Mental health awareness

ROLES, RESPONSIBILITIES AND LEGISLATION

IDENTIFYING SOURCES OF SUPPORT
It is not always possible to know what the best source of support might be. The student may have more than one problem, or the initial problem may not be the most central. What is important in the first instance is to refer the student to somewhere that is acceptable to them. A further referral can be made later, if appropriate.
OFFERING SUPPORT DIRECTLY If you offer support yourself, you must ensure that: You have sufficient time within the context of your other commitments to do this. It does not conflict with other aspects of your role. You have access to appropriate advice and support. You seek advice from colleagues or Student Support and Wellbeing services if you have persistent concerns. Remember — You are not solely responsible for a student’s emotional state.
LEGISLATION Duty of care to students Equality Act 2010 Health and Safety
WHAT YOU CAN DO

• Listen
• Give the student time to talk
• Understand the situation from their point of view
• Be sympathetic and not dismissive
• Help the student to feel supported
• Make appropriate referrals

WHAT YOU CAN’T DO

• Solve all the student’s problems
• Take responsibility for their emotional state or actions

Please see Page 3 of the Helping Students in Distress Guide.

CONFIDENTIALITY

Treat personal information about students with discretion, following the University’s GDPR policy where appropriate.
Do not promise absolute confidentiality; advise the student that you may have to consult a colleague or other services.
Do not disclose personal information about a student to anyone outside of the University, including parents, without the student’s explicit consent. If parents wish to contact a student, you can offer to forward a communication or tell the student they have been in touch.
The Disability and Wellbeing Service offers a confidential consultation service to all staff who may wish to discuss their concerns about students in difficulty or distress.