Lancaster University Mental Health Policy
Updated August 2015
Contents
1. Introduction.
 What is meant by the term “mental health difficulties”?
 Indicators of possible difficulties
2. Legal responsibilities of the staff within the university
 Duty of care
 Confidentiality & data protection
 Disability Legislation
3. Cultural Issues
4. Identification of mental health difficulties
 Declaration of need prior to entry
 Identification of need post entry
 Supporting a student in crisis
5. Taking time out
6. Supporting a student in crisis
7. Key internal referral contacts within the University
8. Responsibility
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1. Introduction
Lancaster University’s mission statement includes the commitment to ‘provide
the best support and facilities and to foster teaching, learning and research of the
highest quality’. The university aims to provide a supportive environment that
will help all students realise their academic potential and to successfully
complete their course. In accordance with this, this document is intended to be a
resource for all members of the university, on the basis that everyone both staff
and students are involved either directly or indirectly in student mental health. It
is hoped that in being accessible to students and staff it might encourage a cooperative approach between staff and students. This involves:
 Recognition of boundaries and knowing where and when to refer on to other
services
 Treating each student as an individual
 Empowering students with mental health difficulties to enable them to
participate fully and successfully
 Working towards a non-stigmatising community
What is meant by the term 'mental health difficulties'?
Within this document the term 'mental health difficulties' is used to cover a wide
range of experiences which may affect anyone at any time. When supporting a
student with mental health difficulties the focus is best placed on how these
difficulties impact on their ability to enjoy a full and successful student life,
rather than on diagnostic criteria.
Students arriving at university have to learn to manage many changes including
living away from home for the first time, managing on a budget, balancing
academic study with social activities and for international students living in a
different country and adjusting to a different culture. For most students these
changes are challenging but exciting and are seen as part of the attraction of
going to university. However, problems can occur which can give rise to anxiety.
Most problems can be solved quickly by talking to friends, family, tutors or other
advisors and as such it is important not to label a normal emotional reaction as a
mental health difficulty. However, a small number of students may experience
difficulties which are more persistent and which impact on their ability to
participate fully in higher education without appropriate professional support.
Some students arrive at university with a preexisting mental health condition,
either declared or undeclared, others develop a long term difficulty or a
temporary but debilitating condition whilst they are here.
The Royal College of Psychiatrists Report 2011 states that students in Higher
Education represent a unique group in the challenges that they face, for example:

an internet based survey of mental distress in students in four higher
education institutions found that 29% described clinical levels of
psychological distress
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the typical age of students is 18-25 years which is also the age associated
with the onset of severe mental health difficulties such as schizophrenia
and bi polar disorder.
56% of young men who attempt suicide have employment or study
problems (The Samaritans, 2008)
The onset of mental health difficulties may be associated with added specific
stressors, such as;
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Age related issues
Being away from home
Financial pressures
Study pressures
Sexual identity
Cultural differences
Work placements
Language difficulties
Increased consumption of drugs and alcohol
Indicators of possible mental health difficulties
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change in work pattern, working longer hours or less hours
deterioration in relationships with fellow students
decrease in concentration
increased absence
increased lateness
risk taking behavior
increased drug/alcohol use
unexpected poor assignment/exam results
perfectionism
physical health problems
decline in physical appearance
weight loss
aggression/violence
2. Legal responsibilities of the staff within the university
As a member of staff either with formal pastoral responsibility for students or
with direct contact with students during the course of your work, you may well
encounter students who are suffering anxiety and depression, who are selfharming, have an eating disorder or who are experiencing suicidal thoughts. You
could be the first person that the student has spoken to about how their
experiences or you may yourself recognize that a student may require help. In
these circumstances your input is vital in the student accessing the help that they
need.
There are also a number of regulatory and legal reasons for mental health issues
to be an important consideration for institutions. They are critical issues relating
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to access and retention which make it a concern for institutions to widen the
range of students with disabilities/special needs who can attend and succeed.
They include:
2.1. Duty of Care
The university may potentially owe a duty of care to students with mental health
difficulties. This covers such areas as breach of contract, liability for negligence,
standard of care and breach of statutory duty under such acts as the Human
Rights Act, Data Protection Act, Disability Discrimination Act and Special
Educational Needs and Disability Act.

AMOSSHE Guide to Good Practice Duty of Care document,
www.amosshe.org.uk
2.2. Confidentiality and Data Protection
The rationale for confidentiality is to encourage students to have the confidence
and trust to seek appropriate help and to assist in identifying needs. Students
need to know that any information they give will be treated with respect and
that it will be passed on to only those who need to know. It is important that
where consent is given by the student, it is informed consent. Therefore it is
necessary to tell the student concerned why there is a need to disclose
information, who will have access to that information and the likely
consequences of giving or withholding consent e.g. explaining why academic
work might be delayed. Once consent has been obtained, it is the responsibility
of the person passing on the information to ensure that this is carried out only on
the terms agreed with the student.
The basic principles of sharing information are:

Where information is recorded or shared, the terminology used must be
agreed with the student and reflect needs as opposed to diagnosis.

If information is required by outside agencies (via phone, letter etc.), for
example by social workers, psychiatrists or GPs, the rights of the student
should be protected. Information cannot be disclosed to any third party
unless the student has given consent for information to be passed to
outside agencies. It is essential to clarify why the agency requires this
information before imparting it, and whether it is pertinent and relevant
to that student's care and treatment, or their safety or the safety of others.

It is not uncommon for some staff to be contacted by concerned parents
or relatives. While it may be useful to provide a sympathetic ear, the
institution’s normal position would be that personal information cannot
be disclosed to parents/relatives without the consent of the student.

Disclosure of information can take place not only verbally or in writing
but also as a result of papers left on a desk or through a computer screen
left on in a public area. Under the 1998 Data Protection Act, all data
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relating to a person's physical or mental health is regarded as sensitive
personal data.
www.lancaster.ac.uk/sbs/registry/staff/DP.htm
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The only exceptions to sharing information without consent are when
there is a threat to personal or other’s safety or under legal requirements.
2.3. Disability Legislation
As everyone has a state of mental health, mental health issues, in the widest
sense, are relevant to all sectors of society. Moreover, there have been several
recent government initiatives in this field (e.g. National Service Framework for
Mental Health) which apply to the whole of society of which the student body is a
part. Legislation under the Disability Discrimination Act (1995) and Special
Educational Needs and Disability Act (2001).
o Disability Rights www.gov.uk/rights-disabled-person
o SKILL, www.skill.org.uk
o QAA Code of Practice on Students with Disabilities, www.qaa.ac.uk
3. Cultural Issues.
Just as there is stigma attached to mental health difficulties in the UK, so in other
cultures there are associated beliefs and values. The way that stress manifests
itself is culturally acquired and we may not understand or be understood by
someone from a different culture. International students may experience a
period of cultural disorientation when they first arrive, the symptoms of which
can appear to be very similar to mental health difficulties. As a consequence any
suggestion to seek help from a mental health professional may be received as
baffling or even insulting, if the person sees their problem in a different way. It is
therefore important to avoid assumptions regarding someone else’s experience
of their problem.
However, cultural disorientation may precipitate a previously undetected mental
health problem and for this reason great care is required when assessing the
student’s difficulties.
4. Identification of mental health difficulties
The identification of need is the starting point in the process of supporting
students with mental health difficulties. This identification may come from a
declaration prior to entry or may often arise post-entry. A detailed assessment of
such needs would normally be carried out by a member of specialist student
services staff with appropriate training and experience.
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4.1. Declaration of difficulties prior to entry
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Some students may have approached the university on their own initiative to
discuss their needs or someone may have done so on the student's behalf
(e.g. tutor, mental health service provider etc.) with the student's knowledge
and permission. A declaration of a mental health difficulty may also be made
on an application form.
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It should not be assumed that, if a mental health difficulty is declared, there
will always be needs relevant to student life or to the institution. A student
may not wish any special arrangements to be made or even discussed. They
may have their own support network through a Community Psychiatric
Nurse, for instance, and wish to keep this separate from their student life.
However, it may be possible to discuss with the student whether these links
are in their view sufficient or whether they wish to have any additional
support from within the institution. The student may wish to give their
external support service (e.g. Community Psychiatric Nurse) some
information from the institution about its structure, nature of course, support
services etc in order for them to discuss strategies for student life. Where a
student's external support has come from a different region, there may be
issues around ensuring continuity with provision in the institution's locality,
including effective referral in vacation periods.
4.2. Identification of needs post-entry
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It is common for students not to have declared any mental health difficulties
at application or prior to entry. This situation may be due to continuing
problems over stigma and mental health in society.
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The first time that a possible mental health difficulty or history of previous
mental ill-health is identified is often in a chance conversation after entry or
in the wake of a particular 'crisis' or time of stress, for example, at
examination time. There are also often cases when fellow students, friends,
housemates, family members or other members of staff detect a problem,
which they may bring to your attention.
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If you are concerned about the mental health of a student, you need to talk to
him or her. Tell them clearly and straightforwardly that you are concerned
and why, for example, they look sad all the time, they are missing lectures,
etc. The student has the right not to discuss their experience but it is crucial
that they are given the opportunity to do so if they wish. This may be much
easier in the pretext of a regular meeting, with someone they trust, for
example, with a personal tutor. Sometimes a simple question, such as "how
are things going?" may be all that is needed to give a student the confidence
to identify needs.
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If you would like to seek advice or discuss the student’s situation with the
service discuss confidentiality and seek consent from the student before you
pass on information.
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Suggest that help is available through their General Practitioner (GP) and by
contacting the counselling and mental health service via self-referral through
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the services web site at
https://qmp.lancaster.ac.uk/em5/coun/counselling.asp
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A student may be anxious about making an appointment with a specialist
service, so it may be appropriate for you to do it on their behalf if they are
willing. Sometimes it may be appropriate to accompany them to their
appointment if you can.
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Acknowledge your personal feelings regarding mental illness and remember
that most mental illness is by definition common, mild and treatable.
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Know the limits of your expertise. It is not necessary to know what is wrong,
only that something is wrong.
When a student does not want to talk
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It may be extremely difficult to help someone with a mental health difficulty
unless they are ready to acknowledge that they might have one. If the
student is not ready to accept help or talk about their problem, do not ask
insensitive or intrusive questions. Always respect the right of the student if
they do not wish to discuss things. Offer an open invitation to the student to
come back and talk to you in the future. Continue to ask how they are and
reiterate that they can talk to you, when you see them again.
However, if you are still very concerned about a student who has refused
help, contact the Counselling & Mental Health Service for advice at
counselling@lancaster.ac.uk or 01524 592690. A specialist perspective on
the problem may be useful and it may enable you to better assess the
situation. It is important to acknowledge that supporting a student with
mental health difficulties can be extremely stressful and time consuming,
which is why it is important to remember to look after yourself and seek
appropriate support and help from others.
5. Taking time out
Although the university makes every effort to assist students with difficulties,
they also have a duty of care to other students and to staff. When a student’s
behavior causes significant distress to others the university may request the
student takes time out for a suitable period of time to gain treatment and make a
full recovery. This eventuality is covered in more depth within the Safeguarding
and Fitness to Study Policies.
Students resuming their studies will only be allowed to do so when they have
provided suitable medical evidence which demonstrates that they are well
enough to return.
6. Supporting a student in crisis
Occasionally, a student may reach a point of crisis, and this section has been
included to raise awareness and provoke thought about what to do in such a
situation. However, it is important to emphasise that people experiencing
mental health problems are very rarely violent towards others and crisis
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situations are also extremely rare and can usually be prevented. This highlights
the importance of adopting a pro-active rather than reactive approach in the
area of student mental health.
A crisis situation occurs when a student’s feelings have become outside their
control. These emotions might express themselves in a number of ways, for
example self-harming, talking about suicide or having persistent suicidal
thoughts, having no sense of reality and exhibiting behaviour which is out of
character. However, many crises occur in private rather than in public. These
guidance notes may help you:
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In all crisis situations, assuring your safety and that of others, including the
person involved, is paramount.
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Know the limits of your expertise
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Try to remain calm and adopt a non-threatening approach (in most cases
calm behaviour by others is all that is required). Do not approach the student
from behind without warning, nor stare at them, as this could be interpreted
as threatening.
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If there are other students about, calmly ask them to leave the area.
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Some situations can be very frightening and distressing. If you do not feel
confident to approach the student, then go and get help.
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If you stay with the student, give them personal space and do not touch them,
unless you are sure that they do not feel threatened by you.
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Explain your actions before you act and continue to reassure the student,
without being patronising, about what is happening.
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Take threats of suicide seriously - do not ignore them - it is a myth that 'those
who talk about it don't do it'. Attempted suicide is far more common than
most of us realise. The circumstances leading to a suicide attempt or a suicide
can never be fully explained or understood. Quite often suicidal thoughts
occur when a person is depressed and experiencing stressful events. For
some people there is no apparent reason. Although most people who attempt
suicide survive, a few remain at high risk of taking their own life for some
time afterwards. Therefore, any suicide attempt, however, minor should be
taken seriously.
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Ensure appropriate people are contacted. If a student becomes severely
disorientated or dangerous to themselves or others it may be necessary to
call a GP, the local accident and emergency service, your institution's security
or, if necessary, the police.
In all situations, whether they are crises or not, each case must be treated
individually. A person’s mental health problems may fluctuate from week to
week or even from hour to hour and the level of support needed will vary from
person to person.
Usual boundaries regarding confidentiality may need to be broken. DO NOT
promise to keep information confidential; instead discuss the need to involve
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other services. Do not contact friends and family unless specifically asked to do
so by him or her.
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Supporting students in distress
Is there a mental health problem?
The student tells you that there is a problem.
They may or may not disclose that they have a declared mental health need.
This is how they have appeared to you in the past and there is nothing about the student’s
behavior that is making you feel/uneasy/uncomfortable/concerned etc. You feel that they are
experiencing worry/anxiety/homesickness that is normal “life experience”, not mental health
difficulty.
No immediate action necessary but advise student to seek support from GP, counselling &
mental health service, student based services, chaplaincy center, friends &family.
↓

The student is expressing concerns regarding their mental health or you notice or someone else
notices that there may be mental health problem. The student may appear to be not attending classes/or work being handed in late or not at all
 experiencing a decline in personal hygiene/appearance
 having difficulties concentrating
 experiencing excessive weight gain/loss
 very distressed/tearful/withdrawn/isolative
 agitated, loud, disinhibited, disruptive
 experiencing rapidly changing moods or behaviors
 talking incoherently, disorientated in time or place
 under influence of drugs/alcohol
 expressing suicidal thoughts
 aggressive or violent
How big is the problem?
↓
Non Crisis
The student is distressed but not a danger
to self or others and is open to support.
 Gain their consent and then contact
the students GP. Explain the situation
and ask for advice.
 Advise student to also seek support
from mental health advisor by
encouraging/assisting the student in
completing the self-referral form or in
making/attending appointment with
them.
 At this stage it is important to
remember that if a student refuses to
contact their GP or to seek support,
then it is their right to do so.
Crisis
Student appears to be a danger to themselves
and/or others
 Keep calm
 Explain to the student what you intend
to do.
 Attempt to gain their
agreement/consent but not necessary
in this situation
 Contact security and request
ambulance/police,
 Offer student reassurance, as they are
likely to be frightened and vulnerable.
 Never put yourself at risk. Keep
yourself safe.
 Remember you are not solely
responsible for a student’s safety.
↓
Record all conversations of this type, including dates and time. Seek support for yourself
either from your line manager, colleagues or counselling services. Do not disclose personal
information about students outside the university, including parents, without the students
explicit consent. Never promise absolute confidentiality. This may need to be broken to seek
support for yourself and/or if risk to self and or others makes disclosure necessary.
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7. Key internal referral contacts within the University
Counselling and Mental Health Service – 01524 592690
Welfare Advisors – 01524 593395
International Advisor – 01524 594619
Funding Advisor – 01524 594848
Accommodation Manager – 01524 592039
Head of Student Registry – 01524 592139
Wellbeing Services Manager – 01524 593046
Head of Student Based Services – 01524 593457
Security Lodge – 01524 594541
Student Health Services
Bailrigg Health Centre – 01524 387780
8. Responsibility
Consultative advice on the implementation of this policy is available from the
following:
Clinical Lead Counselling and Mental Health - 594512
Student Wellbeing Services Manager - 593046
Director of Student Based Services - 593457
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