Disability Support Service
Educational Guidelines for
Students with Mental Health
Conditions
Students with mental health problems
The term ‘mental health problems’ encapsulates a range of
often unobservable or 'hidden' disorders grouped into three
broad areas:
 Conduct = behavioural disorders, distractibility,
impulsivity
 Feeling = anxiety, panic or phobias eg. fear of open
spaces (agoraphobia)
 Thinking = schizophrenias or bi-polar disorder
(previously known as manic-depressive disorder)
Generally, mental health problems also include a fourth
group of disorders arising from substance abuse (alcohol or
drugs - illicit or prescription).
Mental health problems are regarded as the most disabling
and least understood or tolerated in tertiary education and
training. Although quite often gifted academically, people
with mental health problems usually underachieve due to
their illness and/or medication causing short term memory
and motivational difficulties. They also may not have the
same resilience as their peers to deal with unhelpful staff,
complicated procedures, confusing or non-existent
directions, inflexible programs or uncomfortable/ depressing
physical environments.
Notwithstanding this, it is important to remember that most
students with mental health problems are generally stable
and interesting people. Some will have the following sorts of
difficulties:
 Restlessness
 Lack of confidence (and difficulty making
decisions)
 Low self-esteem (and difficulty making
commitments/plans)
 Susceptibility to stress
 Anxiety and/or panic attacks
Further Information
For further information about reasonable adjustments for
students with episodic conditions or other disabilities
contact the Disability Support Service.
Disability Support Services
TAFE
Higher Ed
Telephone 9210 1181
Telephone 9214 8500
Email slowe@swin.edu.au
Email lpeimer@swin.edu.au
http://www.swin.edu.au/stuserv/disability/index.htm
Emergency Plans
Most of these difficulties are controlled by medication.
However, as with any student, an emergency situation may
arise. It is wise to ensure that people working with these
students have an understanding of any emergency plan
developed by the Disability Liaison Officer with the particular
client. Such a plan includes a clear procedure and contact
numbers for:
 the client's general practitioner and/or psychiatrist;
 the regional psychiatric services team;
 family members;
 community support groups; and
 campus security services.
Crisis Management
Emergency plans should be available from the Disability
Support Service. Please contact the service if you have not
received such a plan and believe that the student will
require one. Teachers may assist a student to manage after
an episode by offering:
 Study/course materials for classes missed or while in
hospital.
 Professional development activities where student
behaving in a problematic manner.
 Case management type meeting to discuss strategies.
 Reduce course load or tutorial support.
 Teachers to notify the Disability Support Service of
warning signs.
If a student experiences an episode, assess whether they
are still in a position to successfully continue with their
course. Sometimes a reduced load is required. The
students should be eligible to apply for deferral or
withdrawal without prejudice.
Discipline
Swinburne has a detailed discipline policy (regulation 16)
which is applied to all students. If students engage in
inappropriate behavior because of a psychotic episode and
are excluded, a doctor’s certificate is required certifying that
they are in a stable condition before they can return.
Disability Support Services
Educational Guidelines for
Students with Mental Health
Conditions
Teaching Strategies
In addition, some clients with mental health problems may
have difficulty getting to and from classes, concentrating,
remaining motivated, working alone, getting along with
others or, sometimes, behaving in a socially acceptable
manner. In such circumstances the following may be
helpful:
 Stay positive, consistent and understanding;
 Whenever possible, ignore inappropriate or odd
behaviour (and encourage others to do the same);
 Treat the client as though they are able to make
choices about their behaviour;
 Reinforce appropriate behaviours;
 Proceed with a clear set of guidelines (ie. when to
continue after an interruption or when to implement an
emergency plan)
Behavioural Guidelines
 Specify required behaviour for class participation and
on campus.
 Manic behaviour or anxiety – allocate a contact teacher
or counselor for the student to talk to.
 Get student to write questions down and direct them to
a teacher after the class.
Teaching Program Support
It is useful to allocate a staff member in the department to
meet with student every fortnight to check that they are on
top of their course work and any problems they may be
encountering. Where the student is demonstrating memory
difficulties a tape recorder can be useful to record classes
particularly in tutorials and for the student to note questions.
Study Support
Basic academic and study skills may need to be developed:
 Computer tutorials, public speaking and study skills
groups.
 Specific subject tutorials on an as needs basis.
 Computer access in accessible and quiet location.
Further Information
For further information about reasonable adjustments for
students with episodic conditions or other disabilities
contact the Disability Support Service.
Disability Support Services
TAFE
Higher Ed
Telephone 9210 1181
Telephone 9214 8500
Email slowe@swin.edu.au
Email lpeimer@swin.edu.au
http://www.swin.edu.au/stuserv/disability/index.htm
Course Selection
Course Selection is particularly crucial for students with
mental health conditions who may have a disrupted study
history:
 Generally better outcomes for students who study parttime.
 Advise students to commence at lower level where
necessary to consolidate skills and knowledge.
TAFE appropriateness
Is the person TAFE ready? Course co-ordinators may need
to discuss this with the Disability Liaison Officer, Case
Manager and/or student to assess whether the student is
ready to enter the course. This may depend on:
 time since last hospitalisation
 severity of prior episode
 stability on medication
 time since change of medication
 acceptance of illness
 period since in formal education
 realistic choice of study
Initial interviews may need to advise the student to take
part-time or lower level course and progress through course
levels with achievement of outcomes at each progressive
level.
These meetings may also give the student options on
different courses available and alternative course delivery.
Full-time courses are not an option for many students.
Support and guidance as to the level of course entering at
may also be required.