Student Mental Health and Well-Being Policy
Authorship:
Reviewing Officer:
Issue Date:
Deputy Principal (Curriculum and Quality)
Director of Learner Services
July 2012
Review Date:
July 2013
Version:
1
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GUIDANCE ON SUPPORTING STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES
Contents
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Introduction
Glossary of terms
Duty of Care
Information Flow and Confidentiality
Applications and Admissions
University Centre Accommodation
Assessment of Need
Learning and Teaching
Academic Assessment and Examination
When a Student is a Cause for Concern
Referral
Record Keeping
International students
Risk Assessment
Dealing with a Crisis
Discipline
Intercalation
Sources of information and advice
Appendix (Common psychiatric diagnostic categories)
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1. INTRODUCTION
1.1 These guidelines were originally written by a working group, convened under the
auspices of a Student Services Committee, they have been reviewed by the Learner Well
Being and Engagement Manager and approved by the Equality and Diversity coordinator.
They are intended to set out a framework of policy, procedure and practice and also to
provide information about the sources of help available to the person with a mental health
difficulty and to those supporting them. Students with mental health difficulties may come
to the attention of any member of the GIG/ UCG. We all have a common responsibility to
offer an appropriate and realistic level of support, to provide accurate information about
other sources of assistance available from the GIG/ UCG and to ensure that our practices do
not discriminate.
1.2 Whilst these guidelines are intended to inform practice, the nature of mental health
difficulties is such that it is often unclear how to act for the best. If you find yourself in that
position you are encouraged to talk the situation through with your line manager,
safeguarding officer and/ or safeguarding representative.
1.3 It is important that we recognise that many people with mental health difficulties are
very successful as students of the GIG/ UCG and often we will not be aware that the
difficulties exist. Some students with mental health difficulties may, from time to time,
require support or possibly time away from studies, and it is important that this is
negotiated with sensitivity. It is uncommon for students to get into serious difficulties or
crisis and it is for this reason that staff facing such situations are encouraged to seek
guidance and support.
1.4 As with any set of guidelines there may be errors of omission or lack of clarity. If you
identify any ways in which you consider these guidelines could be improved please address
this to (email: Josie Pederson pedersonj@grimsby.ac.uk. Director of Learner Services.
2. GLOSSARY OF TERMS
2.1 Throughout this document the following terms are used in particular ways:
 Assessment of need – is a specialised assessment of study related needs undertaken
by a professional with skills and experience in undertaking such assessments.
 Counsellor – includes the Institute Counsellor- Carol Gibson.
 Disability Officer/ Advisor – is used as a generic term to include Disability Coordinators based in Study Support.
 Risk of harm to him/herself or others – is intended to include the full range of
possible risks, including physical self-harm but also harm to the wellbeing (physical
or psychological) of others or significant/sustained disruption to the study of other
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
students. The definition of risk is therefore much broader than that used by external
services, including statutory mental health services. Consequently, it does not
automatically follow that the identification of risk factors will trigger intervention of
external services.
Risk Assessment - The risk assessment process involves a member of staff collating
information from relevant parties, including where possible the student him/herself,
as a means of identifying the risk to the student or to others in a particular situation.
The risk assessment is therefore context specific. “Risk assessment” as referred to in
these guidelines is not a clinical risk assessment as utilised in statutory mental health
services.
2.2 Mental Health and Mental Illness
2.2.1 Terminology within the area of mental health/mental illness can be quite
confusing, because it is not used in a consistent manner. This may be a reflection of
the lack of agreement across the field as to the nature and cause of the various
‘psychiatric conditions’ and perhaps also of the intrinsically variable nature of mental
health difficulties.
2.2.2 The term ‘mental health’ properly describes a sense of well-being; the capacity
to live in a resourceful and fulfilling manner, having the resilience to deal with the
challenges and obstacles which life presents.
2.2.3 Throughout this document the term ‘mental health difficulties’ is used in a
broad sense to include two different groupings:
2.2.4 Those that experience the onset of emotional or psychological difficulties,
which significantly affect their capacity to function. These may result from one of a
number of causes: a temporary reaction to a painful or frightening event or
experience, being under external pressure of some sort, induced by physiological
factors such as use of drugs, lack of sleep, change in diet or physical illness, or they
may signal the onset of a more deep-seated psychological condition.
2.2.5 Those with a pre-diagnosed psychiatric condition for which the person may, or
may not, be receiving medical or psychological treatment. For such individuals the
‘difficulties’ usually arise when their condition becomes unstable in some way and
symptoms recur, which may be as a result of external factors or changes in response
to treatment. The term ‘psychiatric condition’ is being used to mean a set of
symptoms that are of sufficient severity to be identified within one of the commonly
accepted psychiatric diagnostic categories (see Appendix 1 for common psychiatric
categories).
2.2.6 It needs to be recognised that many of us experience symptoms of mental
health difficulty at some points in our lives and indeed some are typical reactions to
particular circumstances. The degree of severity is reflected by the intensity of
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symptoms and the impact on the individual’s capacity to function. For example, for
one person ‘being depressed’ may mean feeling temporarily low in mood whereas
someone else may use this term when they are completely debilitated and unable
to take care of basic personal physical needs. The stage at which a mental health
difficulty is sufficiently profound and enduring to be termed ‘mental illness’ remains
open to debate.
2.2.7 Throughout this document the primary focus is upon the needs of those with
some form of mental health difficulty. The term ‘mental health difficulties’ is used to
describe people whose mental health may require support to enable them to
participate fully in higher education.
2.2.8 It should be noted that within the Disability Discrimination Act (1995) enduring
mental health difficulties are defined as a disability. ‘Enduring’ is considered to mean
of at least six months duration and anticipated to continue. Within the context of
Higher Education this has a number of implications for our work with students. The
amendments to the act in 2005 removed the need for mental health difficulties to be
“clinically well recognised” to meet the definition of disability. The GIG/ UCG may
however, with the student’s permission, seek medical evidence of the student’s
difficulties to establish a clearer picture of their needs. The Disability Discrimination
Act (1995) was reviewed and enhanced by The Equality Act 2010.
2.2.9 It is unlawful for any GIG/ UCG policie, procedure or practice to discriminate
against someone because they have a mental health problem. The GIG/ UCG is
required to make ‘reasonable adjustments’ to enable students experiencing mental
health difficulties, which fall within the terms of the Disability Discrimination Act, to
undertake their academic studies. This obligation comes about as a result of the
student declaring their mental health difficulty to any member of GIG/ UCG staff, or
their mental health difficulty being apparent through their behaviour or appearance.
Recommendations as to what constitutes ‘reasonable adjustments’ for a particular
student are made as part of the assessment of need undertaken through Disability
Services (see section 7 below). As with any disability, some students (depending
upon funding arrangements) experiencing mental health difficulties are eligible to
apply for Disabled Student’s Allowance (DSA) to provide practical assistance to aid
them in their studies. Typically this may provide money to buy computer equipment
to enable the student to study from their accommodation when they feel unable to
come onto campus. It may also pay for tutorial assistance to help manage symptoms
or develop study skills.
3. DUTY OF CARE
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3.1 There are a number of areas in which Colleges may owe a ‘Duty of Care’ to students as a
result of the ‘proximate relationship’ resulting from the contract between the GIG/ UCG and
its students. The extent of the ‘Duty of Care’ owed to any individual is difficult to determine
and may often require a balance of the needs of one student and those of another student
or group of students. However, some general principles can be followed:
3.2 The GIG/ UCG has a duty to take reasonable steps to ensure the safety and wellbeing of
all its members and visitors. What is reasonable will depend on the circumstances of each
case.
3.3 The GIG/ UCG sets out the services it provides within its prospectus and other written
and electronic materials, which form part of its contract with students. The services
provided should always be of a standard to be expected of a competent practitioner
providing such a service.
3.4 Where the GIG/ UCG does not provide a specific service this should be made clear to a
student and they should be encouraged to seek out other services available to them. In the
context of mental health this often means encouraging students to seek out their GP or local
mental health services.
3.5 No member of the GIG/ UCG should go beyond his or her level of competence in trying
to support or advise a student. It is essential that staff do not make promises of help or
support that exceed the GIG/ UCG guidance on support for students for students with
mental health difficulties.
3.6 The GIG/ UCG has a responsibility to take all reasonable steps to ensure that the
requirements it makes of students, such as attending classes, submitting work or
undertaking placements or examinations do not cause harm to students.
3.7 Autonomy and Duty of Care. All the people studying at the UCG are 18 or over and as
such are adults. They have the right to make their own decisions, including behaving in ways
which others may consider inappropriate or foolish. It can be a considerable 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 duty of care.
4. INFORMATION FLOW AND CONFIDENTIALITY
4.1 Where a student discloses a mental health difficulty to an individual member of staff this
may constitute a disclosure of a disability under the DDA. A disability under the DDA is
defined as a physical or mental impairment that has a substantial, adverse and long term
effect on the individual. Where a student has disclosed a disability as defined by the DDA
the whole institution would be deemed to be aware. Whether or not disclosure of a mental
health difficulty constitutes disclosure of a disability is a complex issue. If you are unsure
whether or not the students mental health difficulty constitutes a disability you should
contact Study Support this, it is not necessary to give the student’s name at this point.
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There are potential conflicts between our duties under the DDA and responsibilities under
the Data Protection Act. Information about someone with a mental health difficulty comes
under the heading of personal sensitive information within the Data Protection Act (1998)
and as such can only be used under specific circumstances.
4.2 The simplest solution to this dilemma is to seek the permission of the student to speak
to specific individuals or services. It is good practice for such permission to be obtained in
writing, or witnessed by a third party and then recorded.
4.3 Sometimes in a crisis situation action has to be taken, such as calling an ambulance for
someone injured or unwell, where it is not appropriate to delay this by seeking permission
to pass on relevant details. Under these circumstances, if you are the person dealing with
the situation you should only pass on such information to the emergency service personnel
as is required for the person to be made safe. If the student is known to and actively
supported by local mental health services (CAMHS/ NAViGO Health and Social Care CIC etc)
then they should have in situ a crisis and contingency plan which outlines the steps required
to alleviate the crisis.
If they are not known to mental health services but are clearly at significant risk (this will be
assessed on a case by case basis) then a mental health assessment by a Crisis worker from
external partners may be necessary (i.e. NAViGO Health and Social Care CIC etc may be
appropriate and can be accessed via the Single Point of Access at Harrison House on 01472
252360)
4.4 If it is not a crisis and a student refuses to give permission, or is temporarily not able to
give permission due to their state, but you consider that some action may be required then
you must seek advice from your line manager or from Learner Services as to how to act.
Initially this can be done anonymously, that is, without giving any identifying information
about the student. It should be made clear to the student that refusal to give permission for
sharing information may limit the support that the institution can offer. Any discussions
with a student about this should be clearly documented.
4.5 The GIG/ UCG asks all students to provide details of their ‘emergency contact’ at
registration and this information is held by MIS and is accessible on Columbus.
4.6 At application prospective students are asked to declare a disability and where they do
the application form is copied to Study Support. This is not a breach of confidentiality but an
accepted part of the admissions process.
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5. APPLICATIONS AND ADMISSIONS
5.1 Identifying applicants with a disability is a priority, regardless of the route or timing of
entry to the GIG/ UCG. There is, for good reason, typically a somewhat higher proportion of
people with mental health difficulties amongst those applying late, or seeking to undertake
study on a part-time basis. Therefore care should be taken to ensure that all applicants are
asked if they have a disability or health problem in accordance with the recognised UCAS
coding system, which should be included in every application form used for students,
regardless of the level, duration or mode (full time, part time or distant) of study:
 Code 0 None
 Code 1 Specific learning disability (e.g. dyslexia)
 Code 2 Blind or partially sighted
 Code 3 Deaf or hard of hearing
 Code 4 Wheelchair or mobility difficulties
 Code 5 Autistic Spectrum Disorder/Asperger’s Syndrome
 Code 6 Mental health difficulties
 Code 7 Unseen disability (e.g. diabetes, epilepsy, heart condition)
 Code 8 Two or more of the above
 Code 9 Disability, special need or medical condition not listed above
5.2 Where an applicant declares a mental health problem Leasrner Services should be
advised using the following procedures:
UCAS applicants – UCAS form to be copied to Study Support in accordance with existing
procedures.
Other applicants – Application form to be copied by the Admissions Tutor and forwarded to
Additional Learning Support.
5.3 Referral to Additional Learning Support will trigger an ‘Assessment of Need’ (see below),
which will take place in parallel with the academic/professional suitability process. The
assessment of need should not influence the decision to offer a place to an applicant who
has declared a mental health problem.
5.4 In order to initiate an assessment of need, Learner Services/ Additional Learning Support
will contact the student by letter and invite him or her to visit the department and discuss
their needs.
5.5 If, in the course of making an assessment of need, Learner Services/ Study Support
consider that there may be medical grounds on which the prospective student may not be
able to undertake academic study, they will put a temporary hold on the person being
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offered a place and seek further information from the medical practitioner with
responsibility for the prospective student as to whether or not the person is medically fit to
undertake the programme of study for which they have applied.
5.6 Where the member of staff dealing with an admission considers there to be evidence
that a prospective student has a mental health difficulty but this has not been declared, it is
important that this is not ignored. The person dealing with the admission should either raise
their concern with the prospective student, in a sensitive manner, or consult with their Head
of Department, Learner Services/ Study Support or the Admissions Officer about how best
to proceed.
5.7 It should be recognised that, from the point a prospective student with a mental health
problem is offered a place, the GIG/ UCG has accepted a duty of care and a legal
responsibility to make all reasonable adjustments to accommodate the person’s disability. It
is critical therefore that careful consideration is given to any potential difficulties prior to a
place being offered, where this is necessary.
6. UNIVERSITY CENTRE ACCOMMODATION.
6.1 Students who have disabilities which entail specific requirements in accommodation are
recognised as a priority group when University Centre accommodation is allocated to first
year and continuing students. The Accommodation Office works closely with Disability
Services to identify the needs of students who declare themselves as falling within this
group and see that wherever possible those needs are met, within the limitations of the
accommodation stock available.
6.2 For students with mental health difficulties, accommodation requirements can fall
within a number of categories. For example:
• A continuing student who wishes to stay in a hall of residence beyond their first year, in
order to benefit from the security of the pastoral system provided within halls.
• Allocating accommodation close to campus to a student who it is recognised needs to
have easy access to support facilities.
• Allocating accommodation with good access to the University Centre computer facilities 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.
6.3 The accommodation application form includes a space for ‘special needs’ information.
If relevant, this will be forwarded to Learner Services, but only if the student ticks the box
indicating that they give permission for this information to be passed on.
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6.4 Accommodation needs are addressed by Student Services when they undertake
assessment of needs. Student Services and Study Support encourage students to give
permission for relevant information about their support needs to be forwarded to the
Warden or Non-Resident Tutor. In cases where the Warden or Non-resident Tutor may need
to make reasonable adjustments or undertake appropriate monitoring they are advised to
discuss this with Student Services and the student. Where permission is not forthcoming,
information will not be passed on. The only possible exception to this is where Students
Services consider that not passing on information could result in the person, or others,
being at risk of harm.
6.5 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.
6.6 Dealing with Difficulties in Accommodation
6.6.1 From time to time the relationships between groups of students within University
Centre accommodation do break down. Sometimes this happens as a result of the
behaviour of a student with a mental health difficulty although unusual or difficult
behaviour should not be assumed to be as a result of a mental health difficulty. Initially
every reasonable effort should be made to try to deal with the difficulties such that the
student group can continue to live together. The Non-Resident Tutor or Warden should
speak to the students concerned as soon as possible. Where a Non-Resident Tutor or
Warden is concerned that a student has a mental health difficulty they should contact Study
Support to see if the student is known to the service.
6.6.2 Where a student is not known to Disability Services, it may be appropriate for them to
approach the student. However, this can exacerbate an already difficult situation and a
decision about how to proceed will be taken in consultation with the Accommodation
Officer and Non-Resident Tutor or Warden.
6.6.3 Where it becomes apparent that the situation is irrecoverable, then steps have to be
taken in order that the studies of students involved are not unduly disrupted. This generally
means moving one or more students out of the situation. Sometimes this can be achieved
by offering alternative University Centre accommodation and sometimes it requires
terminating the contract of one or more student(s). The best course of action needs to be
determined taking into account all the relevant factors, including the probability of
breakdown of any alternative arrangement and the availability of accommodation within
the University Centre stock at that time. This is often achieved most effectively through
discussion at a meeting of those involved, including the student wherever practicable. The
decision to require a student to move out of accommodation is normally made by the
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Warden or Non-resident Tutor, in consultation with the Accommodation Officer and
Director of Learner Services. Should the circumstance arise that a student with significant
mental health difficulties is required to leave University Centre accommodation an
assessment should be made, through Learner Services of any increase of risk of harm to the
student resulting from this action. The findings of this assessment should be discussed with
the student and, where possible, drawn to the attention of those responsible for his or her
medical care.
6.6.4 Students within University Centre accommodation may present a Cause for Concern as
defined in Section 10 or may present in a Crisis as defined in Section 15. Please see relevant
sections for further information.
7. ASSESSMENT OF NEED
7.1 The assessment of need underpins the development of support structures for students
who declare a mental health problem. It is undertaken by Study Support and Student
Services and will sometimes result in referral to outside agencies for further assessment.
7.2 The assessment of need is intended to identify the nature of the individual’s needs and
create the foundation for a support structure. It will usually cover the following:
• Confidentiality issues.
• The nature of the person’s difficulties.
• Initial consideration of eligibility for/appropriateness of
• Disabled Student’s Allowance.
• Additional special provisions, for example extended library loan facilities, or changes to
assessment or examination arrangements
• Accommodation requirements.
• Medical responsibility/point of contact such as GP or Community Psychiatric Nurse (CPN).
• Preferred course of action in crisis situation (if required).
• Whether any monitoring procedures, e.g. related to attendance of classes need to be put
in place.
• Agreement on the level of liaison/information sharing within the GIG/ UCG, for example
with the Programme Leader and Study Support.
• The need for onward referral, internally or externally to see a Counsellor, GP or other
service providers.
7.3 Learner Services will agree the structure to be put in place and monitor its effectiveness.
Where is it agreed that information will be passed on to others within the GIG/ UCG, the
appropriate member of staff will do so. The collaborative nature of the support structure is
critical for its effectiveness.
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8. LEARNING AND TEACHING
8.1 There are a number of 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).These guidelines do not set out to prescribe for all eventualities, but
rather aim to identify some of the areas that may require consideration. The principle is that
wherever possible an academic department 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.
8.2 Where the Assessment of Needs identifies areas that should be addressed by the
academic department these will be communicated by Learner Services key staff.
8.3 If academic departments require any further advice or support, training can be arranged
with Learner Services key staff
8.4 Attendance
8.4.1 In some instances academic departments may be asked by Learner Services to
monitor attendance as a means of monitoring the possible onset of mental health
difficulties. In such cases it is important to do so and alert the key member of staff of
any significant absences.
8.4.2 When it is known that a student has a mental health difficulty it is important
that letters regarding absence should be worded with care, in order to minimise the
risk of causing distress.
8.4.3 Some mental health difficulties are typically variable so that the student will
have difficulties on some days, but be able to function on other days. In such cases
some additional flexibility regarding attendance may be an appropriate ‘reasonable
adjustment’.
8.4.4 Timetabling may have a significant impact on a student’s capacity to attend.
For example students who have to take some types of medication may struggle to
attend lectures at 9.00 am, whereas others may not be able to concentrate for three
hours without a break. Whilst there are restrictions on the flexibility of timetables,
wherever possible such needs should be identified and accommodated.
8.4.5 Students with anxiety-related difficulties may find it hard to stay in lectures and
it is important that if they feel the need to leave this is tolerated without drawing
undue attention to the student.
8.5 Functioning in Groups
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8.5.1 Some students with mental health difficulties may find it very hard to work
within groups. Working in small groups is often a useful learning structure. However
in instances where a student finds this particularly difficult the possibility of
alternative structures for identified students should be considered.
9. ACADEMIC ASSESSMENT AND EXAMINATION
9.1 One of the results of the ‘Assessment of Need’ will be the identification of any
alternative arrangements for examinations or assessments, stemming from the individual’s
disability. In general, a student with mental health difficulties can be expected to be
vulnerable to being affected by the stresses of assessment. The intention of any alternative
arrangements will be to minimise this stress. 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.
9.2 It is important that alternative arrangements for examinations or assessments are only
made in accordance with recommendations resulting from an assessment of need.
10. WHEN A STUDENT IS A CAUSE FOR CONCERN
10.1 In the course of your everyday activities you may develop concern about a student.
Typically you will be alerted that someone may be in difficulty as a result of one or more of
the following:
10.2 The student telling you or someone else that they have a problem.
10.3 Significant changes in appearance such as loss or gain of weight, deterioration of
personal hygiene or signs of sleeplessness.
10.4 A noticeable change of smell, which may result from increased use of alcohol or nonprescription drugs.
10.5 Change in the way they sound (for example flat tone, very quiet, loud, agitated).
10.6 Change of mood from your previous experience of them (for example very up and
down miserable, tired).
10.7 Other people, such as friends, housemates or relatives, expressing concern to you.
10.8 Changes in their pattern or standard of academic work.
10.9 Talk or evidence of self-harming behaviour, such as cutting or over-dosing.
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10.10 If the student’s behaviour is not immediately threatening initial intervention is best
handled locally. Students are more likely to respond to the intervention of a member of staff
who is familiar with their academic or residential context and to take advice from someone
who is already known to them. The relevant member of staff should meet with or make
contact with the student and explain what the concerns are and try to get an understanding
of the student’s perception of the situation.
From this initial discussion there are a number of possibilities:
10.11 You may be convinced that your concerns are unfounded, in which case no further
action is necessary.
10.12 The individual may confirm the existence of a problem and be willing to accept help. If
this happens then you should encourage the student to seek assistance themselves or agree
that you will refer them through to see a Counsellor or Learner Services. If they are going to
seek help themselves it is good practice to ask them to let you know how they get on and to
follow this up with the student in order to satisfy yourself that they are receiving assistance.
The Service they go to will not usually be able to confirm that the person has attended
unless they have the student’s permission to do so.
10.13 It may be that the individual recognises that they have a problem but does not want
assistance, or denies that they have a problem, but you remain concerned for their
wellbeing. In either case you are advised to discuss this with your line manager and Learner
Services. Discussion can initially be anonymous, but you need to recognise that ultimately
you may have to identify the student and it is therefore important not to give any
undertakings of absolute confidentiality to the student.
10.14 It is important to recognise the student’s autonomy; where a student does not
present a risk to themselves it may not be appropriate or beneficial to intervene if a student
refuses support.
11. REFERRAL
11.1 Not all mental health difficulties are present, apparent or declared at the admissions
stage .When difficulties emerge after a student has started their studies it is important that
they are referred through to those who can assess their needs and put support structures in
place.
12. RECORD KEEPING
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12.1 It is good practice to keep a record of discussions with students and any action taken.
This should be filed appropriately, in order to keep personal sensitive information secure,
and should always be written with the awareness that the student has the right to seek
access to any records kept about them.
13. INTERNATIONAL STUDENTS
13.1 International students are no different from any other group in that some may
experience mental health difficulties whilst at the GIG/ UCG. However there are some
aspects of studying a long way from home that need to be given particular consideration.
13.2 At application stage it is important that all international students are asked about
disabilities and where a disability is declared the same procedures are followed as for home
students (as set out in section 5 of this document). Where an assessment of need indicates
that the student requires non-medical assistance, such as note-taking, personal care or
additional tuition, the student should be encouraged to seek funding for this assistance. For
students on exchange programmes funding should be sought from the student’s ‘home’
institution. Where no funding is available the GIG/ UCG may be required, under DDA, to
meet the cost.
13.3 On arrival, many international students experience a period of cultural disorientation,
which can be quite alarming. The GIG/ UCG’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.
13.4 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.
13.5 All those working with international students are strongly advised to attend the
‘Cultural Awareness’ training programme provided by staff within the International Office as
part of the GIG/ UCG’s staff development programme.
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13.6 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. The terminology used and structure
of facilities is quite variable across the world.
13.7 This can also be the case for the names and descriptions of GIG/ UCG and Students’
Union 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, such
as Disability Services, Counselling, the Advice Centre or Nightline, it is often best to refer
them to the International Office, where staff with increased awareness and deeper
understanding of the cultural barriers faced by international students may be better able to
offer explanations to encourage use of appropriate services.
14. RISK ASSESSMENT
14.1 Risk assessment may result from someone identifying a student, or prospective
student, as being a possible cause for concern (see section 9 above). Such an assessment is a
complex matter and wherever possible should be informed by appropriate medical evidence
or opinion. The nature of mental health difficulties is such that an assessment can only be
made at a certain point in time, and will need to be reviewed as the person’s condition
changes.
14.2 At pre-admission stage
14.2.1 As outlined in the section above on ‘Admissions and Applications’, there is a
procedure in place to seek an external medical assessment of prospective students
who declare that they have a mental health difficulty, where there is concern as to
their suitability for GIG/ UCG life. Therefore if you have any such concern about a
prospective student you should bring this to the attention of Learner Services.
14.3 When someone is a student
14.3.1 If serious concern arises that a student may come to harm, or harm others,
then an assessment needs to be undertaken. This should usually be initiated with the
full knowledge, and if possible agreement, of the student.
14.3.2 If the situation is acute then assessment is likely to be undertaken as part of a
medical assessment, as to what needs to be done in the short term to make the
person safe and provide suitable care or treatment. This is usually initiated through
the student’s GP, or as a result of emergency admission to hospital.
14.3.3 Where the risk is not acute then the student can be referred to see a
Counsellor or Learner Services. If the Counsellor or Learner Services staff are
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concerned that a client is at risk of harm to themselves, they will endeavour to
ensure that the student sees their GP or their GP is made aware of the concerns and
will respond in line with the GIG safeguarding policy.
14.3.4 If a student is considered to pose a possible risk to others then a meeting
should be convened of those involved with the student in order to determine how to
proceed. The meeting should include a member of staff from Learner Services who is
able to advise on possible courses of action.
15. DEALING WITH A CRISIS
15.1 From time to time a student may go into what appears to be a state of crisis, during
which they may be difficult to engage in discussion and may be very agitated and volatile.
This will often leave other people with them feeling agitated and anxious in turn. It should
be noted that it is rare for someone with a mental health problem to be violent towards
others.
15.2 The first priority when someone is in crisis is to make the situation as calm and safe as
possible. Often it is best for one person to sit with the individual and talk gently to them, or
simply sit quietly. Sensible precautions include: ensuring that someone else is within
earshot, that the door is left partially open, that there is a clear exit from the room for all
present (so that people can leave if they feel that they need to) and that others do not
hover or keep going in and out of the room. If the person of concern decides to leave then
no-one should attempt to stop them, but it is preferable that someone accompany them
and try to keep them safe, whilst not putting themselves at risk in so doing.
15.3 Emergency Assistance
15.3.1 If someone is hurt, or there is evidence of an overdose having been taken or if
someone appears to pose a significant threat of violence, then emergency assistance
should be called.
15.3.2 On campus
Duty Manager should be contacted and asked to attend and send someone trained
in First Aid, if required.
15.3.3 If emergency services such as Ambulance or Police are required Security
should request their attendance. It is important that emergency services are called
by Security as they can then direct emergency service personnel when they arrive.
15.3.4 Off campus
Those on the scene should call the emergency services direct.
15.4 Gathering basic information
15.4.1 It is important to get basic information as soon as possible.
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15.4.2 The person's name, and if possible address or programme/subject area,
should be sufficient to locate their details through the student records system. If
they are able and willing to give the name of their General Practitioner that should
also be noted.
15.4.2 If the person has taken any medication it is important to try and establish
what they have taken, in what quantity and how recently. If the medication
container is available this should be given to the Ambulance crew or Police. It is also
useful to try to establish whether or not the person has had such difficulties before
and, if they have, who or what has been helpful.
15.5 Assessing the situation
15.5.1 Provided that there is no immediate danger then once the situation is e is
time to take stock.
15.5.2 It may be that the person of concern is able to become calm again. If this
happens they then can enter into discussion as to the best course of action to get
them whatever assistance they may require.
15.5.3 It is always preferable to agree an appropriate course of action with the
person.
15.5.4 If they remain agitated and difficult to engage in rational dialogue then it may
be necessary to get some medical help on their behalf.
15.7 Seeking assistance
15.7.1 The simplest way to access medical assistance is to make an appointment for
the person to see their doctor as quickly as possible, with the individual’s agreement.
15.7.2 Where the person is not willing to agree to such a course of action, or is not
willing or able to engage in dialogue, then action may need to be taken without their
agreement. Under such circumstances it is advisable to involve others who have
experience of making such decisions.
15.7.3 During the working day the first point of contact for involving others should
be:
 The individual’s GP
 Should the student appear to be at reasonable/significant crisis or risk then
local Mental Health Services (CAMHS/ NAViGO Health and Social Care CIC)
o Single Point of Access (Harrison House) – 01472 252360 for an
assessment
o Crisis Workers can be contacted via the same number
o If the risks are significant it may require an assessment under the
Mental Health Act again this can be accessed via the Single Point of
Access
o If known to NAViGO Health and Social Care CIC and currently receiving
support they should have a crisis and contingency plan in place
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o If there are ongoing issues then and are known to NAViGO then they
can request additional support from our Employment Specialists
(there is one attached to each time)
15.7.6 They will then call emergency services or an appropriate and available
member of staff.
16. DISCIPLINE
16.1 In any situation where a student’s behaviour is causing disruption or difficulty it is good
practice for an appropriate member of staff to discuss this with the student at the first
opportunity. During such discussion it is helpful to describe the behaviour that is causing
difficulty and ask the student if there are reasons why they are behaving in this manner. In
some circumstances the person may not initially be aware of the impact their behaviour is
having on others.
16.2 In principle if someone whose behaviour is causing difficulty, or is in breach of
GIG/ UCG regulations, has a mental health difficulty this should be dealt with as a health
problem, rather than a disciplinary matter. However, it also has to be recognised that the
GIG/ UCG has to be able to take necessary action to curb difficulties being created for
others. Where the most appropriate course of action is unclear consult with a member of
Learner Services.
16.3 If the individual refuses to accept medical assistance, or behaviour that causes
difficulties to others persists, then action may need to be initiated under the disciplinary
code. When this happens it is important that any sanctions imposed are intended to restrain
and limit behaviour, rather than being punitive, and that procedures are, if necessary,
adjusted to reduce stress for the individual.
17. INTERCALATION
17.1 A student who is not fit, on medical grounds, to continue to study should be
encouraged to intercalate (‘suspend’ their studies) until such time as they become fit again.
Such a process is dependent on the agreement of the student who must apply in writing to
the Head of School responsible for the student’s programme of study. Where the student is
unwilling to intercalate s/he may only be compelled to do so where the lack of fitness is of a
kind that it can be said, based on substantial evidence, that the student poses a risk of harm
to him/herself or others. Substantial evidence may be demonstrated from records of
incidents within the GIG/ UCG, information provided to the GIG/ UCG by other agencies e.g.
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mental health team or police. Before a compulsory intercalation can be requested this
information must be collated and the nature of the risks to self or others summarised. It is
good practice to offer the student the opportunity to participate in this collation of
information and for their views to be included, However, this may not always be practicable
or possible.
17.2 Where the student is not from the UK or EU it is important to consult the International
Office before advising the student regarding intercalation, in order to clarify the impact of
intercalation upon their residency status.
17.3 Where it is deemed that a student who is not willing to intercalate voluntarily poses a
risk of harm to him/herself or others, a short written report of the background to the case,
the reasons for requesting compulsory intercalation and the summary of evidence and risks
endorsed by the relevant Head of Department should be sent to the Director of Learner
Services without delay.
17.4 The student will have a right of appeal in accordance with the GIG/ UCG’s academic
appeals regulations, with the modification that a member of the GIG Learner Services shall
be included on the panel.
17.5 A student who is required to intercalate in the above manner shall not be deemed a
student during the period of intercalation and shall not be entitled to use GIG/ UCG facilities
and services or be present on the GIG/ UCG campuses (including residences).
17.6 Before a student is allowed to return from such a compulsory intercalation s/he shall
be required to provide Learner Services with evidence agreed by Disability Services as
relevant and appropriate stating that s/he is fit to resume their studies. Where a student
has ongoing support needs these should be documented along with an agreement as to
who will be responsible for providing support. A candidate who is required to intercalate in
accordance with this regulation shall not be permitted to resume his/her studies until s/he
has provided evidence to Learner Services agreed by them to be relevant and appropriate
that s/he is fit to resume his/ her studies. Where a candidate has ongoing support needs
these should be documented along with an agreement as to who will be responsible for
providing this support. This agreement may be made with Learner Services or with external
agencies and seen by Learner Services. This evidence should be submitted to the
candidate’s Head of Department where necessary.
Where the returning student wishes to apply for a place in GIG/ UCG accommodation this
should be dealt with as a separate matter and permission to resume studies should not
imply any commitment to provide GIG/ UCG accommodation.
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17.7 The decisions to require intercalation, the outcome of any appeal, and the decision to
allow the student to resume his/her studies shall be communicated to the student in writing
by recorded delivery within three working days of the decision being made.
18. SOURCES OF INFORMATION AND ADVICE
18.1 During working hours:
Disability Services 01472 311222 ext 282
Counselling Service 01472 465166
Learner Services 01472 311222 ext. 554
18.2 Anytime:
NHS Direct 0845 4647
18.3 Evening, weekends, bank holidays:
Single Point of Access/Crisis Service – 01472 252360
Appendix Common psychiatric diagnostic categories1
Anxiety: Agitation, disturbed sleep pattern, significant changes in appetite, headaches,
digestive difficulties, or panic attacks.
Depression: Low mood, lack of motivation, sense of emptiness, withdrawal, change of
appetite, withdrawal, self neglect, self loathing, thoughts of hurting or killing oneself.
Mania: Elated mood, rapid speech, little sleep, relentless high energy, reckless behaviour,
delusions or hallucinations. (Mania with depression forms one of the ‘bi-polar disorders’
such as manic depression).
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Schizophrenia: Disordered thoughts, loss of contact with reality, hearing voices,
hallucinations, the person believing that others are controlling their thoughts or actions, loss
of emotional experience or paranoia.
Psychosis: Schizophrenia is the most common ‘psychotic condition’, which is a broader term
used when the person loses contact with reality, which may result in some of the other
symptoms listed for schizophrenia. Other diagnostic conditions, such as anxiety, depression
and mania can manifest some psychotic symptoms if sufficiently intense.
Eating Disorders: These include: Anorexia Nervosa: extreme fear of being fat, distorted body
image, extremely low dietary intake, excessive exercise; Bulimia: binge eating, induced
vomiting, induced diarrhoea.
Obsessive-Compulsive Disorder: Repetition of behaviours, rituals, checking, ruminating,
repetitive thoughts.
Phobias: Intense fear, usually with one focus (such as heights, rats, social situations, etc.)
1
The summary of psychiatric conditions is based upon an information sheet entitled
‘Common Mental Health Terms’, produced by the University Centre of Leicester Student
Psychological Health Project.
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