Thesis: ‘A whole university approach to improving student mental health and wellbeing: Mixed-methods evaluation of a new university wellbeing service.’
Jacks’ PhD was set against a background of growing numbers of students seeking mental health support at university, a number of highly publicised student deaths, and a national narrative of ‘student mental health in crisis’ (1). The work focused on a £1 million added investment in new wellbeing support at a large UK university in 2018, offering the first evidence of its kind both nationally and internationally for the impact of non-clinical wellbeing advisers in a higher education setting.
Jacks used a combination of pragmatic research methods to examine impact from a number of different perspectives before and after an advisory service introduction in academic departments and halls of residence (at University of Bristol) in the academic year 2018/19 (2). The study examined change in student mental health outcomes and help-seeking behaviour using student survey data (>8,000) between 2018 and 2019; and investigated further wellbeing indicators such as changes in counselling volumes, prescribing trends, and course-withdrawal rates. Jacks also designed and collected new wellbeing service data (>600) to assess new service-use and characterise the students seeking help; and carried out forty focus groups and interviews with (>120) students and staff to understand their ‘lived experience’ of the changes in their institution’s welfare provision.
Overall findings suggested the new wellbeing services offered timely, accessible support for an increased number of students. Student counselling numbers, levels of anti-depressant prescribing at the on-campus GP, and course-withdrawal rates levelled off in 2019 after the service launch. Likewise, the ‘highly visible’ new support appeared to be a catalyst for a positive shift in institutional mental health narrative, with evidence of improvement in students’ anxiety and wellbeing levels. However, there were ongoing operational challenges such as data-sharing between academic, professional and support service staff. Similarly, the volume of students seeking support appeared to compromise resource for intended preventative and community-building work, particularly in student accommodation.
The study offers critical new evidence for how low-intensity models of student support can be effective, and how they may need to be resourced and configured. The overall conclusions also re-emphasise a need for a whole university approach that incorporates consideration of pedagogy, social connection, community building and staff wellbeing, alongside student support services.
Supervisory Team: Emeritus Professor David Gunnell, Population Health Sciences, Bristol Medical School Dr Judi Kidger, Population Health Sciences, Bristol Medical School Professor Claire Haworth, School of Psychological Science, University of Bristol
Funding: University of Bristol Dean’s Studentship – 2018-2022
Contact: jacks.bennett@bristol.ac.uk
References:
- Chaffin, J. (2018, March 5). UK universities act to tackle student mental health crisis. Financial Times. https://www.ft.com/content/8e53ee5a-1e13-11e8-aaca-4574d7dabfb6
- Ames, M. (2021). Supporting Student Mental Health and Wellbeing in Higher Education. In S. Mallon & J. Smith (Eds.), Preventing and Responding to Student Suicide: A Practical Guide for FE and HE Settings (pp.208-223). Jessica Kingsley.