Mental health talk from Andi Sanderson at Assess2012

1. Supporting Students with Mental
Health Difficulties in HE

2. Dr Andi Sanderson
Head of External Relations, Consultancy & Training
– iansyst Ltd

3. Supporting Students
Context of mental health difficulties in HE
Reasonable Adjustments appropriate
recommendations for Needs Assessments
Specific adjustments for examinations

4. time-to-change.org.uk

5. time –to-change.org.uk

6. time –to-change.org.uk

7. time –to-change.org.uk

8. time –to-change.org.uk

9. time –to-change.org.uk

11. Context Mental Health Difficulties in HE

12. Range of MH difficulties
1 in 4 Britains have a MH difficulty
Amongst under 24 years – 4 out of top 10
difficulties are MH
Amongst ‘disadvantaged groups’ some MH
conditions are greater than 1 in 4
MH difficulties are most acute between 16
– 25 years

13. Context of MH in HE
Peak age for onset of
Schizophrenia is 18 – 30 years
Bipolar affective disorder is 16 – 25 years
Suicide is most common cause of death for men
under 35 years
56% of young men attempting suicide have
employment or study problems

14. Context of MH in HE
HE groups will contain a minimum of 1 in 4
students with a MH difficulty
HE stats ...reflect only 0.3% students have
MH difficulties
Disclosure issues is considered the reason
of low reported numbers

15. Context of MH difficulties
All HEI’s are required to make adjustments
Equality Act 2010
‘To anticipate need’
Equality Duty
‘To promote equality of opportunity between
groups that have ‘protected characteristics’ and
other persons’

16. Context of MH in HE
DDA definition
Disability is a physical or mental impairment
which has a substantial and long term effect
on a person’s ability to carry out normal day
to day activities….

17. Context of MH in HE
Underpinning principle is for all to take note of
disabilities – e v e n i f m e a n s
t r e a t in g in d iv id u a ls m o r e
f a v o u r a b ly

18. Reasonable Adjustments & Needs
Assessments

19. RA & NA
Huge range of conditions in HE, e.g.
Depression
Bipolar affective disorder
OCD
Self harm
Schizophrenia
Symptoms can range from mild to severe

20. RA & NA’s
Need to consider
Study needs (research, composition, note-taking,
time management, communication)
Mobility - is travel a barrier/need for buddy –
or taxi
Motivation, distraction, concentration and
confidence

21. RA & NA’s
Human support
p MH/LS workers
p Counselling
p Buddy/mentor
p Library
p Support groups (isolation)

22. RA & NA’s
University
Resident on campus (isolation)
Formalised system of check ‘high risk’
Assessment process
Examination process
Marking concessions ?
Policy on extensions
Listening group – to needs of students
Room to chill out/feel safe

23. RA & NA’s
AT has its role
Texthelp – can help with keeping on task
Mind Genius – planning
Digital recorders – memory aid
Visual Thesaurus – word retrieval

24. Specific Adjustments for
Examinations

25. MH & Examinations
Competency issues
Professional exams
where arrangements are so numerous some
consider the integrity of the exam is
compromised

26. MH & Examinations
Consideration of assessment - general
– portfolio
open book (memory vs knowledge)
Permitting agreed prompt sheet
Informing students of areas/questions to be
examined (reducing anxiety)
Spacing exams throughout the year
Ensuring there are a range of small rooms

27. MH & Examinations
Specific to the individual – location
Choosing where to sit e.g. At the back, or near
the door/window
Locating exam near a toilet (anxiety)
Using a familiar room (possibly home)
Having a known invigilator
Small room or individual room

28. MH & Examinations
Specific to individual – accessing exam
Provided an amanuensis
Permitted use of a computer
Provided with a reader (or TextHelp)
Choosing time of day (usually PM/medication)
Frequent breaks – even dividing exam in half
(concentration)
Permitted to play background music (Mozart)

29. MH & Examinations
Specific to individual
Permitted to have food/drink
Permitted to have access to medication
Permitted to leave room for break (additional
time to exam)
Permitted full physical movement to stretch etc
(anxiety)
Permitted to sit examinations near a smoking
area

30. MH & Examinations
The issue of additional time
Can compound MH issue i.e. Increase
anxiety

31. MH & Examinations
MH difficulties are variable and need to
monitored and adjustments evaluated
If students consistently underperform in
examinations c/f coursework – then
appropriate form of assessment needs to be
considered
Where condition affects performance –
retake penalties should not be enforced
(Equality Act/SENDA/Code of Practice)

32. MH & Examinations
Some specialist MH workers advocate no, or
little adjustments as this can impact on self
esteem and long term health.
GCSE & A Level - endorsements

33. MH & Examinations
Alternative to Examinations
Some MH specialist advocate
coursework/presentations etc
These bring different stresses and anxiety
Not clear cut
NB alternative assessment should not be
compulsory

34. MH & Examinations
Code of practice for Trade and Qualification
Boards
Does the examination assess what it
purports to assess?
Is the means of assessment the cause of
failure – rather than lack of knowledge or
ability?

35. Final Comment

36. We all have varying mental health
1 in 4 will experience poor MH
With the right support – ALL students can
succeed

37. Positive mental health is
‘ the emotional resilience that enables us to
enjoy life and survive pain, disappointment
and sadness’
At times we all need a little extra support