GUIDANCE ON SUPPORTING STUDENTS EXPERIENCING MENTAL HEALTH DIFFICULTIES
Contents
1. Introduction
2. Glossary of terms
3. Duty of Care
4. Information Flow and Confidentiality
5. Applications and Admissions
6. University Accommodation
7. Assessment of Need
8. Learning and Teaching
9. Academic Assessment and Examination
10. When a Student is a Cause for Concern
11. Referral
12. Record Keeping
13. International students
14. Risk Assessment
15. Dealing with a Crisis
16. Discipline
17. Intercalation
18. Sources of information and advice
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1. INTRODUCTION
1.1 These guidelines were originally written by a working group, convened under the
auspices of the Student Services Committee, they have been reviewed by The
Student Health Wellbeing Service and approved by Disabilities Committee.
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 University.
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 University and Students’ Union 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 it is always advisable that advice is sought from The Student
Health and Wellbeing Service.
1.3 It is important that we recognise that many people with mental health difficulties
are very successful as students of the University and often we will not be aware that
the difficulties exist. Some students with mental health difficulties may, from time to
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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 Student Health and Wellbeing Service. (Email:
studentwellbeing@hull.ac.uk).
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.
Health and Wellbeing Advisor-This is the person within Student Support Services
who has particular responsibility for co-ordinating support for students with mental
health difficulties. The Advisor will be qualified and experienced in working with
people with mental health difficulties, and will have a good understanding of external
services and referral procedures relevant to working with people with mental health
difficulties. As well as supporting students directly, much of the work of the
Wellbeing Advisor is to support and advise University staff in working with students
with mental health difficulties, and consequently the support provided by the advisor
may be indirect. It is not within the remit of the Health and Wellbeing Advisor to make
diagnostic assessments of a student’s mental health, and where medical evidence of
a mental health difficulty is required; this will still need to be obtained from an
external medical practitioner.
Pastoral Care Team- which include Wardens and non-residential support staff.
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
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,
usually the Health and Wellbeing Advisor, 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.
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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
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 Equality Act (2010) enduring mental health
difficulties are defined as a disability. ‘Enduring’ is considered to mean of at least six
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months duration and anticipated to continue. Within the context of Higher Education
this has a number of implications for our work with students.
2.2.9 It is unlawful for any University policies, procedures or practices to discriminate
against someone because they have a mental health problem. The University is
required to make ‘reasonable adjustments’ to enable students experiencing mental
health difficulties, which fall within the terms of the Equality 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 University 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 Student Support Services.
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 it may pay for tutorial assistance to help manage symptoms or develop
study skills.
3. DUTY OF CARE
3.1 There are a number of areas in which universities may owe a ‘Duty of Care’ to
students as a result of the ‘proximate relationship’ resulting from the contract
between the University 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 University 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 University 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 University 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 University 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 University guidance on support for students for
students with mental health difficulties.
3.6 The University 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.
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3.7 Autonomy and Duty of Care. Almost all the people studying at the University 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 EA. A disability under
the EA is defined as a physical or mental impairment that has a substantial, adverse
and long term effect on the individual. If you are unsure whether or not the students
mental health difficulty constitutes a disability you should contact Student Support
Services to discuss this, it is not necessary to give the student’s name at this point.
There are potential conflicts between our duties under the EA 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
(see: Guidelines on Compliance with the Data Protection Act – staff intranet:
Documents: Guidelines.)
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.
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 a member of
Student Welfare and Wellbeing 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 University asks all students to provide details of their ‘emergency contact’ at
registration and this information is held by Student Administrative Services. There
are defined restrictions on the use of this information, which can be found in the
Guidance on Use of the Emergency Contact (see staff intranet: Documents:
Guidelines).
4.6 At application prospective students are asked to declare a disability and where
they do the application form is copied to Student Support Services. 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 University. 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 A None
Code G Specific learning disability (e.g. dyslexia)
Code C Blind or partially sighted
Code D Deaf or hard of hearing
Code H Wheelchair or mobility difficulties
Code B Autistic Spectrum Disorder/Asperger’s Syndrome
Code F Mental health difficulties
Code E Unseen disability (e.g. diabetes, epilepsy, heart condition)
Code J Two or more of the above
5.2 Where an applicant declares a mental health problem a Wellbeing Advisor
should be advised using the following procedures:
UCAS applicants – UCAS form to be copied to Student Support Services in
accordance with existing procedures.
Other applicants – Application form to be copied by the Admissions Tutor and
forwarded to Student Support Services.
5.3 Referral to Student Support Services 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, Student Support Services will send a
standard questionnaire to all applicants who declare a mental health problem. On
receipt of the completed questionnaire the student will be contacted by letter and
invited to visit, or discuss their needs by telephone.
5.5 If, in the course of making an assessment of need, Disability Services 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 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
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sensitive manner, or consult with their Head of Department 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 University 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 ACCOMMODATION
6.1 Students who have disabilities which entail specific requirements in
accommodation are recognised as a priority group when University accommodation
is allocated to first year and continuing students. The Accommodation Office works
closely with Student Support 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 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 Student Support Services, but only if the student
ticks the box indicating that they give permission for this information to be passed on.
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 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 Pastoral Care Team or
Warden should speak to the students concerned as soon as possible. Where a
member of pastoral care or Warden is concerned that a student has a mental health
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difficulty they should contact Student Health and Wellbeing Service to see if the
student is known to the service.
7. ASSESSMENT OF NEED
7.1 The assessment of need underpins the development of support structures for
students who declare a mental health problem.
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 (see: University Guidelines
and Procedures for Alternative Examination Arrangements for Students with
Disabilities or Health Problems, http://www.hull.ac.uk/policyregister/policies/).
• Accommodation requirements.
• Medical responsibility/point of contact such as GP or Community Psychiatric Nurse
(CPN).
• Agreed appropriate course of action in crisis situation (as required).
• Whether any monitoring procedures, related to attendance of classes (academic) or
attendance at mealtimes (halls), need to be put in place.
.
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.
8.2 If academic departments require any further advice or support, training can be
arranged with the Health and Wellbeing Advisor.
8.3 Attendance
8.3.1 It is the academic department’s responsibility 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 Wellbeing Service or Disability Tutor of any
significant absences.
8.3.2 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
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some additional flexibility regarding attendance may be an appropriate ‘reasonable
adjustment’.
8.3.3 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.
8.3.4 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.
8.4 Functioning in Groups
8.4.1 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.
8.5 Field Trips and Study Abroad
8.5.1 Field trips and periods of study abroad may cause a range of difficulties for
students with mental health problems. Where a student with an identified mental
health difficulty is following a programme of study which involves a period or periods
away this needs to be discussed with the student and the Wellbeing Advisor well in
advance of the proposed trip. As a guide, discussion should take place at least 6
months prior to a field trip and at least 12 months prior to a year abroad.
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.
9.3 More detailed information on the examination of students with all forms of
disability can be found in University Guidelines and Procedures for Alternative
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Examination Arrangements for Students with Disabilities or Health Problems
(seehttp://www.hull.ac.uk/policyregister/policies/).
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
non-prescription drugs.
10.5 Change in the way they sound (for example flat tone, very quiet, loud or
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.
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 the Health and Wellbeing
Service (see ‘Referral’ below). 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.
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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 Wellbeing 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.
10.15 If a student’s behaviour is causing disruption to others please see Section 16,
Discipline.
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Table 10.16 WHEN A STUDENT IS CAUSE FOR CONCERN
IDENTIFY STUDENT OF
CONCERN
Refer on (see
referral)
Deal with
it
Consult*
manager;
Health and
Wellbeing Service
Talk to student
Follow up
student in a
few weeks
Are
concerns
unfounded?
?
Consult
Wellbeing
Services
about how
to proceed
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Agree with student to
monitor situation;
discuss with
Wellbeing Services
*Consultations should initially be
done without revealing the
student’s identity, unless you have
the explicit consent to consult
others.
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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. This can be done, with the student’s knowledge,
using the procedures set out below.
.
11.2.1 An appointment should be made, preferably by the student but certainly with
their consent, for them to see a member of the Health and Wellbeing Team. If the
student is very reluctant then the person who is concerned about the student should
contact one of these services to discuss how best to proceed. This discussion can
initially take place without disclosing the identity of the student.
12. RECORD KEEPING
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. For further
information on record keeping and Data Protection legislation, refer to: Guidelines on
Compliance with the Data Protection Act (staff intranet: Documents: Guidelines).
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 University. 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 University may be required, under EA, to meet the cost.
13.3 On arrival, many international students experience a period of cultural
disorientation, which can be quite alarming. The University’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
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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 University’s staff development programme.
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 University and
Student 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 Health and Wellbeing Service and the Advice Centre, it is
often best to refer them to the International Office, where staff from their own
cultures 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 University life. Therefore if you have any such concern about a
prospective student you should bring this to the attention of The Health and
Wellbeing Service.
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.
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14.3.3 Where the risk is not acute then the student can be referred to see The Health
and Wellbeing Service, if they are 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.
14.3.4 If a student is considered to pose a possible risk to others then a case
conference should be convened of those involved with the student in order to
determine how to proceed. The case conference should include a member of staff
from Student Support 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
Security 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.
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15.4 Gathering basic information
15.4.1 It is important to get basic information as soon as possible.
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.
15.4.3 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
contained there 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.
15.6 DEALING WITH A CRISIS
Please refer to the flow chart below for action required when dealing with a crisis.
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Contact security to call
emergency services.
Crisis Emerges
Yes
Is anyone in
immediate danger?
Yes
Is the person in
danger on campus?
No
Contact:
Hull Campus
Disability Service
(6833)
No
Calm the situation and gather
information.
Call emergency service direct.
Yes
Yes
Do you need
assistance?
Is it during office
hours?
Unsure
Monitor situation
No
No
Yes
Contact:
Hull Report Centre
(5555)
Is the student
willing to accept
help?
Unsure
No
Agree plan or referral and
monitor
Consult about how to proceed
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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:
Hull Campus: Health and Wellbeing Services (2020)
15.7.4 In each case this contact point will know how to identify someone within the
University who can assist in deciding how to proceed, either by telephone or by
attending the scene.
15.7.5 Outside of office hours the first point of contact is:
Hull Campus: Report Centre (5555)
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
University 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 University 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 Student Welfare.
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.
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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 Department 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 University,
information provided to the University by other agencies e.g. 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 although 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 and should be sent
to the Head of Student Support Services without delay. The Head of Student Support
Services will make a report to the Student Progress Committee (undergraduate and
taught postgraduate students) or the Graduate Research Committee (research
students). The appropriate Committee will then make the final decision.
17.4 The student will have a right of appeal in accordance with the University’s
academic appeals regulations, with the modification that a member of the
University’s Disabilities Committee 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
University facilities and services or be present on the University campuses (including
residences).
17.6 Before a student is allowed to return from such a compulsory intercalation s/he
shall be required to provide Student Wellbeing Services with evidence agreed by
them 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 the Health and Wellbeing
Service 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 Wellbeing Services or with external
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agencies and seen by Wellbeing Services. This evidence should be submitted to the
candidate’s Head of Department and forwarded for the Chair of the Student Progress
Committee or Graduate Research Committee. The Chair shall determine whether
the candidate is permitted to resume his/her studies taking such advices as s/he
deems necessary in making the decision. This shall be submitted to the Head of
Department and forwarded to the Chair of the relevant Committee (SPC or
GRC).The Chair shall determine that the candidate is permitted to resume his/her
studies, taking such advice as s/he deems necessary in making the decision. Where
the returning student wishes to apply for a place in University accommodation this
should be dealt with as a separate matter and permission to resume studies should
not imply any commitment to provide University accommodation
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 Below are a small number of suggested sources of information and advice.
The Student Health and Wellbeing Service 01482 462020
HUU Advice Centre 01482 466263
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