Supporting student mental health in UK higher education: Insights from SUNMENTORS (Erasmus+ funded programme)

The SUNMENTORS project involves four universities across Europe, together with social media and training companies. It is dedicated to equipping teaching staff in higher education (HE) with the tools and training they need to support student mental health effectively, without the need to become counsellors.

With student well-being increasingly in focus, understanding the dynamics between staff and students is crucial for creating supportive environments. The recent UK-based study provided valuable insights into the barriers staff face in supporting students with their mental health, the preferences students have for interactions with staff regarding their mental health needs, and the steps needed to enhance mental health support in higher education (HE).

Here are the key findings from the University of Hertfordshire which were aligned with broader research literature to highlight the role SUNMENTORS plays in addressing these challenges.

Findings from the UK Study

Our workshops brought together students and teaching staff to explore their experiences with mental health support for students in HE. Two workshops were conducted: one with mixed participation (seven students, three staff) and one staff-only workshop (five participants).

Four key themes emerged from these discussions:

Communication

Students highlighted the importance of staff communication styles. They appreciated staff who were approachable and friendly, noting that even small acts of care (like asking about a student’s commute) had a significant impact on their willingness to seek support.

One student said: "It’s not about being friends with the staff, but a staff member who shows care and kindness really makes a difference. It makes you feel like they’re approachable."

Responsibilities

Both students and staff expressed concerns about the boundaries of staff responsibilities. While students didn’t expect staff to act as mental health professionals, they did want empathy and understanding. However, staff felt unclear about their role in supporting mental health.

A staff member said: "We’re not trained therapists, so it’s hard to know what’s expected of us. We want to help, but we need clear guidance."

Contextualisation

Students valued staff who understood their unique circumstances and avoided making assumptions. For example, some students worried about discrimination if they disclosed mental health challenges, fearing it might impact how their academic work was assessed.

A student said: "I don’t want my teacher to think I can’t handle things if I tell them about my anxiety. What if they start judging my work differently?"

Engagement

Staff recognised the need for flexible, accessible training. Time constraints and the lack of quick, easy-to-use resources were significant barriers to engaging in professional development.

One staff member said: "We need resources that we can dip in and out of when we have time - something straightforward, not a full-day workshop."

Aligning with Broader Research

Our findings align with several key UK reports on student mental health in higher education:

Student Minds: The Role of the Academic (2018)

This report emphasises the importance of clear boundaries and communication in student-staff relationships. It highlights the need for staff to provide support without overstepping their professional role, a sentiment echoed by both students and staff in our study.

TASO: Student Mental Health Trends

According to TASO (2023), reported mental health issues among students have nearly tripled, from 6% in 2016/17 to 16% in 2022/23. This rise underscores the urgent need for structured, scalable mental health training.

Impact of the Cost-of-Living Crisis

Student Minds (2023) has identified financial stress as a significant driver of mental health issues, with students reporting higher levels of anxiety and lower engagement with academic work.

Barriers to Effective Support

Our UK study highlighted several barriers that prevent effective mental health support in HE:

• Time constraints: Staff frequently cited a lack of time to engage in training and/or provide extended support to students
• Confidence: Many staff members felt unprepared to handle mental health issues, citing a lack of training as a key factor
• Stigma: Students expressed concerns about how disclosing mental health challenges might impact their academic relationships and outcomes.

These barriers underscore the need for flexible, accessible training tailored to the HE context.

SUNMENTORS’ E-Learning Solution

To address these challenges, SUNMENTORS is developing e-learning modules to be freely available to teaching staff in HE designed with flexibility in mind. Staff can access resources at their convenience, ensuring that time constraints do not prevent professional development.

The training will include:

• practical guidance - tips on communication, boundary-setting, and identifying signs of distress
• resource bank - easily accessible tools and information for quick reference
• cultural competency - contextualised training that considers diverse student experiences and the HE context.

The SUNMENTORS UK study provides valuable insights into the subtleties of student-staff relationships and the barriers to effective student mental health support in HE. By addressing these staff training needs and student barriers for mental health support through flexible e-learning modules and practical resources, we aim to empower staff and create a more supportive environment for students.

Learn more about the SUNMENTORS project and access our resources.

Author

Professor in Psychotherapy, Helen Payne.