Ms Samantha Ahern, Digital Education Project Officer, UCL
I am currently under taking a research project to address the question: ‘What synergies or conflicts exist between current HEI Learning Analytics and student wellbeing polices?’.  I aim to identify what synergies or conflicts exist between current learning analytics and student wellbeing policies, potentially produce some recommendations on how these services could be better aligned.

'Prioritising student mental health is non-negotiable’ - Sam Gyimah, UK Universities minister 
 
In the highest levels of government, university boardrooms, and across every broadsheet and tabloid, student mental health has arguably become the biggest issue facing universities today. As a new PhD researcher investigating student wellbeing, that’s a challenging context. There are lots of unknowns.
 
Bristol University has commissioned my scholarship, with Professor David Gunnell (self-harm and suicide), Dr Claire Haworth (population mental health data), and Dr Judi Kidger (mental health in education) at the helm. When it comes to supporting the wellbeing and mental health of its student population, Bristol is not alone in the issues it faces. The BBC recently published data from 162 (of a total of 163) UK universities, showing a 53% increase in the overall numbers of students seeking help in the last five years.

​​​Dr Michael Fay, Lecturer in Law, Keele University (m.fay@keele.ac.uk) 
& Dr Yvonne Skipper, Lecturer in Psychology, Keele University (y.skipper@keele.ac.uk)

Lucy Nicola Cooper, Doctoral Researcher in Psychology, Sheffield Hallam University, L.N.Cooper@shu.ac.uk

Many staff members at universities are likely to have come across the "Perfectionist Student", or even, the "Procrastinating Student"; too fearful to start or submit work they do not believe is "good enough" because it is not quite "perfect". These students frequently struggle with high levels of worry and anxiety and are repeatedly failing to reach their potential because of their over-reliance on achieving their high standards and maladaptive coping strategies.

As a counsellor and mental health mentor with almost 10 years' experience supporting students in Higher Education Institutions (HEIs), I have frequently come across the "perfectionist student" and their excessive use of worry and procrastination that manifests into debilitating anxiety and often hampered academic achievement. It is disheartening to see students with such potential and ambition, struggle so much at university due to the pressures they are facing. My experience in supporting students is what drove my interest to conduct my PhD at Sheffield Hallam University, supervised by Professor Ann Macaskill and Dr David Reynolds; establishing the incidence of perfectionism, worry and anxiety in students, and effective interventions.

Dr Sophie Francoise Valeix, PhD, University of Sussex​
s.valeix@sussex.ac.uk
​
​While studying veterinary medicine in France, I develop a strong interest for medical anthropology with an understanding that health and disease of humans and other animals are constructed, debated and politicised notions. This is why, after my training as a veterinarian epidemiologist, I explored further the social dimensions of global public health issues and interventions through a project in Thailand researching village-based social networks around poultry disease surveillance. I then worked on worldwide knowledge flows in collaborative research on Nipah virus (virus transmitted to people by bats) for the dissertation of my Masters degree in Science Policy.

I recently finished my doctorate at the Institute of Development Studies, University of Sussex, and should graduate in January 2019. My doctoral research was an ethnographic study of the integration of public health professionals into design of national health policies and services in Ghana with a focus on veterinarians and zoonotic diseases. In my thesis, I examine the veterinary culture and norms through vets’ perspectives, daily practices in local contexts and social networks, and confront these to the international call for collaboration between vets, other medical as well as non-medical professions. I argue that professional cultures influence the potential of interventions on global public health issues in complex ways.

Mental health and academia

Dr Jennifer Oates, KCL
​
During the past 18 months I have been working with colleagues and students from the Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care at King's College London to design and evaluate a programme of educational activity to enhance nursing student wellbeing. We have worked with the King’s Wellbeing Service and the Recovery College at the Maudsley Hospital to develop a bespoke ‘wellbeing’ module and workshops for preregistration nurses based on the New Economics Foundation’s Five Ways to Wellbeing, translated for King’s as: Keep moving; Invest in relationships; Never stop learning; Give to others; Savour the moment
 
Our approach has been to involve students as partners at all stages of the project design and evaluation. Interviews with students informed the design and content of the workshops which were delivered by final year students to first and second year nursing students. Student researchers assisted with the project development and evaluation, through conducting peer-to-peer interviews and analysing our research data.

Dr. Nicola Byrom, Lecturer in Psychology, Kings’ College London

As part of an Office for Students / Research England funded project with Derby University I’ve had the opportunity to interview PhD students about their experience. It seems a time packed full of challenging balances to navigate. Many students point to the freedom that they have as one of the best parts of being a PhD student; you have the opportunity to create your own profile, to manage your own time, to follow your own interests and motivations.