STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES 2 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

Our shared vision is for UK universities to be places that promote mental health and wellbeing, enabling all students and all staff to thrive and succeed to their best potential. 3 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

We will achieve our vision by all universities adopting mental health as a strategic priority and implementing a whole university approach. 4 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

It calls on universities to adopt mental Stepchange: health as a strategic priority, to see it as mentally healthy foundational to all aspects of university life, for all students and all staff. universities forms This whole university framework, part of a refreshed co-developed with Student Minds’ University Mental Health Charter, call to action provides a shared framework for universities. for change. 5 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

MENTALLY HEALTHY ALIGNED ADAPTABLE UNIVERSITIES Recognising that working together to a Inviting adaptation to local contexts FRAMEWORK shared vision and approach is essential; and the needs of your population collaborating rather than competing, or institution. exchanging learning and celebrating To achieve our vision of each other’s successes. mentally healthy universities, this framework is:

STRATEGIC SHARED EVOLVING Understanding that sustained effort Not belonging to any agency Developing in response to new is needed, now and in the long-term, or group, but is an agreed evidence, emerging practice and across sectors and with multiple approach to realise the changing policy conditions. agencies and perspectives. shared vision of mentally healthy universities. 6 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

HOW DID WE GET HERE? 2016

In 2016 UUK convened a proactive programme of work to develop and implement a whole university approach to mental health. The approach was informed by whole school and workplace initiatives as well as by the UK Healthy Universities Network. Direction was provided by the Mental Health in Higher Education Advisory Group. 2017

Stepchange was published in 2017 alongside Not by Degrees, an independent review of mental health in higher education by the Institute for Public Policy Research. The University of the West of England, the University of York and Cardiff University piloted the strategic framework in partnership with UUK and Student Minds, supported by funding from the Office for Students (OfS). At the same time, many universities have used the framework to develop their own mental health and wellbeing strategies. 7 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

In 2018 additional, aligned frameworks were developed on suicide prevention (Suicide-Safer Universities) and the necessary partnerships between universities and the NHS (Minding our Future). The latter provided the basis for the commitment to student mental health in the NHS Long Term Plan (2019).

Stepchange: mentally healthy universities is a refreshed framework. It builds on learning from the university pilots, from the development 2018 process of the Student Minds University Mental Health Charter and from additional focus groups on leadership and staff mental health. The thinking on strategy and leadership was tested further at the UUK Mental Health Leadership Learning Collaborative. 8 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

High wellbeing High wellbeing

living with OPTIMAL WELLBEING and no mental mental illness illness HOW SHOULD

WE THINK ABOUT MENTAL ILLNESS NO MENTAL ILLNESS MENTAL HEALTH?

We all have mental health. Mental No mental Within the student and staff illness with illness but community, different levels of need low wellbeing low wellbeing indicate different interventions.

Discussions on mental health tend to focus on those experiencing mental illness who need care or LOW WELLBEING support. Universities have a responsibility towards those students and staff as well as an opportunity to identify those at risk and intervene early. Mental health Mental health refers to a spectrum of and wellbeing: experience, from good mental health But we also have the opportunity to promote good dual continuum to mental illness and distress. mental health for the whole university population, improving the lives and outcomes of 2.3 million Wellbeing includes wider physical, students and 400,000 staff. social and economic experience. 9 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES ULTURAL AND E MIC, C NVIRO ONO NME EC NTA CIO L C SO ON AL DI ER TIO N SING NUTR N E HOU ITION S G T EN L YM IV LO IN P OMMUNIT G M ND C Y NE CO NE A TW N U IAL O D C RK IT O S IO S N S

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Mental health is determined by a range of individual, interpersonal, community, environmental and structural factors.

Whether we like it or not, universities are ‘Health is created and lived by health settings, with positive and negative people within the settings of their effects on all students and staff. Let’s make everyday life; where they learn, them healthy settings. work, play and love.’ A health setting is a place or social context in which people engage in daily activities where environmental, organisational, and personal factors interact to affect health and wellbeing WHO, Ottawa Charter for Health Promotion, 1986 (Health Promotion Glossary, 1998). 10 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

CASE FOR There is a compelling case for universities to position mental ACTION health as a strategic priority.

ATTAINMENT There is strong evidence that good mental health has a positive impact on a person’s learning, creativity, ability to concentrate and overall performance levels.

The link between health and learning gain continues into employability. Just as employees expect healthy workplaces, employers want graduates who are health and wellbeing literate.

THRIVING AT WORK Employers who invest in employee wellbeing see enhanced performance, reduced costs from sickness absence, lower staff turnover and higher levels of creativity. 11 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

CASE FOR ACTION

RESPONSIBILITY IMPACT OF MENTAL ILLNESS Universities have a responsibility Poor mental health has negative to the health and safety of students, consequences for the learning, work staff and visitors and a duty of and lives of students and staff. care to their students and staff. This is set out in health and safety, Suicide and serious mental illness have employment and consumer legislation. a devastating impact on families, friends and university communities. This responsibility should inform the risk profile of every institution. Students experiencing mental illness are more likely to withdraw from courses, or to underachieve, and are less likely to progress.

The direct and hidden costs of staff experiencing poor mental health are less documented in universities but are likely to be substantial. 12 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES ‘Leaders of schools, colleges, universities and community organisations [to] take a whole organisation approach to the mental health of their students, young people and staff, so that it permeates every aspect of their work and is embedded across WHOLE all policies, cultures, curricula and practice.’ UNIVERSITY 2035 Vision, Children and Young People’s Mental Health Coalition APPROACH

Good mental health enables learning, Improving outcomes for students Universities cannot do this alone. work and community. It is fundamental to and staff experiencing mental illness They must continue to develop local the core mission of universities. The whole or mental health difficulties requires and national partnerships with the health university approach recommends that a whole university approach. and care system to improve access to and all aspects of university life promote and coordination of care. Equally, they need support student and staff mental health. This approach balances the opportunity to work with parents, schools, colleges for prevention and early intervention and employers to mitigate the risks The whole university approach: and the importance of open conversations of transitions. about mental health with the need for —recognises the effect of culture and appropriately resourced and effective environment, and specific inequalities, support services. on mental health and wellbeing

—seeks to transform the university into a healthy setting.

—empowers students and staff to take responsibility for their own wellbeing 13 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

WHOLE UNIVERSITY APPROACH Learn

Support The Stepchange: mentally healthy universities model is formed of four domains.

Work

Live 14 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

DOMAIN LEARN

Universities transform —Curriculum and pedagogy: review the —Academic staff: clarify the role of lives through learning. design and delivery of the curriculum, academic staff in student mental Higher learning involves teaching and learning to position health health through appropriate training gain alongside learning gain. and development. challenge and new ways of thinking: it can have a —Learning communities and environments: —Assessment: make sure that develop collaborative, safe and assessments stretch and test learning positive impact on a person’s supportive environments – including without imposing unnecessary stress. mental health and wellbeing digital environments – that have —Fitness to study and fitness to practice: a positive impact on mental health. over a lifetime. However, the embed mental health support in all way learning is designed, —Self-belief and confidence: support fitness to study/practice processes structured and provided students to develop the skills they need and ensure that there is consistency may produce a positive to thrive in everyday life. of approach across the university. or negative experience. 15 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

SUPPORT SERVICES SHOULD BE:

—set within a whole university mental health strategy, alongside wider support for staff DOMAIN and students such as support for disability, SUPPORT harassment and bullying, faith, housing, and finance, learning and work

The demand for mental health —designed through co-production with support among students and students and staff, delivered according staff has increased significantly. to need, and responsive to changing need Universities currently resource —safe and effective interventions that are regularly a wide range of services to audited for safety, quality and effectiveness support those experiencing —properly resourced, staffed and managed mental illness. —accessible to all members of the university community, and appropriate to culture There is no definitive service offer. and context Mental health support services may cover —prepared for a mental health crisis and suicide both students and staff or only students. by having clear plans in place They may include counselling, mental health teams, digital interventions, —working in partnership with local NHS and residential life teams, helplines and care services with effective working relationships after-hours support. and information sharing agreements in place 16 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

DOMAIN SUPPORT

Suicide-safer universities

READ THE FULL REPORT

WHAT DO WE KNOW? —Does your institution At least 95 higher education students have a suicide safer strategy?

died by suicide in 2016–17 in England —Was it co-developed with students and Wales. and staff?

The rate is low – half that of in the wider —Does it cover prevention, intervention and postvention? age-adjusted population – but rising. —Is it multi-agency, involving key ‘One life lost Incidents of suicide are highest stakeholders from NHS, third sector is one life in January and lowest in the summer and local authorities? too many’ months. They are higher in male —Is it owned by a member of your students (Gunnell et al, 2019). senior team? Zero suicide alliance 17 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES STAFF MENTAL HEALTH RESOURCES

—Develop and implement a strategy that —Charlie Waller Memorial Trust provide aligns staff and student mental health. free advice on staff training strategy as well as sector specific e-Learning. —Promote mentally healthy workplaces. —Mind’s Mental Health at Work Commitment —Build mental health into is a comprehensive framework for performance regimes. DOMAIN workplace wellbeing. Their partnership —Champion open conversations. with Goldman Sachs on a two year WORK pilot programme with 10 universities, —Deploy effective wellbeing interventions. Building Mentally Healthy Universities, Good mental health is —Train line managers and research will share learning and guidance with central to staff engagement, supervisors to promote mental health. the wider sector. productivity and creativity. —Ensure that support is easy to access. The whole university STAFF SUPPORTING STUDENTS approach brings together staff and student mental —Training for staff to be aware of health and wellbeing. mental health difficulties and to respond appropriately must be set in a wider framework that sets out roles, boundaries and support available.

—Training should support the development of aware and compassionate communities that enhance mental health as well as responding to crises. 18 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

‘We believe there is nothing more important than investing in the health and wellbeing of employees to create more good days at work. Healthier, happier people can do great things. It’s simple – a business filled with happier people having good days at work is a better business. That’s not too revolutionary if you think about it.’

Professor Sir Cary Cooper, Professor of Organisational Psychology, University of Manchester 19 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES ‘The healthy settings approach takes a whole system perspective and aims to make the places within which people learn, live, work and play supportive to health and wellbeing.’ DOMAIN Healthy Universities Network LIVE

MAKING UNIVERSITIES —Healthy community: work in partnership RESIDENTIAL ACCOMMODATION HEALTHY SETTINGS with students’ unions and guilds to Many of these issues come together in actively support the social integration of —Health promotion: promote ways to improve student accommodation. Universities must students, support academic achievement staff and student wellbeing to encourage work closely with accommodation providers and retention, and reduce loneliness healthy behaviours (physical activity, and local authorities to ensure safety, good and improve wellbeing. healthy eating and sleeping) and to design standards, staff training. These are discourage unhealthy behaviours such —Visible leadership: senior leaders set out in the British Property Federation’s as abuse of alcohol and drugs. promoting open and supportive Student Wellbeing Guide. conversations is essential to bring —Healthy culture: create safe and open cultures about and sustain change. that encourage inclusion and diversity and actively oppose bullying, harassment and marginalisation.

—Healthy environment: design work, learning and living spaces that promote good mental health, encourage access to nature and reduce physical risks. 20 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

WHOLE UNIVERSITY APPROACH: ENABLERS

Five cross-cutting themes to embed a whole university approach.

L eade rship Co-p roduction Information on Inclusivity vati d inno Research an 21 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

“The step change in student mental health begins with higher education leaders ENABLER adopting mental health as LEADERSHIP a strategic imperative.” STRONG AND VISIBLE —Influence organisational cultures, Professor Steve West, Vice-chancellor STRATEGIC LEADERSHIP policies and practices to address of the University of West England, Bristol cultural and structural risk factors —Commit to mental health as a for poor mental health and to strategic priority across all aspects promote open conversations. of the university. —Enhance knowledge about —Develop a whole university mental mental health in higher education health strategy, co-produced with through support for evaluation, students and staff, that aligns student research and innovation at all levels. and staff mental health and wellbeing. —Create strategic partnerships with —Implement the strategy through local NHS and care services, to integrated, organisation-wide become involved with local initiatives improvement supported by clear and to contribute to the shaping governance, capacity building and of national policy. impact evaluation. 22 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

ENABLER LEADERSHIP Q Q Questions for Is mental health a Is mental health senior leaders strategic priority for expressed as a priority your institution? in your strategic plan?

YES NO YES NO

A A YES Are you satisfied that NO Has it been discussed your vision will drive long- at senior executive and term change across every board level? Has this decision aspect of your institution been added to your risk for the benefit of all register? What mitigation students and all staff? has been agreed? 23 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

ENABLER CO-PRODUCTION Co-production Collaboration and Co-production with students and staff is at joint decision making the core of the whole university approach. Participation Use co-production for: —establishing a shared vision “No decision Taking an active role in defined activity —strategy development about me —developing appreciation of the without me” Involvement what effects of mental health

—service design and evaluation Opportunities to take an active role —quality assured peer support

Through effective co-production, students’ and Consultation staff unions and representative bodies have the opportunity to establish a non-adversarial space to improve outcomes. Opportunities to provide perspectives 24 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES INFORMATION SHARING SHARING INFORMATION Effective information sharing within WITH FAMILY OR FRIENDS institutions is key to an integrated and It is good practice to mobilise all cohesive response to mental health. available resources – including family In particular, effective information or friends – to support those in mental sharing between academic, professional distress or at risk of suicide. services and support teams may be ENABLER critical in identifying students or Ideally, this should involve a staff experiencing difficulty. conversation about consent to avoid INFORMATION increasing risk, the negative effects Universities are extending of losing control over decisions learning or staff analytics to identify or overriding privacy. difficulties or encourage positive behaviours. These opportunities must Where this is not possible, a well be built on trust: co-production and governed judgement may be made clear governance are essential. in the best interests of the person who is causing concern. SHARING INFORMATION WITH THE NHS Confidentiality is fundamental to effective, safe and accessible mental health care. At the same time, sharing information and records – within effectively governed agreements – can address potentially dangerous gaps in care. 25 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES CHALLENGES THAT ARE HIGHER AS PART OF YOUR WHOLE EDUCATION-SPECIFIC: UNIVERSITY APPROACH:

—students on professional —work with all students and all staff placement or placement abroad to understand their diverse needs

—postgraduate researchers and taught —promote inclusive and safe cultures postgraduate students —develop targeted interventions ENABLER —commuter students INCLUSIVITY —ensure that support services are CHALLENGES THAT ARE PERSONAL, responsive to different characteristics, CULTURAL, STRUCTURAL: backgrounds and experiences Universities celebrate the —see these interventions not in terms —disabled students and staff widening of participation of vulnerability, but as creating a more in higher education and —mature students inclusive environment for the whole university community the diversity of our students —LGBTQ+ students and staff and staff. However, we —Black, Asian and minority ethnic recognise that people face students and staff unequal challenges to —students from low-income backgrounds their mental health. —international students and staff

—students or staff who speak English as an additional language

—care leavers and care-experienced students and staff

—carers 26 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

ENABLER Every institution can be part These research and innovation gaps of this learning system by: RESEARCH are being addressed by a number of national research networks and —embedding evaluation of AND INNOVATION what works infrastructure. interventions and services

There are significant gaps WHAT WORKS WELLBEING —involving students and support in our knowledge of mental staff in prioritising the delivery of research health and wellbeing in SMARTEN higher education, for —encouraging an evidence- example in: informed approach to designing TASO interventions and services

—evidence of demand and need —encouraging cross in student and staff populations disciplinary approaches

—effectiveness of interventions, —promoting collaboration especially early intervention and open sharing of findings and prevention and effective practice

—emerging good practice in —shaping national strategy innovative services, approaches and policy and use of technology 27 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

IMPLEMENTATION

Implementation of the An integrated, organisation-wide whole university approach approach to improvement needs: to mental health means —a shared vision of a mentally significant cultural and healthy university co-produced structural change. with staff and students

—visible leadership to drive the strategic —capacity building among staff Universities are complex purpose and to provide authority to and students to understand and organisations, rarely resource and sustain improvement facilitate change susceptible to linear, top- —effective and transparent governance —infrastructure to capture and embed down models of change. to ensure that the vision is realised improvements, and to avoid duplication or inefficient use of time and resource —open collaborative workplace cultures to encourage staff and student ideas —data collection to establish baselines and commitment and measure outcomes 28 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

IMPROVEMENT The UUK self-assessment tool has been designed to encourage Data drives an integrated, focused conversations about organisation wide approach improvement. The tool maps onto the Student Minds University to improvement. Mental Health Charter.

Smart data collection and SEE HOW YOU SCORE analysis, within effective and transparent governance, is fundamental to establishing baselines and measuring progress. 29 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

Stepchange: mentally healthy universities pulls out two areas of focus where universities will need to develop and sustain strategic and operational partnerships:

TRANSITIONS: WORKING WITH THE NHS: working with parents, schools, to improve access colleges and employers to to and coordination mitigate difficulties. of care. 30 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

TRANSITIONS

Transitions occur along TRANSITION INTO UNIVERSITY PROGRESSION the educational journey: at Pre-entry: work with parents, schools It is increasingly recognised that a and prospective students to provide structured approach to transitions between entry, from year-to-year, on information about mental health. years of study and across modes of study placements, study abroad and Recognise that certain groups benefit (such as placements) have a positive the progression into work. from additional attention, for example, impact on learning and wellbeing. students with autism. GRADUATION Induction: view induction as an Students and employers indicate the opportunity to build belonging, need for universities to take a similarly self-efficacy and wellbeing. structured approach to prepare students for employment and further study. Take an integrated approach: pre-application, recruitment, admissions and induction should all be seen as part of the transition into university. 31 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES Universities provide significant support for students and staff experiencing mental illness, but we cannot do this alone.

Minding our Future pointed to the gaps in care experienced by students and set out the WORKING aim of a stepped pathway between educational WITH THE NHS settings and mental health services.

GAPS IN CARE FOR STUDENTS

Experience of primary care is fragmented, Many of these issues reflect the especially when GPs are out of area, for need for local partnerships between example when a student goes to a GP at universities and NHS and care services. home during the holidays and to a campus- based practice during term-time. The NHS Long Term Plan (2019, England) includes the commitment There is variable access to secondary to student mental health: ‘to build the and specialist care which is indicative of capability and capacity of universities a wider treatment gap in young adult care to improve student welfare services that recent investment seeks to close. and improve access to mental health services for the student population, Information sharing between NHS services including focusing on suicide reduction, and universities is problematic. There are improving access to psychological cases, for example, of distressed students therapies and groups of students being discharged from hospital without with particular vulnerabilities.’ university support services being notified. 32 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES “We need to improve the links between WORKING local NHS services and the support that WITH THE NHS universities provide [via] a partnership approach at the local level to assess needs and to design and deliver services for students.” Paul Jenkins CEO Tavistock and Portman Mental Health Foundation Trust, Chair of UUK Minding our Future Working Group

PRINCIPLES FOR WORKING WITH THE NHS

—Establish and sustain strategic links between —Encourage effective working relationships higher education and health leadership to between university support services and consider joint needs assessments, integrated different parts of the healthcare system, services and improved data sharing. including primary care, emergency care, secondary and specialised care —Try to include higher education populations and third sector provision. in healthcare system needs assessments and commissioning and to embed student —Improve data sharing through and staff voices in the design and delivery agreements and working relationships. of local services. —Consider hosting, co-locating or —Promote a better understanding of student co-commissioning services. and staff needs and what university support services do to meet them, including wider support in accommodation or learning. 33 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

WORKING WITH THE NHS

UNIVERSITY-HEALTH SYSTEM PARTNERSHIPS Local NHS-university partnerships in Greater Greater Manchester Thrive Bristol is a 10-year and Manchester, Liverpool, Universities Student city-wide population health Sheffield, North London Mental Health Service programme to improve mental and Bristol – together with is a partnership between the health and wellbeing with partnerships in Belfast, Cardiff Greater Manchester Mental university mental health as and Edinburgh – are developing Health NHS Foundation a key priority. Its focus is not and evaluating new models Trust and the region’s five on service provision but on of care in a project led by the universities (University of mobilising public, private and University of West England, Bolton, University of Salford, third sector organisations Bristol and funded by the University of Manchester for health promotion. OfS. A national collaborative and Manchester Metropolitan convened by UUK with University and the Royal Student Minds and the AHSN Northern College of Music) Network will share learning opened in October 2019. and inform national policy. 34 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES Supporting staff —The Office for Students Challenge —Charlie Waller Memorial Trust Competition has awarded £6m, match e Learning funded to £8.5m, to 10 partnerships to improve mental health outcomes —Mental Health First Aid MHFA for students Changing the culture —Research England and the OfS —Universities UK Changing the culture: awarded £1.5m support to 17 projects examining violence against women, RESOURCES to improve mental health outcomes harassment and hate crime affecting for Postgraduate Research students Whole university approach university students (2016) —Student Minds University Mental Working with the NHS Accommodation Health Charter (2019) —UUK Minding our Future (2018), further —British Property Federation Student developed as National Collaborative of —UUK/Child Outcomes Research Wellbeing in Purpose-Built Student local university-NHS partnerships Consortium, Mental health self- Accommodation (2019) assessment tool , (2020) Transitions Research & innovation —Education Transitions Network was —Mind/Goldman Sachs Mentally —SMaRteN is a national research network established by the Secretary of State Healthy Universities Ten universities to improve the understanding of student for Education in 2019 to look at how pilot (2019) mental health in higher education. students going to university can be Suicide prevention —What Works Centre for Wellbeing better supported —UUK/Papyrus Suicide Safer provides evidence, effective practice —Student Minds Know before you go Universities (2018) and other resources on wellbeing supports the transition from school in higher education Workplace mental health to university —Mind The Mental Health at Work —Transforming Access and Student —City Mental Health Alliance Graduate Commitment (2019) Outcomes (TASO) provides evidence Health Programme relating to transition and effective practice on widening into the workplace participation and improving equality within the higher education sector 35 STEPCHANGE: MENTALLY HEALTHY UNIVERSITIES

ACKNOWLEDGEMENTS MENTAL HEALTH IN HIGHER EDUCATION ADVISORY GROUP MEMBERS

The development of Stepchange: mentally —Chair: Steve West, —Mark Dooris, —Clare Lamb, healthy universities has been steered by University of West Healthy Universities Royal College the Mental Health in Higher Education England, Bristol Network of Psychiatrists Advisory Group. The group convenes —Jayne Aldridge, —Hamish Elvidge, —Gary Loke, students, university leadership and AMOSSHE Matthew Elvidge Trust Advance HE professional services, research and clinical expertise, mental health leadership, —Eva Crossan Jory, —Gregor Henderson, —Faye McGuinness, third sector organisations, government National Union Mental Health, Mind departments, bodies and regulators to of Students Public Health England —Amy Norton, provide strategic exchange and direction —John de Pury, —Nancy Hey, Office for Students for mental health in higher education. Universities UK What Works —Alan Percy, Centre for Wellbeing The framework has been co-developed —Nicola Byrom, Mental Wellbeing with the Student Minds’ Charter SMaRteN —Paul Jenkins, in Higher Education development team, Gareth Hughes and Mental —Rebecca Dunn, —Richard Stewart, Leigh Spanner, and Chief Executive Health Network Department of Health National Union Rosie Tressler OBE. and Social Care —Dominic Kingaby, of Students Department Authors: John de Pury with Amy Dicks. —Marian Davis, —Rosie Tressler, for Education Royal College of GPs Student Minds Woburn House 20 Tavistock Square London, WC1H 9HQ

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