Supporting students with mental health conditions

Some students may be hesitant to tell their university – this guide will help you explain the benefits of sharing and offer practical ways to help them manage the transition to higher education. 

This page was created in partnership with Student Minds and the University Mental Health Advisers' Network (UMHAN).

In higher education, mental health conditions fall under the umbrella term ‘disability’, so students are protected by the Equality Act 2012, and entitled to reasonable adjustments. We strongly recommend you make students aware of this or they may miss out on important support, and cross-reference your advice with that given in our toolkit for supporting disabled students.

Other personal circumstances can create additional challenges and pressure, so making sure students have the right support for their individual needs will offer them the best start to university – our toolkits will help you give the best advice.

Pre-application and research phase

Communication with students, parents, and support staff

• Where possible, identify students with existing mental health conditions or challenges so you can make sure they are given the right information and support.
• The learning support department or pastoral team may be able to help, either with identifying who would benefit from support, or with conversations if they already have a trusted relationship with those students.
• It is a good idea to engage with parents and carers, to make sure they know what support and funding is available, and to signpost expert information and advice if needed. Again, the learning support department or pastoral team may be able to help.
• Make sure support for mental health and wellbeing in higher education is referenced in any student or parent/carer presentation and materials. Our mental health and wellbeing pages are a good starting point.
• You may also want to signpost parents and carers to expert resources from Dr Dominique Thompson, a specialist in young people’s mental health and wellbeing.

Supporting students to research their options

• Take the module for supporting students with mental health conditions through the application process on UCAS’ Professional Development Platform (this is free to use but you will need to register).
• Signpost students to more information and advice. UCAS’ information about mental health and wellbeing in higher education is a good starting point, as is our comprehensive guide for disabled students. See below for links to expert organisations.
• Make sure students know that most universities and colleges have a mental health adviser and wellbeing team (they may have different names) – this video from UMHAN explains what mental health advisers do.

Think about practical matters early

• Encourage students to speak to the mental health (or disability) adviser at the university to discuss support and adjustments – it doesn’t matter if they don’t go on to apply there. Their contact details will be on the student support pages of the university website. We have created a guide to help students prepare for these conversations, and your learning support team may also be able to help students identify what they need.
• If a student is planning to move away, they should check the health and social care services to which they may be transitioned (if required). This can vary between local authorities and may take time, so it's advisable to start these conversations early.
• Make sure they've considered any support they might need for other circumstances. Our individual needs pages give more information about what they need to know.

When they’re applying

Completing the UCAS application

• Encourage students to share their condition or impairment on their UCAS application and reassure them (and their parents/carers) this information is not used to make a decision on their application. It's only used to make arrangements for support and adjustments – read more about this process. Make sure they also know that:
  • they do not need to provide evidence or have a diagnosis to share a disability or condition on the UCAS application
  • the student is in control of any support – if they decide they don’t need it they won’t have to, but it's good to have it in place in case their circumstances change
  • the information is only shared with those who are responsible for arranging the adjustments and support
• Direct students to the FAQs page or this blog article from Student Minds if they are still uncertain about sharing.
• If they choose not to share, this is their decision, but make them aware there may be a delay in accessing support if they change their mind later on. They may prefer to share directly with the university after receiving an offer.
• With the student’s permission, you can use the extenuating circumstances section of the reference to explain any issues or challenges that have affected their performance or grades (e.g. missed schooling or exams due to illness, injury or hospital treatment). 

 Making their final choices

• Before they make their final choices, encourage students to check what support is available with the mental health adviser/disability adviser/support services team at their chosen universities or colleges.
• Students applying for certain professional courses will need to meet ‘fitness to practise’ requirements. Mental health conditions are unlikely to be a barrier if students are getting the right support, and they are entitled to reasonable adjustments to meet the requirements. Check with the university for more information.

Post-application and offers

• Help them to prepare in advance for results day, running through the different scenarios that might arise on the day. Make sure they know what their options are if they don't get the grades needed, and where they can get help and guidance. Include parents and carers where possible.
• Check if the university or college holds summer schools or orientation events – some are specifically designed for those with autistic spectrum conditions or anxiety.
• Prompt them to make enquiries about accommodation if they have particular requirements (e.g. quiet options). 

During Confirmation and Clearing

• If a student is using Clearing to find an alternative place, advise them to speak to the university or college about their support needs before making any decision.
• Make sure students have time and space to consider their options before accepting any offers through Clearing – reassure them they don't have to make a snap decision if a university has offered them a place.
• Make sure any support is signposted very clearly on the day, especially if they miss their grades.
• Signpost students to the Charlie Waller Trust’s guide to coping with results and Clearing.

Preparing for the transition to university or college

• Share Student Minds ‘Know Before You Go’ guide to help support all students making the transition to higher education, and let them know about Student Space, which provides mental health support services and information.
• Check they have spoken to their doctor or other health practitioner about ongoing care and support if they are moving away from the area (where applicable).  
• Check they know who to contact at the university or college if they have any questions or problems during their studies.
• For students living away from home, Leapskills from Unite Students is designed to help young people prepare for the transition.
• Kooth offers free, safe, anonymous online mental health support for young people online (including NHS services) – students can check if their home or uni area is covered.

Further support and resources

• UCAS' mental health and wellbeing info.
• UCAS' advice for disabled students.
• Education factsheets and guides from Disability Rights UK.
• Student Minds – the student mental health charity.
• Student Space – resources and tools from Student Minds
• University Mental Health Advisers Network (UMHAN).
• Students in Scotland can find support to manage their mental health and wellbeing on the Think Positive Hub
• Student resources from the Charlie Waller Trust, whose 'Making the move to university' series has specific guides for students who are care-experienced, LGBT+, young carers, those who have had adverse childhood experiences, and those who feel like they don't fit in.
• The student mental health hub from Mind can help students settle in and adjust to their new life at university.
• Mentally Healthy Schools resources hub.