health difficulties and promoting mental wellbeing.

There are several ways in which a student's mental health difficulty may affect them in their academic studies (for example, their concentration, memory, or ability to function in groups). The law requires that wherever possible a Faculty should make reasonable adjustments to enable a student to follow their programme of study. However, there is a limit to what can be adjusted, and some aspects of a specific programme may be non-negotiable for academic or professional reasons.

The Wellbeing and Disability Service assess a student’s support needs utilising medical evidence, external recommendations, student discussion and specialist knowledge of conditions. These are communicated to the Faculty and Exams Office via the Inclusive Student Life Support proforma, it is then the responsibility of the Faculty and Exams Office to implement these adjustments where appropriate. A student is responsible for notifying the Wellbeing and Disability Service if their adjustments need updating.

9. Academic Assessment

The University will give due consideration for students with mental health difficulties to enable equal opportunities. Flexibility of approach will be combined with rigour of assessment standards and requirements of professional bodies where applicable. Examination and assessment periods can create additional pressures for all students and support is available from the Faculty and Student Life.

Whilst adjustments cannot be made to the specific learning objectives being assessed, reasonable adjustments can be made to help students meet the competence standards and to the ways that competence standards are assessed so that students with additional needs are not disadvantaged in demonstrating their competence by the assessment method.

Any reasonable adjustments required in the arrangements for examinations or assessments will be identified and managed through the Inclusive Student Support Service Proforma process as outlined above.

For examinations this may mean use of an alternative examination room, perhaps with additional time to allow for breaks. For non-examination assessment, flexibility of deadline dates is likely to be the most important way of enabling the student to present their work for academic assessment without being unduly hampered by their difficulties.

Where appropriate, a Faculty may be asked to find a way of alternatively assessing whether the student meets the academic competencies of a particular module in such a way that does not discriminate against them. Students should note, however, that for some programmes, the adjustments that can be made to the assessment process may be limited by the accreditation requirements of external professional bodies.

Alternative arrangements for examinations or assessments can only be made based on medical evidence or a recommendation from the Wellbeing and Disability Service based on substantial contact with the student. It is therefore extremely important that any relevant issues are appropriately disclosed as early as possible.

10. Extenuating Circumstances

Extenuating Circumstances are short-term difficulties which impact a student’s ability to submit or attend assessments. Students in these circumstances wishing to apply for deferrals or extensions should submit an application and supporting evidence to their Faculty. Examining Boards may also consider an Extenuating Circumstances application when considering progression options.

Mental health and wellbeing are included as accepted reasons for students submitting an Extenuating Circumstances application. Students with a fluctuating mental health condition which has been assessed as impacting their ability to meet deadlines may have these highlighted on their academic adjustment proforma. In these instances, the proforma can be used as supporting evidence of an EC. However, the circumstances must directly relate to their disability.

The full Extenuating Circumstances Policy is available here - Extenuating Circumstances - Swansea University

11. Field Trips, Placements and Study Abroad

Adjustments should be explored where a student with an identified mental health difficulty is following a programme of study which involves a period or periods away. The student should discuss the implications of this with the Programme Director or Personal Tutor and the Wellbeing and Disability Service well in advance of the proposed trip. Discussion should take place at least three months prior to a field trip and at least six months prior to a year abroad.

Students with professional practice placements have a duty to report any mental health difficulties they feel may impact their placement and may be subject to an Occupational Health Referral. Students can discuss options for adjustments for placement with their Faculty and the Wellbeing and Disability Service.

12. Finance

The financial load of attending university can have a significant impact on the mental health and wellbeing of students. The university has a dedicated Money@CampusLife team to provide information, advice, and guidance to empower students to take control of their finances to limit the impact of financial issues on their university experience.

This includes pre-arrival support to prepare students for the financial barriers they may face. There is also dedicated financial support for students who have additional considerations such as being a care-leaver, estranged or pregnant. Students facing financial hardship may be eligible for the university Hardship Fund.

13. International Students

Swansea University is a vibrant, diverse community with staff and students from over 130 countries. We recognise that international students may face barriers that could impact their mental health and wellbeing. Swansea University has a dedicated International@CampusLife team to offer advice, guidance, and support.

At application stage it is important that all international students are asked to declare a disability, medical condition, or specific need. Where a disability is declared, the same procedures are followed as for home students. Where the information received indicates that the student requires non-medical assistance, such as note-taking, personal care or additional tuition, the student may be required to self-fund or seek funding externally from their sponsor or equivalent- sought from the student’s ‘home’ institution.

Where no funding is available the University may be required, under the DSA, to meet the cost. This will be assessed on a case-by-case basis.

On arrival, many international students experience a period of cultural disorientation, which can be quite alarming. The University’s Orientation Programme helps to alleviate some of this, but nevertheless this can be a trying time for many students. For some there is a parallel period of disorientation as they prepare to return to the home country towards the end of their programme of studies. These vulnerable periods can mimic, trigger or mask mental health difficulties.

The stress of operating in a different language and culture, often for the first time, combined with possible financial worries and a great pressure to succeed given the costs of an international education can precipitate mental health difficulties where there has been no previous history.

In many cultures, mental health difficulties are seen as shameful and can have a great effect on a student’s future career prospects. This can make it very difficult for them to recognise symptoms and seek or accept help and support.

It is therefore important that those involved with international students are careful to find out as much as possible before reaching a view as to what is happening when an international student is exhibiting behaviours or describing feelings or thoughts which may suggest that they are experiencing mental health difficulties. An understanding of the person, their current circumstances, mental health history and the cultural beliefs they hold will all be important when determining how to act.

It is also important to recognise that an international student who is experiencing a mental health problem may need additional help to understand the UK health service systems and how to make best use of what is available. Attitudes towards mental health, the terminology used, and structure of facilities are variable across the world. This can also be the case for the names and descriptions of University support facilities, which may not be understood by students from some cultural backgrounds. If an international student is very reluctant to use the services available, it is often best to refer them to the International Student Advisory Service, where staff may be better able to offer explanations to encourage use of appropriate services.

It is important to remember that most international students will be in the UK under an immigration route. There may be conditions aligned to this route (e.g. attendance or location) which could be affected if treatment necessitates an absence or suspension from studies. It is important that international students are encouraged to seek advice around this from International@Campuslife.

14. Academic Regulations

Academic Regulations exist to assure academic standards and fair treatment for all students. There may be times where the implications of these regulations have a significant impact on a student. For example, students who are prevented from continuing with their studies, who fail to qualify to proceed to the next stage of their studies or those subject to the academic misconduct procedure.

To support students to understand the university’s academic regulations and limit negative impacts, they are published on dedicated webpages along with information and specific resources on academic integrity. Students who require support pertaining to academic regulations can access this from their Faculty Student Information Team, Student Cases (where relevant) and the Students’ Union Advice and Support Centre. If the circumstance has impacted a student’s mental health, they can seek support from the Wellbeing and Disability Service.

The full details of Swansea University’s Academic Regulations can be found here - Academic Regulations - Swansea University

15. Support to Study 

Where a student’s health and wellbeing is posing a significant risk to the teaching and learning of themselves or others, it may be appropriate to consider whether they are fit to study. The Support to Study procedure is not designed to be punitive but rather a supportive measure to ensure students are safe and well enough to study at that given time.

Support to Study cases are chaired by a senior staff member in Student Life, supported by Academic Services. Any decision taken is made by a panel which includes staff from Student Life and the student’s Faculty. The panel will determine recommendations which they feel will most likely mitigate for the presenting risk, this may be in-put from a medical practitioner or a suspension from studies.

The Support to Study Procedure can be found here -  Support to Study Procedure - Swansea University

16. Fitness to Practise 

Where a student is pursuing a programme of study leading to a professional qualification which is registered with a statutory regulatory body and which is subject to a Fitness to Practice procedure, any serious concerns about mental health should be referred to the Head of School or Pro Vice Chancellor Executive Dean of the Faculty.

In some situations, for example where the student may be required to deal with vulnerable people, a student with serious mental health difficulties may not be permitted to continue with the programme. This will be determined by the Fitness to Practise Committee. Where the requirements of a professional body prevent a student from completing a programme of study, the University will offer advice and guidance on other study options.

The full Fitness to Practice regulations can be found here - Fitness to Practise - Swansea University

17. Suspending Studies

Where mental health difficulties prevent a student from continuing with their programme, the University will attempt to provide advice and support on the options available according to the best interests of the student. Depending on the circumstances, these may include:

• Changing from full-time to part-time study
• Change of study programme
• Temporary suspension of studies
• In some cases, withdrawal from the University

This advice and support will be offered through the appropriate Faculty and the relevant Student Support Services. In the first instance, students are advised to consult their Personal Tutor and their Faculty Student Experience and Information Team.

A period of suspension may have financial implications including on continuation of student funding and/or bursaries. Students should be advised to discuss this with Money@CampusLife so they are well informed.

For international students, a period of suspension could have a significant effect on their immigration status or situation. It is important that a student is advised to discuss these implications with International@Campuslife before any formal action is taken. 

The University has in place procedures that enable students temporarily to suspend their studies (or parts of their studies) if the student's ability to perform is being affected by a mental health difficulty and is supported by medical evidence. It is important that these procedures are followed to prevent the student being disadvantaged at a later stage. Before suspending or withdrawing the student should be encouraged to explore the implications of their decision through consultation with their Faculty and Academic Services. In some instances, it may be helpful for the student to consider a change of programme.

The University has a responsibility to balance its duty of care for students with mental health difficulties with its duty towards all other students and staff. The University is primarily an educational institution and whilst student mental health support is a priority, it cannot replicate statutory services. If a student is unwilling to suspend, they can be required to do so under the Support to Study Policy (Section 15).

A student who suspends their studies is not deemed an enrolled student during the period of suspension. Whilst support is offered to transition out of university and upon return, suspended students cannot access ongoing support from the university.

18. Return to Study

Prior to returning, students must ensure that they provide appropriate medical evidence that they are fit to study. When a student wishes to return to studies following a period of suspension due to ill health, they are advised to contact their Faculty and appropriate support services well in advance of returning. Early engagement with the University means study-related support needs can be explored such as, transitional support in returning to study; liaison with external agencies; long term support and any reasonable adjustments required.

In considering the duration of any suspension and the most appropriate time for the student to return to study, due account will be taken of the altered structure of the programme of study, any professional programme requirements, and the ability of the University to support the student.

Returning students wishing to apply for University accommodation should contact Residential Services to enquire about this. Permission to resume studies does not imply any commitment to provide University accommodation.

In the instance of a student not returning from suspension, guidance may be essential to prepare students with mental health issues for the next step, or to direct a student towards a more suitable programme.

The university has a range of resources to support staff to support students available on the Supporting Students webpages - Supporting Students - Swansea University

1. Signs and Indicators

Everyone’s mental health can change at different times, and it is usual to experience fluctuations in mood. It’s important not to make assumptions about what someone might be experiencing or going through. However, some of the common signs that someone might be struggling can include:

Changes in mood

• Low mood or changes in mood, from very high to very low.
• Being easily irritated, overreacting to situations or appearing aggressive.
• Sounding hopeless or very self-critical.

Changes in behaviour

• Withdrawing from family, friends, and fellow students.
• Avoiding situations or loss of interest in usual activities.
• Usual attendance: arriving late, missing lectures or not turning up to planned appointments/sessions.
• Change in appetite - significant/rapid weight loss or gain.
• Reporting sleep difficulties,
• Missing deadlines, submitting work that isn’t of the student’s usual standard.
• Changes in personal appearance suggesting self-neglect i.e. unkempt looking, reduced hygiene levels
• Posting/sending worrying messages on social media or contact with the Faculty or going quiet when they’re usually very active.
• Increased concern around substance use/misuse.
• Reports of reckless or addictive behaviour that puts them in danger.

Changes in thinking, feeling and physical sensations

• Feeling anxious, panicky or worrying more.
• Poor concentration, low energy, tiredness or being easily distracted.
• Loss of confidence or feeling overwhelmed by tasks.
• Expressing false beliefs or hearing/seeing things that others do not hear or see.

Additional information to consider

• Have other students, or staff noticed any of these changes and raised concerns?
• Are you aware of existing or previous mental health difficulties
• Are you aware of any external events that might have a detrimental effect on the student’s mental health?

Meeting with the student

• For all student appointments, you should check with each student that the information held on Student Records (SITS) is correct, i.e. current address, mobile number, and next-of-kin contact details. Preferably this should be done prior to the appointment (for pre-booked appointments) or at the start of your interaction (impromptu meetings/drop-ins).
• All student appointments should be conducted on working days between 09:00 – 16:00, to allow relevant services to manage potential crises in a timely manner, e.g. GP, CMHT, and Security. Please note, it is not advisable to book pre-book Friday afternoon appointments for students with known risk factors, due to reduced support options available over the weekend.
• For live chat, there should be a statement at the start of every conversation that students should not use live chat for emergencies (this can be pre-populated, so this automatically appears for every conversation).

2. Internal Student Support

The Wellbeing and Disability service has collated a wide range of information that you may find helpful to signpost students to. These include many online and local resources and programs which are updated regularly.

Togetherall

Togetherall is a digital mental health service free for Swansea University students and staff. Using your University email address, you can anonymously access support 24/7 with trained clinicians online at all times, as well as a range of helpful tools and resources.  It is a safe place online to get things off your chest, have conversations, express yourself creatively and learn how to manage your mental health. By registering for a Togetherall account you will have access to useful resources and can work through tailored self-help courses covering topics such as anxiety, stress, sleep, weight management, depression and many more at a pace which suits you.

More info and resources can be found here: https://myuni.swansea.ac.uk/student-support-services/self-help-resources/

Welfare

Welfare@CampusLife is a team that provides practical advice, support, and guidance to students as well as signposting to specialist support services. welfare.campuslife@swansea.ac.uk.

Wellbeing and Disability Service

Not all students will need specialist mental health support, but if in doubt please direct students to contact the Wellbeing and Disability Service directly.

• Students can access support from the Wellbeing and Disability Service via the following process.
• Students access the Wellbeing and Disability Service through a self-referral form and engagement is voluntary.
• Students are requested to complete a Support Request where they have the opportunity to provide information about themselves, their needs, and how they are feeling. Please note: there are mandatory questions that need to be completed before emotional/psychological support can be offered.
• An initial assessment is made by two practitioners (where practicable) to determine the type of service and support they require through a process of ‘triage’.
• the Wellbeing and Disability service will contact the student directly to advise of the next steps for support.

3. External Support

NHS 111 option 2

24/7 mental health support is now available over the phone in Swansea Bay. People living in Swansea and Neath Port Talbot who need urgent support with mental health issues can now call a team of mental health professionals for free, day or night.

Calling 111 and choosing option 2 puts callers in direct contact with a team of 20 mental health professionals based at Neath Port Talbot Hospital. https://sbuhb.nhs.wales/community-primary-care/accessing-help/call-111-choose-option-2/

Samaritans

If you want to talk to someone about how you feel, what you’re experiencing or how to deal with someone else's behaviour, you can contact the Samaritans who offer a 24-hour telephone helpline:

• Telephone: 116 123 from the UK
• Welsh Language Line: 0808 164 0123 available 7pm-11pm
• You can also contact them by email: jo@samaritans.org

Papyrus UK Hopeline

HOPELINEUK is a confidential support and advice service for children and young people under the age of 35 who are experiencing thoughts of suicide, or anyone concerned that a young person could be thinking about suicide.

If you are having thoughts of suicide or are concerned for a young person who might be you can contact HOPELINEUK for confidential support and practical advice.

Call: 0800 068 4141

Text: 07860 039 967

Email: pat@papyrus-uk.org

Shout

Shout 85258 is a free, confidential, anonymous text support service. You can text us from wherever you are in the UK. To start a conversation, text the word 'SHOUT' to 85258. Our trained volunteers are here to listen at any time of day or night, and messages won't appear on your phone bill.

https://giveusashout.org/

MIND

We provide advice and support to empower anyone experiencing a mental health problem. We campaign to improve services, raise awareness and promote understanding.

Call Mind Infoline 0300 123 3393

Ways to help yourself cope in a crisis. Practical tools to use right now, by yourself, wherever you are. If you're feeling in crisis, this resource is for you. https://www.mind.org.uk/need-urgent-help/

4. Students in Crisis

When working with students who are potentially vulnerable, at-risk, and/or distressed, finding the right words to use can be difficult.

Below are some suggested phrases that staff may find useful to collect information from students to establish how best to link them to the support they need. These suggestions are by no means prescriptive, nor should they be used as a script: they are provided as suggestions, and you are welcome to use these or your own versions – whichever you are most comfortable with.

Collecting or Checking Contact Information

• We’re checking with all students whether our contact information is up to date: the details we have for you are… Are these correct?
• We’re asking for this information in case I need to help you access support from another part of the University.
• We’ll only share this information if you ask us to or if you are unwell and we need to help you to access support.

Establishing Risk/Vulnerability

• Are you able to keep yourself safe?
• Are you having thoughts of harming yourself/thoughts of suicide?
• Do you feel you’re a risk to yourself (or others)?
• Are you able to keep yourself safe until you can see your GP?
• Do we need to contact someone to help keep you safe? Who?

The escalation process is the same whether you are meeting with a student online (e.g. Zoom), in person or via live chat.

Question: Is the student able to keep themselves safe? If you are unsure, ask the student “Are you able to keep yourself safe?”

Answer: No, the student cannot keep themselves safe and there is an immediate risk to the student and/or others

Action: Security on 333 (internal) or 01792 604271 (external line). Security can put you in contact with a member of the Incident Management Team and contact emergency services.

Answer: Yes, but there are safety concerns in the short term.

Action: Recommend student contacts their GP or call NHS 111 option 2. Notify Welfare of your concerns as they can offer support and/or establish if the student is engaged with other support services. Depending on the presenting issues, external support services may be appropriate, e.g. Samaritans. Also, encourage and support the student to access Wellbeing support from the Wellbeing and Disability Service, if they are not currently engaged with it, although Welfare can establish this also.

Answer: Yes, there are no short-term safety concerns

Action: Encourage the student to complete the Wellbeing Service’s Support Request Form. Depending on the presenting issues, other support services within the University or externally may be appropriate, e.g. Student Union Advice & Support Centre, CampusLife support services, MIND, Samaritans etc.

4.1 Students in Crisis Flowchart

5. Staff Support

Staff are encouraged to discuss difficult student cases with their line managers or seek support and advice from relevant colleagues in Student Life. Staff who require further support for themselves, can access information from the Staff Health and Wellbeing webpages available here - Health & Wellbeing - Swansea University