Equality Service
Student Mental Health Policy
Contents
Executive summary of the key responsibilities .................................... 1
Introduction ......................................................................................... 3
Aims of this policy ............................................................................... 3
Definition of ‘mental health’ & ‘mental health difficulties’ ...................... 5
Support for students ............................................................................ 5
Pre-entry ............................................................................................................. 5
Induction ............................................................................................................. 6
During a course .................................................................................................. 6
Support from the Disability Team ........................................................................ 6
Support from the Student Counselling Centre .................................................... 7
Other sources of support .................................................................................... 7
Disclosure, referral and confidentiality ................................................. 8
Disclosure ........................................................................................................... 8
Referral ............................................................................................................... 9
Confidentiality ..................................................................................................... 9
Mitigating circumstances ................................................................... 10
Taking time out.................................................................................. 10
Disciplinary issues ............................................................................. 11
Support for students supporting peers with mental health difficulties . 11
Support for staff in helping students with mental health difficulties .... 12
Executive summary of the key responsibilities as specified in the
Student Mental Health Policy
1.
The University will ensure that:
 All staff are made aware of the terms of this policy and their responsibilities
arising under it
 The policy is kept under review and updated as necessary
 Appropriate training is made available to staff on recognising and dealing with
students experiencing mental health difficulties
 Students are encouraged to declare any mental health difficulties so that
appropriate support measures can be put in place
 Structures and processes are developed and maintained to coordinate the
support of students with mental health difficulties.
2.
Schools and faculties must ensure that:
 Reasonable adjustments in Teaching and Learning are considered for
students falling under the DDA definition of disability
 Students and potential students are given a clear account of the nature and
content of a course, the assessment methods and the required learning
outcomes through publications and course related materials
 Potential students for courses leading to specialised qualifications, such as
medicine, are given clear information about professional bodies and
considerations around fitness to practice
 Information given to students prior to entry gives clear information about how
to access support services such as the Equality Service, the Student
Counselling Centre and Leeds Student Medical Practice
 Clear and practical information on how to access support services is given to
students during their induction
 Internal school procedures do not unlawfully discriminate against students
who have mental health difficulties
 Internal forms requesting information encourage disclosure of mental health
difficulties by giving a clear rationale behind these requests
 Internal systems are in place for following up the attendance of students who
are known to have mental health difficulties to ensure they are not unduly
penalised e.g. through the ‘presumed withdrawn’ procedure.
3.
Individual staff members
Individual staff members are responsible for:
 Recognising situations that are beyond their job role and competence
 Treating any disclosure of mental health difficulties seriously and referring
students on to appropriate sources of support
 Helping to create a non-stigmatising community within the University, where
students with mental health difficulties are encouraged to succeed
 Keeping accurate records of interactions with students where this has related
to concerns about a student’s mental health
 Handling written and electronic information which relates to a student’s
mental health in a secure and confidential manner
 Respecting a student’s right to confidentiality and verifying that a student has
no objections to their mental health difficulties being discussed with others.
1
Individual staff members are advised to:
 Seek advice from support services within the University if they are concerned
about a student’s mental health
 Familiarise themselves with the procedure for helping students with mental
health difficulties
 Follow-up students who have agreed to self-refer to sources of support within
the University
 Ensure accurate information is given to prospective students regarding the
availability of support for students with mental health difficulties in the
University
 Familiarise themselves with the University’s responsibilities towards disabled
students.
4.
Individual students and prospective students
Individual students and prospective students are responsible for:
 Discussing any necessary support arrangements prior to commencing the
course, wherever possible
 Notifying the school if their mental health is having a detrimental impact on
their ability to fulfil the commitments of the course
 Notifying the school if they feel their exam performance has been affected by
mental health difficulties
Individual students and prospective students are advised to:
 Declare any pre-existing mental health conditions prior to entry
 Ensure that they have a clear idea of what will be expected of them on their
course of study
 Discuss any concerns they have relating to their mental health with a member
of University staff, preferably from the Student Counselling Centre, the
Equality Service, Leeds Student Medical Practice or their own GP
 Support fellow students by taking advice from appropriate support services
within the University.
5.
The Disability Team within the Equality Service will:
 Offer advice and guidance on academic support related issues to students or
prospective students declaring a long-term mental health difficulty
 Offer advice and guidance to University staff on supporting students with
long-term mental health difficulties and providing reasonable adjustments to
the academic environment
 Carry out Assessments of Study Need for disabled students who are eligible
to apply for Disabled Students Allowances
 Work towards improving the provision of support for students with long-term
mental health difficulties1.
6.
The Student Counselling Centre will:
 Offer one to one counselling where appropriate
 Offer consultative help to staff who are concerned about a student’s mental
health
 Offer advice about external NHS services
 Provide accessible information about Mental Health via the internet.
1
i.e. persistent difficulties, as recognised by a medical/mental health professional, which continue
to have an impact on a person’s ability to fulfil day-to-day activities, as defined by the DDA 1995.
2
Introduction
1.
It is estimated that one in every four adults will experience some form of mental
health problem during their life. Mental health problems can emerge for a number
of reasons, but tend to be exacerbated by stressful situations such as the Higher
Education setting, where there is increased pressure to succeed and adapt.
2.
Studying at university may involve moving to a new area, developing a new social
network, managing a tight budget and being separated from family and friends.
For some students, it may also involve adapting to a new country and culture. This
is in addition to the pressures of academic study and the need to be self-motivated.
All of these factors can jeopardise an individual’s mental health.
3.
Many students experiencing mental health problems will manage these effectively
with minimal support, but, for others, the impact of the problem will affect their
ability to function and it may adversely impact on their ability to realise their full
academic potential.
4.
The University of Leeds recognises that there is an increasing prevalence of
mental health difficulties within the higher education population2, and that – with
the widening of access to HE– our approach to supporting students with diverse
needs should be supported by developing appropriate policies to reflect this.
Aims of this policy
5.
The aims of this policy are to provide:
 a clear, transparent and practical policy framework relating to student
mental health issues for students, potential students and staff
supporting these students at the University of Leeds
 a basis for a consistent approach throughout the University to the way
that these students’ needs are responded to.
6.
The legal framework is important here. The University owes a duty of care to meet
students’ educational needs, including pastoral care. This means that students can
expect the support services available to be of a reasonable standard and that
individual’s needs will not be knowingly ignored or overlooked. The duty of care
extends to all students, so an individual’s needs may have to be balanced against
the needs of the wider university population.
7.
The Disability Discrimination Act 1995 [DDA] as amended most recently by the
Disability Discrimination Act 1995 (Amendment) (Further and Higher Education)
Regulations 2006 aims to reduce inequalities experienced by disabled people in
relation to higher education. In very brief terms, discrimination can occur in four
ways:
 "Direct discrimination" - where the student is treated less favourably on
grounds of their disability.
2
As reported by the Heads of University Counselling Services in their 1999 publication, Degrees of
Disturbance- the New Agenda.
3



"Disability related discrimination" - where a student is treated less
favourably for a reason related to their disability e.g. because of the
consequences of their disability rather than the disability per se.
Failure to make reasonable adjustments - where such adjustments may
ameliorate the effect of the disability on the ability to participate.
Victimisation - where unfavourable action is taken in consequence of an
allegation that a student has been discriminated against.
8.
It is unlawful for the University to discriminate in the student services it provides (or
offers to provide) or by excluding the student from the institution (whether
permanently or temporarily). So the duty not to discriminate applies across the
whole of the University's student activity.
9.
It is also unlawful to subject a student to harassment on grounds of disability.
Harassment occurs where the University engages in unwanted conduct which has
the purpose or effect of violating the disabled person's dignity or creating an
intimidating, hostile, degrading, humiliating or offensive environment for him.
10. The definition of ‘disabled’ under the DDA covers people whose mental health is
such that there is a long term adverse impact on their ability to carry out normal
day-to-day activities.
11. Therefore, a student with a mental health condition which meets the DDA definition
of ‘disability’ must not be treated less favourably than other students as a result.
This student is also entitled to reasonable adjustments from the University to
ensure they are not placed at a substantial disadvantage compared with other
students.
12. Such adjustments and provisions do not, however, necessarily extend to providing
long-term academic or other support to someone who, it can be demonstrated, is
not likely to be able to successfully complete their course of study. In all cases in
which the university seeks to rely on the assertion that a student is not likely to
successfully complete their course, careful consideration must be given to ensuring
full compliance with the provisions of the DDA.
13. This policy supplements all other University policies and appropriate links are given
throughout. Where a student’s mental health may be seen as a contributory factor
in connection with matters addressed under any other University procedure,
additional guidance is provided by this policy.
14. This policy does not aim to provide a quick reference guide for staff on how to
respond to a student experiencing mental health difficulties. However, a separate
booklet entitled Helping Students with Mental Health Difficulties3 is available for
this purpose. The booklet outlines provides more practical information on
supporting and referring students appropriately, as well as details of the support
services available to University of Leeds students.
3
www.leeds.ac.uk/studentcounselling/sections/7/helping_students.pdf
4
Definition of ‘mental health’ & ‘mental health difficulties’
15. Mental health can be defined as ‘the emotional and spiritual resilience which
enables us to enjoy life and to survive pain, disappointment and sadness’ 4
16. For the purposes of this policy, the term ‘mental health difficulties’ refers to:
 long term mental illnesses or psychiatric conditions - which may be classified
as a disability under the DDA5.
 emerging mental health problems which may develop into conditions which
require ongoing support or intervention
 temporary debilitating mental health conditions or reactions which impact on a
student’s ability to fulfil their academic potential.
17. There are a range of conditions which come under the umbrella term ‘mental
health difficulties’, including anxiety, depression, eating disorders, bipolar mood
disorder, schizophrenia, obsessive compulsive disorder, and many more, as
diagnosed by a relevant medical practitioner.
Please visit www.leeds.ac.uk/ahead4health/mental_health.htm for further
information and illustration of what is meant by ‘mental health’ and ‘mental health
difficulties’
Support for students
Pre-entry
18. The University is committed to admissions practices which do not discriminate
directly or indirectly against applicants on the grounds of disability6. Disability, in
this context, includes long-term mental health difficulties7, when these are known
to the University.
19. There may be instances in which a student’s mental health condition precludes
them from professional practice in certain fields. Applicants for medicine, dentistry
and other healthcare courses, as well as teaching and social work courses, are
advised to contact the relevant school to find out whether they will be required to
provide additional information in relation to their mental health difficulty. The
school may need this in order to enable it to make a decision about an applicant’s
suitability for the course. Potential applicants for medicine, dentistry, healthcare,
teaching and social work courses may also wish to consult the University’s Student
Health and Conduct in Relation to Professional Practice Policy8 for additional
information about the guidance given by the relevant statutory bodies in relation to
4
5
6
7
8
Health Education Authority, cited in Leeds Mental Health Directory 2004
The DDA defines a disability as a “physical or mental impairment which has a substantial and
long-term adverse effect on [a person’s] ability to carry out normal day-to-day activities”.
University’s Undergraduate Admissions Policy –
www.leeds.ac.uk/qmeu/documents/policy/ltb/UG%20Admissions%20Policy.pdf
i.e. persistent difficulties, as recognised by a medical/mental health professional which continue
to have an impact on a person’s ability to fulfil day-to-day activities, as defined by the DDA 1995.
To be classified as long-term, they need to have lasted or be expected to last at least 12 months.
http://www.leeds.ac.uk/aqst/tsg/15disc.htm#health
5
professional fitness to practice. This needs to be made explicit in any promotional
course materials for these courses and included in offers of admission.
20. Course prospectuses and other promotional material should always be aimed at
providing clear information on:
 the content of a course, required learning outcomes and methods of
assessment to ensure that students are fully informed and are clear about the
nature of the course they will be taking and what activities will be involved in it
 the type of support available to students so that they can make informed
decisions about whether or not the support will meet their individual
requirements. Contact details for these services are also made available to
students so that there is opportunity to discuss any requirements students
may have prior to arrival.
21. The University encourages disclosure of any pre-existing mental health difficulties
during the application process so that any additional support requirements can be
discussed, and where practicable, arranged before arrival.
22. The Disability Team, within the Equality Service, will work with students to discuss
and organise support with schools. This team will also advise students on applying
for Disabled Students Allowances (if appropriate) pre-entry, or at any point during a
student’s course.
Induction
23. Faculties and schools will make information about support services available to
students through their induction sessions.
During a course
24. The University of Leeds recognises that, for the majority of students who
experience mental health difficulties while at university, these problems emerge
after they have already started on their course. The decision to seek help for the
problems they are experiencing may not be easy or straightforward. However, it is
important for students to bear in mind that if they do not maintain communication
with the University, they may be subject to the Unsatisfactory Students Procedure9,
and be presumed to have withdrawn from their course. The following sources of
support are available to students who have concerns about their mental health:
Support from the Disability Team
25. The Disability Team will offer guidance to any students who have a long-term
mental health difficulty. Students may self refer, or be referred by other members
of staff in the University.
26. Where these mental health difficulties can be defined as a disability, the Disability
Team will liaise with schools to advise them on reasonable adjustments and will
make referrals to other sources of support both internal and external wherever
9
http://www.leeds.ac.uk/AAandR/unsatis_stu_proc.htm
6
necessary. The team can also assist students to identify and apply for sources of
funding (in most cases, the main form of funding is a Disabled Students Allowance)
which may help to fund a range of types of support, as appropriate. For example,
these can include:
 assistive equipment and software
 one-to-one support to enable students to manage their academic workload
more effectively
27. The Disability Team is part of the University of Leeds Equality Service.
28. The University of Leeds has a registered Assessment Centre on campus, which
will carry out assessments for students who are eligible for Disabled Students
Allowances.
Support from the Student Counselling Centre
29. The Student Counselling Centre provides a confidential brief counselling service
(individual and group). Student Counselling Centre staff are professionally
qualified and very experienced at enabling students to deal with a wide range of
issues. Appointments need to be booked but drop-in sessions are available every
day during term-time without an appointment.
30. The Student Counselling Centre is not a crisis service, although it can help by
facilitating referral to the relevant agencies. The counsellors can only see clients
at the Centre.
31. The Student Counselling Centre primarily offers brief counselling interventions of
between 3 and 5 sessions. Due to a large number of students using the service, it
is not able to offer guaranteed long-term help or support to students. However, in
certain cases the centre can offer extended contracts to those students who have
deep-seated issues which are affecting their ability to concentrate on their studies.
Other sources of support
32. A range of other local sources of support for students with mental health difficulties
exists, including:
 Leeds Student Medical Practice - http://www.leeds.ac.uk/lsmp/
(or a student’s own GP if they are registered elsewhere). Students are
advised to seek treatment as well as support for their mental health
difficulties, as many mental health conditions respond well to medication.
Students experiencing mental health difficulties are advised to register with
and visit a local GP such as the Leeds Student Medical Practice, who are
experienced at dealing with students and have knowledge of the university
systems and procedures.
 FLASH Clinics (Focussed Learning and Self Help)
www.leeds.ac.uk/studentcounselling/main.html These are run by graduate
mental health workers from the Primary Care Trust and are held weekly at the
Student Counselling Centre. The clinics aim to provide students with the tools
to deal with common mental health problems such as anxiety and depression.
Students can either self-refer, or be referred by their GP or counsellor.
7

Student Advice Centre - www.luuonline.com/help/ Part of the Leeds
University Students Union, the Student Advice Centre offers independent,
confidential and free information, advice and representation from professional
advisors covering money, housing, immigration, academic procedures and
other university procedures.
 Chaplaincy - www.leeds.ac.uk/chaplaincy/ The University chaplains provide
confidential support and spiritual guidance. The Chaplaincy also organises
prayer and friendship activities and provides students with opportunities to
explore and question matters relating to faith and religion.
 International Students Office
www.leeds.ac.uk/international/aboutiso.htm#your Offers pastoral support,
guidance and advice for international students
 Nightline - www.leedsnightline.co.uk. This is a confidential listening and
advice service, open 24 hours a day and available for all students in Leeds.
The service is run for students by trained student volunteers.
 Accommodation Services - www.leeds.ac.uk/accommodation/
For students who are experiencing problems in their University accommodation, the
hall wardens are available for help and advice. Students can also talk to their
wardens of they are worried about the mental health of a fellow student in their
accommodation.
Disclosure, referral and confidentiality
Disclosure
33. It is recognised that the decision whether to disclose a mental health difficulty,
when and to whom can be very difficult and dependant on a number of factors.
Students may be reluctant to disclose mental health difficulties as they may be
worried that it will affect their academic standing. They may also be reluctant to
admit to a problem because of stigmatisation or because they are scared or in
denial of the problem themselves. The University encourages students to disclose
any difficulties at an early stage so that the help they may need can be discussed
and addressed in a timely manner.
34. It is the student’s responsibility to inform their school if they are unable to fulfil the
requirements of their course for any reason, whether this is done personally or
through a third party.
35. A student’s right not to disclose their mental health difficulties will be respected.
However, if a student decides not to disclose a mental health difficulty, this is very
likely to make it more difficult for the school to support them appropriately.
Therefore, in cases where it is apparent that a student has mental health difficulties
but the student is unwilling to discuss this further and with appropriate people, the
implications for the provision of meaningful support will be discussed.
36. Where a student’s mental health difficulties are long-term and can be classified as
a disability, it is important that the Equality Service is informed to this to ensure that
the University can support the student in full compliance with its DDA obligations.
Where a disclosure of this nature has been made within the student’s school,
students must be referred to the Disability Team in the Equality Service. Where
students have agreed to self-refer, staff are required to follow this up with the
student.
8
Referral
37. At any point during the course, students may refer themselves to the Disability
Team in the Equality Service, the Student Counselling Centre, the Leeds Student
Medical Practice or their own GP for support or advice if they are experiencing
mental health difficulties. (see sections 24-32 for further information about the
appropriate source of support).
38. At any point during their course, a student may be referred to support services by
other University staff. This may involve staff advising students of where to go for
support, or in some cases the staff member may feel it is appropriate to make
contact with support services themselves, with the student’s agreement.
Confidentiality
39. Any initial disclosure of a mental health difficulty to a member of University staff will
be treated with sensitivity. The member of staff will discuss issues around passing
this information on with the student.
40. It is understood that students may feel uncomfortable about information relating to
their mental health being shared with other members of staff within the University
and with outside agencies. In order to reinforce students’ confidence and their
willingness to seek help, and in accordance with the Data Protection Act10 the
University makes the following assurances about the way in which such sensitive
information will be handled:
 Information relating to a students mental health will not normally be shared with
other university schools or departments, parents, other students or outside
agencies without that student’s express permission11.
 Under all normal circumstances, students will be made aware of who their
information is being shared with, and the reason for this.
41. It is recognised that there may be situations where there is a need to act within a
limited time-frame in order ensure that appropriate support can be organised for a
student. In such situations, all reasonable steps will be taken to obtain permission
from the student, but where this is not possible, and the issue is serious and
considered to be in the best interests of the student, communication will take place
across University schools and services.
42. There may be exceptional circumstances in which there is a need to disclose
without a student’s permission. For example it may be necessary if it is felt that a
student’s mental health poses an immediate danger to themselves or to others. In
these rare instances, information will have to be disclosed to third parties and
outside agencies who are experienced in dealing with such emergencies. This
information is set out in the Taught Student Guide and in the booklet “helping
students with mental health difficulties”.
10
11
Code of Practice on Data Protection www.campus.leeds.ac.uk/dpa/code.htm
An exception to this is set out in the University Code of Practice on Student Health and Conduct
2006-07 http://www.leeds.ac.uk/AAandR/codeprac_studhealth.htm, which requires staff to
disclose information promptly where failure to do so might expose patients or others to risk of
death or serious harm.
9
Mitigating circumstances
43. A period of mental ill health or an emerging mental health problem is likely to have
an adverse impact on academic performance in ongoing coursework or exams.
Students are advised to consult their school to find out what their procedures are
for applying for mitigating circumstances so that this can be taken into account
during the marking of their work. Students can get confidential advice and
information about presenting mitigating circumstances from the Student Advice
Centre.
44. When mental health difficulties are longer-term in nature (and may therefore be
classified as a disability), and there are continual difficulties with academic
performance, students should speak to the Disability Team within the Equality
Service to find out whether reasonable adjustments may be possible.
Taking time out
45. The University recognises that there may be occasions when a student feels that
he or she is unable to study and needs to take time out due to mental health
difficulties. This could be for a short period, such as a week, or could be for a
much longer period, such as a semester. It is the responsibility of the student to
consult the school if they wish to take time out, and the student will be required to
follow any procedures that exist within that school, in accordance with the relevant
sections of the Taught Student Guide12. On returning to their programme of study,
the school may require a student to be certified ‘fit to study’ by a medical
professional. The Equality Service and the Student Counselling Centre are not
able to provide certification of this nature. Students in this position can get
confidential help from the Student Advice Centre.
46. If students are absent from the University for a prolonged period of time without
explanation or prior arrangement, they may be presumed to have withdrawn 13. In
this situation, where a student is known or suspected to have mental health
difficulties, schools are advised to make contact with the student to clarify the
nature of their absence.
47. There may be extreme circumstances in which students are refusing or unwilling to
seek help or advice for their mental health difficulties, and University staff feel that
the student is medically unfit to continue his or her programme of study. In such
situations, the procedure on Immediate Temporary Exclusion Associated with Ill
Health may be followed14. The student will be fully informed and consulted of the
process wherever possible, and on any decisions made. Students in this situation
can get confidential help and support from the Student Advice Centre.
48. Following a period of absence of this nature, students will only be readmitted once
they are declared ‘fit to study’ by medical professionals. Students will be asked to
12
13
14
http://www.leeds.ac.uk/qmeu/tsg/6sc.htm#illne
http://www.leeds.ac.uk/AAandR/unsatis_stu_proc.htm
http://www.leeds.ac.uk/AAandR/temp_ill_exec.htm
10
submit certification from their own GP to this effect. In cases where the University
continues to question a student’s ability to fulfil the requirements of the course, the
University may contact the student’s GP with requests for further information. The
Disability Team will work with the school to put in place any reasonable
adjustments and any other appropriate support provisions to enable the student to
continue their studies once they are readmitted.
49. In all situations relating to student attendance, students must comply with the
Taught Student Guide15.
Disciplinary issues
50. As part of a student’s course induction, information will be given which sets out the
University’s expectations of students. These expectations include compulsory
attendance at teaching sessions and exams (where applicable) and the timely
submission of coursework. Where students are unable to comply with these
expectations, it is important that communication is maintained between the student
and the University, and where applicable, longer-term adjustments to the course
can be considered in the case of mental health difficulties. Failure to comply may
result in the Unsatisfactory Students Procedure16.
51. There may be instances in which a student’s mental health causes them to behave
in a disruptive manner. If staff members who have come into contact with this
student believe that the student’s mental health may have been a contributory
factor in the behaviour, or if the student themselves discloses this information,
careful consideration should be given to the way in which the incident or behaviour
is treated. If disciplinary action is being considered, the student should be given
the opportunity to raise issues around his or her support needs. It may be that this
student is not currently receiving any help and that their behaviour is beyond their
own control.
52. Where the student is known to several members of staff, it would be appropriate
for these staff members to meet to discuss the approach taken before meeting with
the student to explain to the student how his/her behaviour is impacting on others.
The subsequent intervention will depend on the nature and severity of the
behaviour, and referrals for support will be made as appropriate. If the student
continues the behaviour, University disciplinary procedures will follow17.
Support for students supporting peers with mental health
difficulties
53. Students often find themselves in situations in which they are supporting a fellow
student who is experiencing mental health difficulties or even a mental health
crisis. This can be a very difficult time for the student; they may not know what to
do for the best, and may themselves feel isolated. Any students needing advice on
15
http://www.leeds.ac.uk/qmeu/tsg/1copatt.htm
16
Unsatisfactory Students Procedure: www.leeds.ac.uk/AAandR/unsatis_stu_proc.htm
General University Disciplinary Regulations: www.leeds.ac.uk/AAandR/disp_reg.htm
17
11
how to support a friend in crisis can contact the Student Counselling Centre in
confidence.
54. Occasionally, situations arise in University accommodation where a student’s
behaviour (as a result of mental health difficulties, or a mental health crisis) causes
distress to other students. Students in this situation are advised to speak to their
Hall Warden18 or Sub-Warden in the first instance. Where this situation arises in
privately rented accommodation, students can seek advice from the Student
Advice Centre.
Support for staff in helping students with mental health difficulties
55. The Group on Student Mental Health Issues (co-ordinated by the Student
Counselling Centre and Student Support Network) has produced a guidance
booklet entitled Helping Students with Mental Health Difficulties19. All staff are
advised to familiarise themselves with this document to ensure they are able to
provide appropriate support and referrals to students. The booklet also provides
procedural guidance on helping students who are experiencing a mental health
crisis.
56. If a student discloses a mental health problem to a member of staff, it is vital that
the member of staff takes this disclosure seriously and is able to guide the student
towards appropriate support services in a timely manner to reduce the potential
impact on a student’s academic performance and general well-being.
57. Members of staff may at times feel that they do no have the knowledge or
expertise to deal with a particular situation and that they require advice from other
agencies within the University. It is the responsibility of individual staff members to
recognise situations that lie beyond their job role and competence, and to make
appropriate referrals (see sections 24–32).
58. For further information about common mental health problems, their signs and
symptoms, staff are advised to visit www.leeds.ac.uk/ahead4health/ or visit the
Resource Room on the Student Counselling Centre website20 for an alphabetical
list of website links giving reliable and detailed information about mental health
issues and resources.
59. Staff are advised to talk difficult situations through with colleagues, while still
maintaining the student’s confidentiality. Staff who require further confidential
advice about dealing with a student who has (or who they suspect of having) a
mental health difficulty can contact the Disability Team or the Student Counselling
Centre. Staff do not need to disclose details of a students identity at this stage.
60. Training/awareness raising activities will be made available to University staff to
enable them to feel more confident in responding to the needs of students with
mental health difficulties.
18
19
20
Contact details for Hall Wardens: www.leeds.ac.uk/accommodation/your_warden.html
This booklet can be downloaded (in PDF format):
www.leeds.ac.uk/studentcounselling/sections/7/helping_students.pdf
www.leeds.ac.uk/studentcounselling/sections/2/resource_room.html
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61. Staff are advised to keep factual and accurate records of any interactions with
students where there have been mental health concerns. It is advisable to make a
note of what actions were taken in these situations, and be mindful of guidelines on
data protection and confidentiality21.
62. Where students have agreed to self-refer to sources of support within the
University, staff are required to follow this up with the student.
(Drafted by Jenny Brady, Equality Service)
If you require a copy of this document in an alternative format (for
example, Braille, large print or audio), please email
equality@leeds.ac.uk, quoting the title of this document.
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Whenever you make notes about a student, you should bear in mind that the Data Protection Act
1998 may allow the student to see those notes.
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