Examples of practice
Thank you to everyone who has submitted their example of practice to the Student Mental Health Evidence Hub. We have paused submissions of examples of practice while we work on developing the Evidence Hub. If you have any questions, please contact info@taso.org.uk.
Selecting the examples of practice
In selecting the examples we are particularly interested in interventions that are innovative, and help to fill the gaps in evidence that exists. Our collection of examples of practice will be growing over the coming months so do come back to see more examples. Please see below how you can get involved.
We have sought to find a range of examples of practice, addressing different interventions, target groups and being implemented by a range of higher education providers. Some of the interventions are very new, others have been running for a number of years; some of the interventions have robust evaluations, and others have just begun their journey to develop more robust evaluation. All the submissions of examples of practice were subject to an internal assessment by TASO.
Please note that the information contained in these examples is not endorsed by TASO, and TASO has not been involved at any stage of intervention development, delivery or evaluation.
Examples of practice
The Peer Support Development Project aimed to improve wellbeing and belonging for both mentees and mentors as well as employability and the sense of belonging by enhancing the quality and consistency of peer mentoring across.
The project produced aTraining course, Handbook and Award for peer mentors and an Evaluation set for mentors and mentees as well as setting up monthly Peer Support Community of Practice meetings and yearly Peer Mentoring Advisory Group meetings.
Find The Peer Support Development Project executive summary.
Ulster University – Student-led Peer Support Wellbeing Programme
The Peer Assisted Study Sessions (PASS) programme supports first-year students’ transition into higher education by involving second year students as mentors who facilitate weekly study sessions with first year students. PASS are primarily academic sessions in which first-year students set the agenda for each study session based on their own needs. PASS mentors share their experiences and facilitate confidential
discussions.
The Increasing mental health and wellbeing awareness in the university population intervention consists of the Wellbeing Training Team creating and delivering content related to wellbeing via several channels such as regular social media posts, a monthly podcast, a YouTube channel, pop up wellbeing events, workshop events and timetabled sessions.
The overall aim of the intervention is to increase the general awareness around mental health and wellbeing amongst the University’s population. The project is early interventionist, aiming to reach students before their challenges become overwhelming and negatively impact their student experience.
University of Plymouth – The Researcher Toolkit
The Researcher Toolkit aims to be a proactive, positive and preventative approach to postgraduate mental health. It prevents the development of mental health difficulties by promoting good working practice and self-care.
The Toolkit facilitates early intervention by equipping PGRs to notice early warning signs and act before problems escalate. It aims to avoid and reduce stigma by promoting cultural change towards accepting wellbeing as part of researcher development. It also aims to initiate dialogues and create networks of social support among PGRs.
University of the West of England (UWE) Bristol – Living Well, Social Prescribing Programme
The aim of the Living Well, Social Prescribing Programme is to reduce the number of students accessing clinical therapy from the UWE Wellbeing Service. It was developed in response to an identified need to reduce barriers to students accessing wellbeing activities and wider support services at UWE.
A previous project scrutinising gaps in non-clinical support services at UWE also identified a gap in university provision relating to exercise referral and social prescribing. The intervention adopts a preventative strategy, providing opportunities for those accessing a student support service at UWE to learn how to create a healthy routine and connections.
University of Worcester – Flourish-HE
The Flourish-HE programme consists of eight weekly one-hour wellbeing sessions, offering a holistic approach to supporting its university students’ emotional, psychological, social and physical wellbeing. The sessions employ a ‘positive education’ approach which seeks to promote skills for wellbeing alongside traditional academic skills.
Research in the field of positive education has consistently demonstrated how promoting wellbeing in educational contexts can support enjoyment and engagement in learning. The primary aim of the intervention is to enhance the six facets of wellbeing described by the PERMA-H model.
University of Oxford – Groups and Workshops in Gardens, Libraries, and Museums (GLAM)
The Groups and Workshops in Gardens, Libraries, and Museums (GLAM) consists of workshops which have been designed to help overcome common student mental health and wellbeing difficulties such as panic, sleep and insomnia issues, imposter syndrome, perfectionism, and social anxiety. Additionally, there are integration based workshops including the ‘How to Find Your People’ geared towards newer students such as undergraduates who might find socialising challenging in a new environment. All workshops are facilitated by professionals who are qualified counsellors working at the University Counselling Service (UCS).
Teaching emotion regulation and compassion, Learning and Leading to Make a Difference (LLMD) engages students as both agents and beneficiaries of an actively inclusive learning community, promoting belonging as the basis for both wellbeing and learning success. The approach shifts focus from an individualised deficit model of wellbeing and teaches a simple psychological literacy framework focusing on successful learning and on leadership.
This intervention uses digital resources including an engaging introductory animated video which is available to watch below.
Emotion Regulation for Learning from University of Portsmouth on Vimeo.
Adapting practice
It is likely that you may evaluate practice, or elements of practice which have been developed or tested in other contexts. However, universities and colleges vary enormously in terms of factors like intake, mission and culture. Simply ‘copying and pasting’ practice from one setting to another may not be effective.
Please see below for guidance on adapting practice on student mental health support.
Adapting practice to your context
Find out more
For more examples of practice, please see the Practice Examples collated by our consortium partner, What Works Wellbeing.