MENTAL HEALTH & WELLBEING A collection of college case studies

There are currently 2.2 million people being educated and trained in colleges in England. This includes two thirds of all 16 to 18-year-olds – over 685,000 young people. As they transition to adulthood, colleges are key to helping them navigate a rapidly changing and complex world.

MENTAL HEALTH AND WELLBEING: A collection of college case studies is a snapshot of just some of the brilliant work going on in colleges day in and day out to support students and staff. It covers a wide range of successful and easy-to-follow approaches to tackling poor mental health and to promoting wellbeing.

Recent Mental Health Foundation research shows that within the past year stress has left almost 75% of the population overwhelmed or unable to cope on at least one occasion.

In our own survey in 2015, around 65% of colleges reported a significant increase in students with mental health problems over the previous three years; a second survey in 2017 revealed 85% of colleges said the problem was getting worse.

In response, the Association of Colleges (AoC) began a national campaign to encourage government and health agencies to acknowledge the significant role that colleges play in supporting staff and students through their mental health difficulties. This led to the creation of an AoC national policy group made up of college leaders, government representatives, and health professionals (find out more on page 16).

We are keen to see urgent government ambition and funding – to match college readiness - to provide students with the support and services to build self-esteem and confidence whenever they need them. That’s not much to ask, surely, if it allows young people to grow, to develop, and to lead fully independent and successful lives later?

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FOREWORDBY DAVID HUGHESCHIEF EXECUTIVE

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During the admissions process, the college picked up that Student X had been missing school because of bullying over her trans status. During summer school, she was encouraged to open up about her experiences and revealed she was also a young carer for her mum, who had significant learning difficulties.

Personalised support from a student coach enabled Student X to build up the confidence to gain a part-time summer job – and more independence. Since then, the college has been able to gradually scale back the support offered. Student X has since become an ambassador, training college governors on LGBT+ issues and running gender-specific self-esteem workshops.

EAST COAST COLLEGE

East Coast College has seen a rise in mental health concerns at the college over recent years – in this academic year to date, mental health issues are affecting just over half of the colleges’ new intake, in some form or another. In response, the college has introduced a summer school programme for those students who had self-declared mental health issues during the admissions process. The college has witnessed a remarkable 97% retention rate among participating students - above the college’s average.

LOUGHBOROUGH COLLEGE

Many students with poor mental health and anxiety don’t meet specific criteria needed to access child and adolescent mental health services. Because of that Loughborough College’s student services team invites vulnerable school leavers due to start college to a morning club over summer.

Backed by local welfare charities, the club helps learners familiarise themselves with the college environment, increase social interaction with peers, build confidence and enable support and transition plans to be drawn up. These include a nominated person to greet a student on their first day and agreed meeting points to avoid more congested

areas, establishing links with external agencies to ensure there is a joined-up and holistic approach to meeting the needs of the learner, and regular one-to-one meetings with a mentor when starting out.

This initiative is part of an overall approach which has seen retention rates amongst students helped by the college’s learner services rise by 10% in the space of a year.

PRE-ENTRY SUPPORT 4

From day one the college accepted her for who she is - a life-changing experience that has empowered her to stay in education with plans to progress to year 2 of her level 3 course.

I didn’t know what good care was until I came to college.

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PHYSICAL ACTIVITY AND WELLBEING

LOUGHBOROUGH COLLEGE

Time and coping with high expectations are the top two challenges for students juggling the demands of domestic life, study and sport. At Loughborough College, sport welfare officers have become experts at recognising warning signs of stress, anxiety or emerging symptoms of not coping.

Mental health check-ins give students the chance to focus on their own thoughts and feelings about themselves and their commitments. It allows the team to identify potential issues early where physical or behavioural triggers aren’t necessarily present.

CITY COLLEGE PLYMOUTH

City College Plymouth has set up a physical activity direct referral system to signpost students to the health, fitness and sport officer. This helps to break down participation barriers and create an action plan tailored to each student’s individual situation, experience and ideas.

The college stresses how important it is to ask students what they think will help them. A number talk about sport, being part of a team and having a sense of belonging, or how they feel through exercise.

The project’s impact is measured by the Warwick-Edinburgh Mental Wellbeing Scale tracking progress and improvement in student thoughts and feelings. In one case a student with low confidence and self-esteem and disruptive behaviour attended a series of weekly one-to-one non-contact boxing sessions on site with a professional coach. Within eight weeks, his scale score had risen from 19 to an ‘exceptional’ 53.

Student X had been diagnosed with paranoid schizophrenia and could barely look anyone in the eye, had low self-esteem, and had been regularly admitted to psychiatric wards for 25 years. During a series of one-to-one meetings to build a relationship with the college’s mental health education and employment service, they discussed his skills and interests. With low basic skills, Student X took on a literacy and numeracy course.

Backed by weekly meetings with the mental health education adviser, the student completed the course and recorded only one hospital admission that year. He even moved on to a level three course. As a result, Student X’s self-confidence rocketed, medication was reduced, and he was discharged from the mental health team into the care of his GP, and has built up enough resilience to self-manage.

NEW CITY COLLEGE – HACKNEY

New City College - Hackney has a partnership with the local East London NHS Foundation trust to overcome barriers to education for local people with severe mental health issues. The college continues to run its mental health education service that has helped 5,000 people since starting.

The service offers emotional and practical support with education needs, including advice and guidance on college courses, and help with application forms and enrolment. There is a specialist adviser on hand to support students during college and then their progress on to higher education and employment. The college hold regular advice surgeries in local hospital psychiatric wards to challenge the stigma.

BREAKING DOWN BARRIERS

The service is invaluable. It’s of paramount importance that this particular client group has access to education to support their recovery in a very substantial way.A local consultant psychiatrist

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CITY LIT

Each year City Lit runs a mental wealth festival that brings together various mental health ambassadors and experts, as well as encouraging personal reflections from those who have encountered mental health issues.

Its mission is to highlight how mental health issues affect so many aspects of daily life, and how arts, politics, culture, faith and the media can support the building of mental wealth. It focuses on solutions and positive outcomes of mental wellbeing, encouraging open debate and allowing people to relate their own experiences.

PROMOTING WELLBEING

Student X who was suffering from anxiety and depression was referred for a one-to-one session. The student talked about what exercise was enjoyable, attended timetabled gym sessions - initially with no other users present but eventually joining a session with fellow students and staff on a similar journey.

The student is now volunteering to support others starting out and participating fully in studies and sitting exams.

Staff have helped me through a tough year. I feel safe knowing I can speak to any member of the team as well as my tutors who I know understand my issues.

TRURO AND PENWITH COLLEGE

Truro and Penwith College health, wellbeing and sport service was launched to reduce social anxiety and depression, and aims to keep both staff and students active.

The programme offers over 60 free weekly activities across all college sites including cardio-cycling, trampolining, gym sessions incorporating specific one-to-one gym sessions for safeguarding and mental health referrals, and swimming. In its first year, the service saw a combined total of 800 appointments for counselling and mental health, rising to 1,300 and 2,200 respectively this last year.

In 2016-17 the college safeguarding officer produced around 120 safe plans. Written collaboratively with the student, safeguarding officer and key stakeholders such as parents, tutors and mental health nurses, they focus on risks, warning signs, triggers and management of support to monitor and minimise risks.

Overall, Truro has seen a 1.25% fall in staff absence since the service started and an absence rate at 2% below the national average.

BEACON WINNER 2017

Participating in education and trying something new is an incredibly important route to better mental health by reducing isolation, developing confidence and building resilience.

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REASEHEATH COLLEGE

At Reaseheath College, staff carefully monitor at risk students through their wellbeing team.

If concerns have been raised about eating disorders, an individual residential student’s eating habits can be reviewed through their multi-purpose ID cards, which carry pre-paid credit for food and can also be specially programmed to record the quantity and type of food bought.

Prevention and education are central to a college-wide strategy that includes several key initiatives: BeWell, a health and wellbeing online resource; BeActive, comprising numerous, specifically designed sport programmes for all students; and BeReady, a tutorial programme to educate and guide learners in maintaining their personal wellbeing.

Each year the college hosts Wellfest, a wellbeing festival where college-based teams and departments, along with outside organisations, are invited to promote their services to staff and students.

They also run projects in collaboration with external partners in areas such as sport (AoC Sport), mindfulness (Cheshire West Partnerships NHS), transition (Cheshire East’s Emotionally Healthy Schools scheme), student-led behavioural change, and staff training with the Charlie Waller Memorial Trust. The impact of such a concerted campaign is clear: student retention rates for 16 to 18-year-olds have risen above national averages, with 99% of students feeling safe in college and 98% saying wellbeing support has helped them with their studies.

ABINGDON AND WITNEY COLLEGE

Abingdon and Witney College have embedded a holistic, whole-college strategy to improve mental health and wellbeing across its campuses, with a real focus on staff need.

The college holds wellbeing weeks for students and staff twice a year – bringing in external partners such as Mind. They also use in-house experts to highlight their services including the employee assistance programme. They do workshops and sessions on building resilience, and emotional literacy. There are mental health champions to support staff and students. The college also offers quarterly health MOTs, as well as leisure activities such as Pilates taster sessions, lunchtime walks.

Abingdon and Witney’s mental health first aid training equips staff to listen, support and signpost.

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CHARLIE WALLER MEMORIAL TRUST AND BATH COLLEGE

Charlie Waller Memorial Trust is dedicated to helping people recognise signs of depression in themselves and others so they know when to seek help. The trust works across all sectors, including education, providing research and resources. In 2017, it launched the pilot phase of a partnership initiative with further and higher education institutions across the UK to support their efforts to adopt a whole institution approach. The trust worked closely with the Association of Colleges, which has already recruited colleges for the initiative and peer-reviewed e-learning resources for FE.

An example of this is the partnership with Bath College. They have created a resource specifically designed for supporting construction students with mental health problems. It highlights the importance of talking about problems as a means of dealing with mental distress and of signposting students to existing and new networks of support. This project is a part of a broader work stream identified by the local Suicide Prevention Strategy.

STOCKTON RIVERSIDE COLLEGE AND THE PRINCE’S TRUST

A long-running partnership between Stockton Riverside College and the Prince’s Trust provides targeted support for young people with low confidence, skills and wellbeing.

Team is a 12-week personal development programme for 16 to 25-year-olds who need support to build their confidence and skills. Team staff are trained in mental health first aid and each Team is looped into local specialist support services to support high numbers of young people with mental health needs.

Stockton Riverside College has delivered Team across North-East England for 21 years and has supported over 3,000 young people during that time. It has also collaborated with Teesside University, whose student social workers each take up a 50-day placement with the college, providing one-to-one pastoral support for the young people on the programme.

Staff at the college include veterans supported by Help for Heroes, which helps soldiers and veterans transition back into civilian life. The veterans build confidence and expertise and gain professional qualifications at the same time. The veterans also act as inspiring role models.

X is an army veteran who enlisted at 16. He did several tours and then sustained physical and mental health injuries and was medically discharged.

Transition into civilian life was a real challenge until he heard about Team, got funding from Help for Heroes and joined the Stockton Riverside College Team programme, supporting young people to face their fears.

He successfully completed his team leader training and is now a part-time employee at the college, where he has been helping young people find work placements.

As a squaddie you’re taught to keep your confidence up and work as a team. It’s great to pass on these skills … My experience with mental illness helps me to relate to others facing challenges. It’s great to see them make shifts. If you are given an opportunity to help young people and get out of house, go for it. It’s not easy, but it will change lives, including your own.X, ex-solider now staff member at Stockton College

PARTNERSHIPS

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HUGH BAIRD COLLEGE AND MERSEY CARE NHS FOUNDATION TRUST

Mersyside’s Hugh Baird College is surrounded by some of the poorest areas in the country. In the last year it has seen a 200% rise in 14 to 18-year- old learners disclosing a mental health issue during enrolment.

The recent creation of the £3.9m funded Health Engagement and Training Hub shows what meaningful partnership work colleges can produce. The hub is an innovative and much needed project run by the college and Mersey Care NHS Foundation Trust, a specialist mental health provider, and is due to open this September on the college campus.

The hub has several key priorities. Student and staff needs will be met through regular specialist information, advice and guidance on managing mental health and wellbeing, with a focus on

14 to 18-year-olds. And in the wider community, the hub will support those affected by mental health issues to improve their wellbeing and employment prospects.

But what makes the hub stand out most will be its emphasis on training increasing numbers of students and apprentices in health and social care qualifications from entry level up to full honours degree plus its training of existing NHS staff. The hub includes a centre of excellence to support a coordinated local and regional response between skills and education providers and local NHS trusts.

The hub’s provision for mental health education includes life room facilities, allowing people to have positive experiences to support their recovery, health and wellbeing, to help them discover new purpose in life.

PETERBOROUGH REGIONAL COLLEGE

On average less than a third of learners disclosing a mental health problem over the past two years went on to have a follow up support needs assessment. At the same time retention, attendance and achievement amongst students facing mental health issues were lower than the college average.

In response, Peterborough Regional College used the Association of Colleges’ wellbeing and mental health self-assessment tool to drive a mental health and wellbeing strategy for learners and staff and implement action plans, backed by a cross-college wellbeing steering group.

Staff also now sit on the local city council’s joint emotional and wellbeing board to ensure college needs get fair consideration alongside schools in future planned services.

This year wellbeing action questions have been built into staff appraisals, and could, for instance, trigger a review of hours worked, whether staff are taking proper lunch breaks and identify additional support.

Bi-monthly ‘Time to Care’ meetings with tea and cakes encourage staff to discuss mental health and wellbeing with specialists and access regular optional mini health MOTs. The tests include BMI, blood pressure, lung capacity and oxygen level checks, noting and monitoring test results in a personal health booklet, and verbal checks on diet, fitness and emotional wellbeing.

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Our aim is to set the agenda and inform policy, not simply react to it.

The Association of Colleges has created dedicated groups to focus on future policy changes. These focus on medium and long-term influencing, as well as ensuring that policy is practical and can be delivered. Our aim is to set the agenda and inform policy, not simply react to it.

The Mental Health Policy Group is made up of college leaders, government representatives, and health professionals.

As part of our work, we are calling for urgent action to:

• Extend NHS child and adolescent mental health services from age 19 up to 24 to cover transition from compulsory full-time education and training to adult life.

• Support the mental health needs of the more than 685,000 16 to 19-year-olds in our institutions with a whole college approach that mirrors the current whole school approach in secondary education.

• Pick up the Government’s Green Paper concern about young people’s mental wellbeing as well as mental ill-health, encouraging wholesale NHS support and promoting best practice in whole-college wellbeing.

• Mental health literacy should become a core competency in teacher training.

• Research why stress – a major cause of mental illness – is becoming so widespread in our colleges and local communities. How are young lives being damaged by compulsory GCSE resit and qualification policies and by the unending pressure of social media? We must understand why the level of stress is so high before we can really prevent it.

ASSOCIATION OF COLLEGES NATIONAL POLICY GROUP

STUART RIMMER, CHAIR OF THE AOC MENTAL HEALTH POLICY GROUP AND PRINCIPAL & CHIEF EXECUTIVE OF EAST COAST COLLEGE

The development of technical and professional post-16 education has never been more important to drive the economic prosperity of communities and the nation. However, throughout their history, colleges have always recognised that students undergo development that stretches far beyond the qualification, academic progress or technical skill development.

Whilst this primary purpose of education is important, it is no longer sufficient. Colleges understand deeply that to achieve educational outcomes we need to help all students be healthy, develop resilience and improve their wellbeing and mental health to manage the ups and downs that are inevitable in life.

AoC has campaigned over the past few years with strength and passion within its arena, developing clear policy and influencing national level decision making, most recently with the Green Paper, “Transforming Children’s and Young Peoples Mental Health”.

AoC has now developed significant partnerships at national level with organisations such as; Public Health England, NHS England and the Charlie Waller Memorial Trust. At a local level, colleges continue to do amazing work with regional partners, local third sector players and front-line activity with students themselves.

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COLLEGES EDUCATE

AND TRAIN 2.2 MILLION

PEOPLE

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685,000 16 TO 18-YEAR-OLDS CHOOSE TO STUDY

IN COLLEGES EACH YEAR

AN ADDITIONAL 76,000 16 TO 18-YEAR-OLDS

UNDERTAKE APPRENTICESHIPS

IN COLLEGES

1.4 MILLION ADULTS STUDY

OR TRAIN IN COLLEGES

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