Company number: 12497951
6 Sutton Park Road, Sutton, SM1 2GD

Student Mental Health Policy

Policy Statement

The School is committed to ensuring all students can fulfil their aspirations through education. We provide flexible support structures, promote mental health awareness, and train staff to recognise and assist students in need. Our policy ensures access to diverse assistance, including plans, adjustments, and referrals to external support like Student Space. We work closely with medical and charitable organisations to support our students' well-being.

Principles

Wellbeing: Valuing the overall wellbeing of students as foundational to their academic and personal successes.
Support: Offering a range of support services that are easily accessible and sensitive to diverse mental health needs.
Awareness: Promoting mental health awareness across the School community to foster an understanding and supportive culture.
Education: Providing educational programmes that equip students with the knowledge and skills to maintain good mental health.
Prevention: Focusing on early intervention and preventative measures to support student mental health.
Confidentiality: Respecting students' privacy in matters related to mental health and well-being.
Inclusivity: Ensuring that mental health services and support are inclusive and open to all students without stigma or discrimination.
Training: Delivering appropriate training for staff and faculty to better support students' mental health needs.
Collaboration: Encouraging collaboration between mental health services and academic departments for holistic support.
Respect: Treating every individual with dignity and respect in all matters related to mental health.
Responsiveness: Reacting quickly and effectively to mental health crises with appropriate interventions.
Continuous Improvement: Regularly reviewing and enhancing mental health policies and services based on the latest research and feedback from the School community.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority	Name	Url
Office for Students (OfS)	Regulatory framework for higher education in England This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
UK Government	Equality Act 2010 Equalities law to prohibit harassment and victimisation, and eliminate discrimination, including in the area of further and higher education, particularly with regards to specified personal characteristics.
Equality and Human Rights Commission (EHRC)	Code of Practice for Higher Education Guidance for higher education providers on their obligations under equality law.
Quality Assurance Agency (QAA)	Advice - Admissions, Recruitment and Widening Access
Quality Assurance Agency (QAA)	Advice - Enabling Student Achievement
Royal College of Psychiatrists	Mental health of higher education students Report on supporting the mental health of HE students.

Authority

Name

Url

Office for Students (OfS)

Regulatory framework for higher education in England
This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.

UK Government

Equality Act 2010
Equalities law to prohibit harassment and victimisation, and eliminate discrimination, including in the area of further and higher education, particularly with regards to specified personal characteristics.

Equality and Human Rights Commission (EHRC)

Code of Practice for Higher Education
Guidance for higher education providers on their obligations under equality law.

Quality Assurance Agency (QAA)

Advice - Admissions, Recruitment and Widening Access

Quality Assurance Agency (QAA)

Advice - Enabling Student Achievement

Royal College of Psychiatrists

Mental health of higher education students
Report on supporting the mental health of HE students.

Policy Execution and Enforcement

Title
Rule Commitment to Mental Health and Wellbeing The School is dedicated to promoting the mental health and wellbeing of its community by: Encouraging a positive approach to mental health and wellbeing across the School. Fostering a culture of self-disclosure, including through events. Providing a structured framework for addressing mental health issues, supported by the Student Success Team Upholding legal responsibilities related to wellbeing, equality, and non-discrimination. Continuously updating staff knowledge, skills, and experience on student mental health through training. Developing and informing staff and students about mental health strategies, focusing on student-centred approaches. Raising awareness of internal and external support services, including referral options. Ensuring staff involved in teaching, student support, or management are alert to mental health crises and take appropriate action, including through Personal Academic Tutoring (PAT). Providing guidance and information to help staff and students build confidence in addressing mental health and wellbeing. The School recognises the importance of mental health and is committed to creating a supportive environment where students and staff feel encouraged to seek help and where mental health is proactively addressed. This ensures a safer, more inclusive community that upholds legal and ethical standards.

Title

Rule
Commitment to Mental Health and Wellbeing

The School is dedicated to promoting the mental health and wellbeing of its community by:

Encouraging a positive approach to mental health and wellbeing across the School.
Fostering a culture of self-disclosure, including through events.
Providing a structured framework for addressing mental health issues, supported by the Student Success Team
Upholding legal responsibilities related to wellbeing, equality, and non-discrimination.
Continuously updating staff knowledge, skills, and experience on student mental health through training.
Developing and informing staff and students about mental health strategies, focusing on student-centred approaches.
Raising awareness of internal and external support services, including referral options.
Ensuring staff involved in teaching, student support, or management are alert to mental health crises and take appropriate action, including through Personal Academic Tutoring (PAT).
Providing guidance and information to help staff and students build confidence in addressing mental health and wellbeing.

The School recognises the importance of mental health and is committed to creating a supportive environment where students and staff feel encouraged to seek help and where mental health is proactively addressed. This ensures a safer, more inclusive community that upholds legal and ethical standards.

Privacy and Information Disclosure

Title
Rule Confidentiality and Disclosure of Disability When a student or staff member discloses a disability, including mental health difficulties, the institution is legally obligated to provide reasonable support. School staff must be aware of this duty and take appropriate action. If the individual requests confidentiality, this must be respected, though they should be informed that this may limit the support or adjustments available. Key principles include: Confidentiality: A duty of confidentiality is owed to all students and staff. Consent: Information should only be disclosed with consent or where there is an overriding public interest (e.g., to prevent serious harm). Data Protection: The Data Protection Act 1988 (DPA) applies to all recorded information. Information about physical or mental health or disability is classified as sensitive personal data and is subject to additional obligations under the DPA. Fair and Lawful Processing: All information must be recorded fairly and lawfully, and shared only with explicit consent unless a legal exemption applies. Right to Access: Individuals have the right to access all recorded information held about them. The School has a legal and ethical responsibility to protect the confidentiality of students and staff while ensuring appropriate support is provided. Adhering to data protection laws and maintaining transparency about the limitations of confidentiality helps balance the needs of individuals with the institution’s obligations.

Title

Rule
Confidentiality and Disclosure of Disability

When a student or staff member discloses a disability, including mental health difficulties, the institution is legally obligated to provide reasonable support. School staff must be aware of this duty and take appropriate action. If the individual requests confidentiality, this must be respected, though they should be informed that this may limit the support or adjustments available. Key principles include:

Confidentiality: A duty of confidentiality is owed to all students and staff.
Consent: Information should only be disclosed with consent or where there is an overriding public interest (e.g., to prevent serious harm).
Data Protection: The Data Protection Act 1988 (DPA) applies to all recorded information. Information about physical or mental health or disability is classified as sensitive personal data and is subject to additional obligations under the DPA.
Fair and Lawful Processing: All information must be recorded fairly and lawfully, and shared only with explicit consent unless a legal exemption applies.
Right to Access: Individuals have the right to access all recorded information held about them.

The School has a legal and ethical responsibility to protect the confidentiality of students and staff while ensuring appropriate support is provided. Adhering to data protection laws and maintaining transparency about the limitations of confidentiality helps balance the needs of individuals with the institution’s obligations.

Scope and Applicability

Title
Rule Health and Wellbeing Policy for Students and Staff This policy applies to all students and staff enrolled or employed at the School, whether on School premises or engaged in School-related activities elsewhere, including locations managed by third parties. It covers situations where health and wellbeing concerns may affect the individual or others, such as students on School-organised work placements. The School has a duty to support students with mental health difficulties and illness, often enabling them to continue their studies. However, in some cases, temporary or permanent withdrawal may be necessary. The School must balance its duty of care and confidentiality with the need to ensure the safety of others who may be at risk.

Title

Rule
Health and Wellbeing Policy for Students and Staff

This policy applies to all students and staff enrolled or employed at the School, whether on School premises or engaged in School-related activities elsewhere, including locations managed by third parties. It covers situations where health and wellbeing concerns may affect the individual or others, such as students on School-organised work placements.

The School has a duty to support students with mental health difficulties and illness, often enabling them to continue their studies. However, in some cases, temporary or permanent withdrawal may be necessary. The School must balance its duty of care and confidentiality with the need to ensure the safety of others who may be at risk.

Roles and Responsibilities: School, Staff, and Students

Title
Rule Mental Health Policy and Support Framework The School will: Implement a mental health policy outlining mental health definitions, responsibilities, and principles. Establish a Student Success Team dedicated to promoting holistic well-being. Provide processes to support students who declare a need for mental health assistance, including during admissions and registration. Comply with legal obligations, including those under the Equality Act 2010, to offer reasonable adjustments as needed. Ensure the Student Success Team is trained and available to assist students, staff, and the School community. Assign Personal Academic Tutors (PATs) to support students with pastoral issues beyond academic matters. Include mental health training in the annual schedule and develop systems to identify students needing support. Engage students on mental health issues through various engagement mechanisms. Offer clear processes for accessing mental health support and addressing extenuating circumstances. Provide necessary internal and external resources, interventions, and referral points. Implement policies to ensure a safe environment, prevent bullying and harassment, and uphold safeguarding. Integrate well-being into data analytics, evaluation, monitoring, annual reporting, and decision-making. Organise events focused on well-being. Adhere to industry standards, including the University Mental Health Charter programme. These measures ensure that the School proactively supports mental health, complies with legal requirements, and creates a safe, inclusive environment. By integrating mental health into various aspects of the School’s operations, the institution fosters a supportive community and addresses the needs of its members effectively.
Rule Staff Responsibilities for Supporting Mental Health All staff should: Contribute to creating a non-stigmatising environment by treating students with dignity and encouraging them to seek help for mental health issues. Familiarise themselves with the policy, procedures, available services, and referral processes for addressing mental health concerns. Understand the limits of their own roles. Be knowledgeable about confidentiality and disclosure principles. These practices ensure that staff support a respectful and informed approach to mental health, while maintaining professional boundaries and protecting confidentiality. This helps in fostering a supportive environment where students feel safe and encouraged to seek the help they need.
Rule Student Responsibilities for Mental Health Support All students should: Follow the Student Charter. Help create a non-stigmatising environment by treating fellow students with dignity. Seek help for mental health issues both within the School and from external sources. Inform relevant staff promptly if they cannot meet academic commitments, so that support can be arranged. Encourage peers to seek help if they experience mental health difficulties. Familiarise themselves with the policy and supporting documents. Recognise their own limits when supporting others and use available referral processes, both internal and external. These guidelines ensure that students contribute to a supportive community, understand their responsibilities, and access appropriate help for themselves and others, fostering a respectful and effective approach to mental health.

Title

Rule
Mental Health Policy and Support Framework

The School will:

Implement a mental health policy outlining mental health definitions, responsibilities, and principles.
Establish a Student Success Team dedicated to promoting holistic well-being.
Provide processes to support students who declare a need for mental health assistance, including during admissions and registration.
Comply with legal obligations, including those under the Equality Act 2010, to offer reasonable adjustments as needed.
Ensure the Student Success Team is trained and available to assist students, staff, and the School community.
Assign Personal Academic Tutors (PATs) to support students with pastoral issues beyond academic matters.
Include mental health training in the annual schedule and develop systems to identify students needing support.
Engage students on mental health issues through various engagement mechanisms.
Offer clear processes for accessing mental health support and addressing extenuating circumstances.
Provide necessary internal and external resources, interventions, and referral points.
Implement policies to ensure a safe environment, prevent bullying and harassment, and uphold safeguarding.
Integrate well-being into data analytics, evaluation, monitoring, annual reporting, and decision-making.
Organise events focused on well-being.
Adhere to industry standards, including the University Mental Health Charter programme.

These measures ensure that the School proactively supports mental health, complies with legal requirements, and creates a safe, inclusive environment. By integrating mental health into various aspects of the School’s operations, the institution fosters a supportive community and addresses the needs of its members effectively.

Rule
Staff Responsibilities for Supporting Mental Health

All staff should:

Contribute to creating a non-stigmatising environment by treating students with dignity and encouraging them to seek help for mental health issues.
Familiarise themselves with the policy, procedures, available services, and referral processes for addressing mental health concerns.
Understand the limits of their own roles.
Be knowledgeable about confidentiality and disclosure principles.

These practices ensure that staff support a respectful and informed approach to mental health, while maintaining professional boundaries and protecting confidentiality. This helps in fostering a supportive environment where students feel safe and encouraged to seek the help they need.

Rule
Student Responsibilities for Mental Health Support

All students should:

Follow the Student Charter.
Help create a non-stigmatising environment by treating fellow students with dignity.
Seek help for mental health issues both within the School and from external sources.
Inform relevant staff promptly if they cannot meet academic commitments, so that support can be arranged.
Encourage peers to seek help if they experience mental health difficulties.
Familiarise themselves with the policy and supporting documents.
Recognise their own limits when supporting others and use available referral processes, both internal and external.

These guidelines ensure that students contribute to a supportive community, understand their responsibilities, and access appropriate help for themselves and others, fostering a respectful and effective approach to mental health.

Regulatory and Legal Obligations

Title
Rule Student Support and Contractual Obligations A contract between the student and the School includes both teaching and pastoral care. This contract may be breached if the student feels inadequately supported in accordance with the agreed terms and conditions, or if support promised during admission is not provided. The School is obligated to fulfil the support commitments made to students as part of their contractual agreement. Failure to do so could result in a breach of contract, potentially affecting the student’s wellbeing and academic success.
Rule Duty of Care in Higher Education Institutions Higher Education Institutions (HEIs) have a duty of care to both students and staff, encompassing the following responsibilities: Exercise reasonable care in all actions and decisions. Apply this duty to teaching staff and other educational professionals. Take proactive steps to support students' wellbeing. Use appropriate skill and care in delivering education and addressing students' educational needs. Act reasonably to safeguard the health, safety, and welfare of both students and staff. Provide necessary support, with heightened responsibility for those under 18. Balance the duty of care owed to individual students with that owed to others. HEIs must fulfil their legal and ethical obligations to ensure the safety, wellbeing, and educational needs of students and staff. This duty of care requires a balanced approach, particularly when considering the needs of one individual alongside those of others within the institution.
Rule Compliance with Health and Safety Obligations for Student Wellbeing The institution must take all reasonably practicable measures to ensure the health and safety of everyone affected by its activities, including students. This entails implementing appropriate systems and practices to manage and support students with mental health difficulties. Under the Health and Safety at Work Act 1974, the institution has a legal duty to safeguard the wellbeing of its students. Effective management and support of student mental health are essential components in fulfilling this responsibility.
Rule Equality Act 2010: Protecting Disabled Students from Discrimination The Equality Act 2010 prohibits discrimination against individuals with protected characteristics, including disabilities. Under this Act, a person is considered disabled if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to perform normal day-to-day activities. Higher education institutions are required to make reasonable adjustments for disabled students in areas such as: Provisions, criteria, or practices Physical features Auxiliary aids These adjustments must be made when a disabled student is at a substantial disadvantage compared to non-disabled peers. Disabled students are also protected from: Direct discrimination (worse treatment due to disability) Discrimination arising from disability (unfavourable treatment linked to disability) Indirect discrimination (rules or practices disadvantaging disabled individuals) Harassment (unwanted behaviour related to disability) Victimisation (being treated poorly for complaining about discrimination) The Act also protects individuals based on perception (believed to have a disability) and association (connected to someone with a disability). The Equality Act 2010 consolidates and replaces previous anti-discrimination laws, including those related to disabilities. The Act ensures that higher education institutions provide equal opportunities for disabled students by enforcing protections against various forms of discrimination and requiring reasonable adjustments to support their needs.
Rule Public Sector Equality Duty in Higher Education The Equality Act 2010 introduces the Public Sector Equality Duty (PSED) in England, Scotland, and Wales, requiring Higher Education Institutions (HEIs) and colleges to: Eliminate discrimination, harassment, and victimisation Advance equality of opportunity Foster good relations The PSED ensures that HEIs actively promote equality and inclusivity, creating a safe and supportive environment for all students and staff.

Title

Rule
Student Support and Contractual Obligations

A contract between the student and the School includes both teaching and pastoral care. This contract may be breached if the student feels inadequately supported in accordance with the agreed terms and conditions, or if support promised during admission is not provided.

The School is obligated to fulfil the support commitments made to students as part of their contractual agreement. Failure to do so could result in a breach of contract, potentially affecting the student’s wellbeing and academic success.

Rule
Duty of Care in Higher Education Institutions

Higher Education Institutions (HEIs) have a duty of care to both students and staff, encompassing the following responsibilities:

Exercise reasonable care in all actions and decisions.
Apply this duty to teaching staff and other educational professionals.
Take proactive steps to support students' wellbeing.
Use appropriate skill and care in delivering education and addressing students' educational needs.
Act reasonably to safeguard the health, safety, and welfare of both students and staff.
Provide necessary support, with heightened responsibility for those under 18.
Balance the duty of care owed to individual students with that owed to others.

HEIs must fulfil their legal and ethical obligations to ensure the safety, wellbeing, and educational needs of students and staff. This duty of care requires a balanced approach, particularly when considering the needs of one individual alongside those of others within the institution.

Rule
Compliance with Health and Safety Obligations for Student Wellbeing

The institution must take all reasonably practicable measures to ensure the health and safety of everyone affected by its activities, including students. This entails implementing appropriate systems and practices to manage and support students with mental health difficulties.

Under the Health and Safety at Work Act 1974, the institution has a legal duty to safeguard the wellbeing of its students. Effective management and support of student mental health are essential components in fulfilling this responsibility.

Rule
Equality Act 2010: Protecting Disabled Students from Discrimination

The Equality Act 2010 prohibits discrimination against individuals with protected characteristics, including disabilities. Under this Act, a person is considered disabled if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to perform normal day-to-day activities. Higher education institutions are required to make reasonable adjustments for disabled students in areas such as:

Provisions, criteria, or practices
Physical features
Auxiliary aids

These adjustments must be made when a disabled student is at a substantial disadvantage compared to non-disabled peers. Disabled students are also protected from:

Direct discrimination (worse treatment due to disability)
Discrimination arising from disability (unfavourable treatment linked to disability)
Indirect discrimination (rules or practices disadvantaging disabled individuals)
Harassment (unwanted behaviour related to disability)
Victimisation (being treated poorly for complaining about discrimination)

The Act also protects individuals based on perception (believed to have a disability) and association (connected to someone with a disability).

The Equality Act 2010 consolidates and replaces previous anti-discrimination laws, including those related to disabilities. The Act ensures that higher education institutions provide equal opportunities for disabled students by enforcing protections against various forms of discrimination and requiring reasonable adjustments to support their needs.

Rule
Public Sector Equality Duty in Higher Education

The Equality Act 2010 introduces the Public Sector Equality Duty (PSED) in England, Scotland, and Wales, requiring Higher Education Institutions (HEIs) and colleges to:

Eliminate discrimination, harassment, and victimisation
Advance equality of opportunity
Foster good relations

The PSED ensures that HEIs actively promote equality and inclusivity, creating a safe and supportive environment for all students and staff.

Understanding Mental Health Concepts

Title
Definition Understanding and Addressing Mental Health Difficulties Mental health refers to the emotional and spiritual resilience that enables us to enjoy life and endure pain, disappointment, and sadness. It encompasses a positive sense of wellbeing and a belief in the dignity and self-worth of ourselves and others. Mental health difficulties range from temporary reactions to painful events to more persistent and debilitating conditions, categorised as follows: Students who appear depressed and unhappy. Students with significant mental health difficulties who do not acknowledge them. Students who have declared or acknowledged their mental health difficulties. Relying on clinical definitions of mental health problems can be unhelpful in an institutional context, as it may lead to labelling. Instead, the focus should be on providing appropriate responses and support tailored to the individual needs of students.

Title

Definition
Understanding and Addressing Mental Health Difficulties

Mental health refers to the emotional and spiritual resilience that enables us to enjoy life and endure pain, disappointment, and sadness. It encompasses a positive sense of wellbeing and a belief in the dignity and self-worth of ourselves and others. Mental health difficulties range from temporary reactions to painful events to more persistent and debilitating conditions, categorised as follows:

Students who appear depressed and unhappy.
Students with significant mental health difficulties who do not acknowledge them.
Students who have declared or acknowledged their mental health difficulties.

Relying on clinical definitions of mental health problems can be unhelpful in an institutional context, as it may lead to labelling. Instead, the focus should be on providing appropriate responses and support tailored to the individual needs of students.

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Number of Collaborative Initiatives with External Organisations Count the number of collaborative initiatives with medical and charitable organisations each year. Demonstrates the institution’s proactive approach in leveraging external expertise and resources for student support.
Number of Student Success Team Consultations Per Month Measure the total number of consultations held by the Student Success Team each month. Reflects the level of engagement and demand for mental health support services.
Percentage of Students Receiving Initial Support Within 48 Hours Measure the percentage of students who receive initial mental health support from the Student Success Team within 48 hours of making a request. Timely support is crucial in addressing mental health issues early. This KPI ensures responsiveness and effectiveness in initial contact.
Student Satisfaction with Mental Health Support Services Conduct surveys to measure student satisfaction with mental health support services, targeting a satisfaction rate of 80% or higher. Gauges the effectiveness and quality of the support services from the students' perspective.

Title

Number of Collaborative Initiatives with External Organisations
Count the number of collaborative initiatives with medical and charitable organisations each year.
Demonstrates the institution’s proactive approach in leveraging external expertise and resources for student support.

Number of Student Success Team Consultations Per Month
Measure the total number of consultations held by the Student Success Team each month.
Reflects the level of engagement and demand for mental health support services.

Percentage of Students Receiving Initial Support Within 48 Hours
Measure the percentage of students who receive initial mental health support from the Student Success Team within 48 hours of making a request.
Timely support is crucial in addressing mental health issues early. This KPI ensures responsiveness and effectiveness in initial contact.

Student Satisfaction with Mental Health Support Services
Conduct surveys to measure student satisfaction with mental health support services, targeting a satisfaction rate of 80% or higher.
Gauges the effectiveness and quality of the support services from the students' perspective.