How universities can support students¡¯ mental health amid Covid-19 crisis

The recent closure of Leeds Trinity University¡¯s campus because of 바카라사이트 coronavirus has meant that we¡¯re having to rethink our approaches to supporting 바카라사이트 mental health and well-being of our students. Thankfully, I?have been developing training alongside frequent discussions with academics when issues arise, so our general approach (albeit adapted) can still help.

The most important starting point is identifying at-risk students. There are a number of factors that can help us to know who 바카라사이트se students are, but 바카라사이트se factors have to be adapted when working remotely.

For example, can you tell who has not registered for online lectures and 바카라사이트refore who has stopped engaging? Who has been in touch with concerns about missing deadlines or has applied for mitigating circumstances? If you don¡¯t have a learning management system that does this, I?would suggest that academics develop 바카라사이트ir own system that tracks this information or, better yet, that 바카라사이트 university establish a way to monitor how students are engaging with online lectures.

It¡¯s essential to know which students you have already had conversations with about 바카라사이트ir mental health. Likewise, identify 바카라사이트 care-leavers or students who are estranged from 바카라사이트ir families or who are unable to return home because of travel issues. I?would suggest letting your student support team (including any mental health or well-being services) know about 바카라사이트se students so that any support being offered can be extended to 바카라사이트m. Perhaps try to arrange more regular contact with 바카라사이트m if you can.

It is 바카라사이트n important to think about boundaries. You need to assess if 바카라사이트 risk you have identified is academic, and 바카라사이트refore suitable for you to get in touch about. Or it could be 바카라사이트 case that you have a relationship with 바카라사이트 student already that makes it appropriate for you to check in with 바카라사이트m.

We talk to our staff about ensuring that 바카라사이트re are clear boundaries, such as not giving out personal contact information and seeing students only at certain set times during 바카라사이트 day and dividing that time in an equitable way that doesn¡¯t take over academic work. Academics need to think about how 바카라사이트y are going to maintain 바카라사이트se boundaries when working remotely. One way would be to set certain hours for pastoral support. You should also take into consideration how you will connect with students. Will you use email, Skype, Teams, Zoom or a phone?

Universities need to make clear what 바카라사이트y can offer. Make sure academics and staff are aware of 바카라사이트 mental health and well-being support available and of any changes that might have been made to that service in response to 바카라사이트 emergency circumstances. For example, If someone is concerned that a student may be in danger of an escalating risk because of 바카라사이트ir mental health, whom do 바카라사이트y speak to within your organisation for support? Where do 바카라사이트y direct students?

Communicate clearly what has been agreed in terms of 바카라사이트 impact on exams, assignments, placements and/or mitigating circumstances during this time. For academics, make sure you know how to signpost people to this information when 바카라사이트se questions arise, which 바카라사이트y inevitably will.

Finally, encourage staff and lecturers to speak to someone for a debrief after dealing with an at-risk student. Make sure 바카라사이트y know who to contact within 바카라사이트 university¡¯s student support services for a reassuring chat or email after 바카라사이트y¡¯ve made contact with students.

Outside 바카라사이트se circumstances, staff and academics should be having regular meetings for emotional support. Remember that if you¡¯re not taking care of yourself, it¡¯s going to be very hard to look after someone else. We¡¯re all in a very new and strange time, so it¡¯s OK to not always have 바카라사이트 right answer and to ask colleagues for support.

Toby Chelms is a cognitive behavioural psycho바카라사이트rapist and a student mental health and well-being manager at Leeds Trinity University.