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Guide for staff

Supporting learners with mental health and wellbeing

At our university, we recognise that mental health is a vital part of every individual’s life. 

While many students thrive during their studies, others may face challenges that impact their mental wellbeing and ability to fully engage with academic life. Some may have diagnosed conditions such as depression, anxiety, bipolar disorder, or schizophrenia; others may experience significant distress without a formal diagnosis.

As awareness grows, we must continue to challenge stigma and foster a culture of understanding, compassion, and inclusion. Stress and anxiety are common experiences—but when they begin to interfere with daily functioning, they become mental health concerns that require thoughtful support.

 

Creating a Culture of Compassion

Every staff member plays a vital role in shaping a learning environment where students feel safe, supported, and empowered to succeed. Whether through a brief conversation, an email, or a tutorial, your compassion can be the catalyst for meaningful change.

We encourage all staff to complete the University’s ‘3 Minutes to Save a Life’ training—designed to build confidence in responding to student distress with empathy and clarity.

When a student opens up, they are placing trust in you. Respond with kindness, establish clear boundaries, and guide them toward the support they need. Together, we can create a university community where every learner has the opportunity to thrive.

Good Practise and Boundaries

Advice on boundaries and good practises.

  • Include working hours in your email signature and clarify that emails are not monitored outside these times.
  • Use bookable appointment systems (e.g. Microsoft bookings) and out-of-office replies to manage expectations.
  • Avoid sharing personal contact details. If using a work mobile, set clear voicemail boundaries.

  • Avoid contacting students outside your working hours. Use delayed email sending if needed.
  • Deliver sensitive communications (e.g. feedback or conduct issues) Monday–Thursday before 3pm, with clear signposting to support services.

  • Remind students that support is a collective effort. Include links to services in communications.
  • Clarify that University support services operate during standard hours and are not emergency services.
  • Listen and guide, but do not take on the role of therapist or mentor. Signpost as appropriate.
  • Be transparent about confidentiality—explain when and why concerns may need to be escalated.

  • Help students identify next steps and alternative sources of support.
  • If a student is at immediate risk, stay with them and call emergency services (999).

Accessibility, Disability & Inclusion

Book meeting

You can book in and speak to a Accessibility, Disability & Inclusion adviser for supporting learners on your modules.
Guidance for staff when engaging with learners:
  • See the individual, not the label: Avoid assumptions. Focus on each learner’s unique needs and strengths.
  • Maintain a positive, patient attitude: Your approach can make a profound difference. Always uphold confidentiality.
  • Encourage and reassure: A single negative interaction can deeply affect a student’s confidence. Celebrate all progress.
  • Create a welcoming environment: New settings and unfamiliar faces can be overwhelming. Use structured activities and group work to foster connection.
  • Communicate clearly: Changes in routine or expectations should be explained with written follow-up, as memory may be affected.
  • Be flexible within regulations: Collaborate with accessibility, disability & inclusion and other departments to develop inclusive assessment strategies. refer to ASK@WLV to discuss support options such as self-cert extensions and extenuating circumstances.
  • Minimise stress and ‘pinch points’: Design teaching, learning, and assessment environments that reduce unnecessary pressure.
  • Acknowledge the impact of medication: Concentration and energy levels may vary. Offer opportunities to revisit material through discussion.
  • Empower students: Break tasks into manageable stages. Use checklists to help students track progress and regain a sense of control.
  • Signpost to professional support: Refer students to GPs, counsellors, or Mental health and wellbeing services. 
  • Attendance: Refer students to the attendance policy and encourage reporting of any absences on the student check in, to ensure suitable follow ups are made.

 

Reasonable adjustments (not registered with A,D &I)

We recognise that mental health challenges can significantly impact a student’s ability to engage with academic tasks. Even when a student is not formally registered with the University's Accessibility, Disability & Inclusion (A,D&I) team, reasonable adjustments may still be appropriate to ensure equitable access to learning and assessment.

Examples of Reasonable Adjustments

Extensions on assessments:

  • A 7-day extension on written assignments to help manage periods of heightened stress or reduced concentration.

 

Exam and In-Class Support: 

  • Access to a separate, quiet room to reduce sensory overload or anxiety.
  • Additional time to complete exams or in-class assessments.
  • Scheduled rest breaks to support focus and emotional regulation.

These adjustments are designed to reduce barriers and empower students to perform to their full potential. Staff are encouraged to take a proactive, compassionate approach and liaise with our Accessibility, disability & inclusion team when needed.

Further Information