With rising attrition and declining student mental health, peer support is a growing area of interest for many higher education institutions. Despite being a readily used term, its meaning differs according to the institution running the programme, making it difficult to share best practice in the sector. The aim of this work is to create a shared language and understanding of peer support so that universities can improve their peer support structures in a consistent and strategic way.

Many factors suggested as causing student mental distress (like the transition from home/school to university) have been true for generations of students, so are unlikely to explain why reported distress has increased. 
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That’s why, in our research, we’re exploring what has changed in young people’s lives that might explain the increase. We’re focusing in particular on what is happening to young people before they go to university – and would welcome any feedback on this from fellow researchers.

Students in higher education institutions (HEIs) in the UK are increasingly suffering excessive stress and/or mental health difficulties. Medically unexplained symptoms (MUS) are chronic bodily symptoms for which tests and scans return without a diagnosis. Conditions such as fibromyalgia, chronic pain, chronic fatigue, IBS etc. mostly affect young people, non-native speakers and women. All these populations are found in high numbers in HEIs. It is acknowledged chronic stress can lead to, or exacerbate, mental health difficulties and/or MUS. Sometimes MUS appear before any mental health issue although frequently MUS is associated with anxiety and depression.

Mind will soon be launching an exciting new pilot programme with 10 Universities across England and Wale. This programme will see local Minds deliver tried and tested models of building mental health literacy, peer support, and resilience, to prevent mental health problems before they arise.
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​In the next two years they will have a variety of opportunities (paid and voluntary) to get involved in designing, developing and reviewing our programme content and to share your experiences of mental health at university.

Overview of the project
Recent research in Europe and Australia has drawn significant attention to the increased prevalence of psychological distress (a commonly used indicator for mental health) in PhD students. Evidence shows that PhD students experience higher levels of stress compared with undergraduate students and the general population. This leads to increased withdrawal rates, longer completion times and the risk of longer term effects on mental health and wellbeing. Whilst the types of challenges that PhD students face have been identified, very little is known about how these vary across the student journey and this makes it difficult to design appropriate interventions. 

​Book-ended by puberty and culturally defined adult roles, it is now argued that adolescence extends from age 10 to age 24. Consequently, higher education institutions must take into account that the majority (88% in 2017/2018) (Higher Education Authority, 2018) of their undergraduate students are still adolescents, with cognitive, social, emotional and self-regulatory capacities that are not yet fully mature. However, the role of “adult learner” is typically conferred on third-level students, requiring them to be organised, motivated and largely self-directed in their studies, as well as having greater responsibility for managing their own finances, leisure activities and self-care, including meal preparation and sleep, all of this within a socio-cultural environment that offers less external regulation than ever before.

"It is incredibly important to tackle mental health stigma and discrimination at school, college and university: fear of negative reactions to their mental illness stops 32% of young people with a mental health problem applying for further education.” (Time to Change campaign run by Mind and Rethink Mental Health)

University is not always the fun place where many students expect to experience ‘the time of their life.’ Nor do they automatically cope with a new way of working, especially having come from an educational institution where their teachers have been relentlessly spoon-feeding knowledge in the hope of securing examination results that satisfy Ofsted. Coping with parental expectations, fear of failure, living away from home or in another country, making new relationships and sudden financial pressures can become overwhelming.

King's Sport is a department within King's College London that has the ambition of being the Most Active University in London - we operate across London with 3 Health & Fitness Facilities located in 3 different Boroughs of London in addition to a Physical Activity Programme that spans across all of King's Campuses and Student Residence Locations 

The Active Wellness Scheme has been developed to help anyone within the King’s College London Community who suffers from any mental or physical health issues improve their overall wellbeing by helping them to become more active and by make better lifestyle choices. 

Those on the scheme receive a free 6-week gym membership with access to all classes and four 1-2-1 sessions with a Coach who will provide them with a personalised gym programme and ongoing support. This will develop their exercise skills by improving their experience and their knowledge in the gym and to understand how training can be utilised to improve their overall wellbeing.

​The first SMaRteN ‘mini-sandpit’ event held on 13th March 2019 represented an invaluable opportunity for a diverse network of stakeholders to consider and discuss what is distinctive about student mental health. Michael Priestley and Katie Tyrrell, representing the SMaRteN student-led research team, summarise and reflect on the day… 

​Alyson Dodd, Senior Research Fellow at Northumbria University, began by introducing SMaRteN and the objectives of the sandpit. Alyson started from a conceptualisation of student mental health as existing on a continuum with wellbeing. The importance of using consistent, reliable and meaningful measures, indicators and outcomes was emphasised. This is essential in order to understand distinctive ‘student’ risk factors; track and monitor students requiring support; and evaluate the effectiveness of support strategies within a whole-university approach.