With recent research suggesting current mindfulness strategies do not improve mental health, and a range of factors continuing to impact the mental health of young people, discussion again turns to what we can do to support student’s wellbeing.
From Covid, to social media to the worries and concerns associated with moving into teenage years and then into college, student mental wellbeing is more important than ever. But if mindfulness is not supporting students as we need it to, what else can we do?
Though the use of technology has allowed for more flexible and accessible support than ever before (through apps such as FIKA), there are still students who can’t access digital support, or would prefer face to face guidance. As much as schools and colleges throughout the country would love to provide this, this is more difficult than ever with rising costs and limited increases to already stretched funding.
With such a range of challenges and issues in supporting the mental health of students, and such a breadth of experience and need, it isn’t as simple as suggesting a single approach, but more about identifying the characteristics of effective support. With that in mind, what does good mental health support need to be?
Timely
This is vital – if a student flags that they require support and this isn’t put in place for a long stretch of time, we run the risk of students losing faith in the support that education can offer and struggling to come forward to request support again. Even if this support takes the form of information leaflets, coping strategies or digital support, we must respond in good time to help our students.
Regular
As above, this doesn’t necessarily have to be enormously costly, but we must make sure that students are able to access regular guidance and/ or support mechanisms. This is more available through digital options such as apps, online chat facilities or emails/ MS Teams, but this doesn’t mean it has to be limited to remote access.
Individualised
More than anything else here, individualised support is vital. If students feel their needs are not catered for, they will likely stop engaging with the support on offer, leading to continued issues and a significant impact on their wellbeing. As in teaching, this does not mean that all students receive a ‘different’ experience, but rather that their needs are catered for.
Accessible
How useful is a wellbeing app if a student does not have a smart phone, tablet, laptop or internet source? Similarly, how effective is written guidance if a student finds reading to be a challenge? This is as much about knowing student starting points and identifying relevant needs as it is about having a range of support options for students. Know the student need, and we can successfully cater for it.
Consistent
Similar to individualisation, and similar to all other aspects within education, consistency is key. If support is patchy, inconsistent or (worse) unreliable, students will again fail to engage with it and we will see student mental health suffering as a result. This is as much about maintaining the options students have at their disposal as it is about making sure that staff are well trained and able to offer a range of resources.
As much as the above is focused on students and making sure they are supported as best as possible, the above is just as applicable to staff, in all settings and all provisions. Whether teacher, leader, support staff, administrator or everything in between, staff require support for the daily challenges that education, and life, throw at them.
This is where consistency becomes key – the tenets listed above should be applicable to all mental health support, whether supporting students with low self-esteem or supporting students (or staff) through bereavements. More than ever, it is important that we are able to recognise student and staff needs as early as possible and put in place relevant measures which will support in the short, medium and long term.
About the author
Jonathan Kay
Jonny Kay is Head of Teaching, Learning and Assessment at a college in the North East. He has previously worked as Head of English and maths in FE and as an English teacher and Head of English in Secondary schools. He tweets @jonnykayteacher and his book, 'Improving Maths and English in Further Education: A Practical Guide', is available now.
