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The quality of our personal relationships, not the size of our bank balance, has the greatest effect on our wellbeing.

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Health Wellbeing and Support for Study Procedures - Calendar - University of Exeter

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The Health Wellbeing and Support for Study Procedure (HWSSP) is a supportive procedure which can be used by staff when a student's health, wellbeing and/or behaviour is significantly impacting on their ability to progress academically and/or function at university.

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*Why health and well-being is important for the students?Health and well-being is important for future  because  students’ relationships between teachers and other students depend on their health and well-being.Therefore,if schools support health and well-being,students typically have less discipline problem,and can develop skills communicate better.*Why health and well-being is important for animals?-Animals Health is important because it depend on livehood around the world and well-being support animals balance and try keeps animals healthy.*Why health and well-being being is important the university?Health and well-being is  important in the university because university wants that their students have positive experience and succeed in their studies.it is also important to promote independence,self-awareness and personal responsibility among the students.

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Focusing on animal well-being is the aim of Animal Health at Bayer, because happy animals make the world a better place.

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ABSTRACT
A growing evidence base indicates that health and educational attainment are synergistic goals. Students' relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce 'school staff' to 'teachers'. Previous research has highlighted incongruence between the power imbalance within a teacher-student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

Introduction

Better supporting health and well-being to achieve the aims of these reforms may require that individual teachers, and schools as a whole, adopt a range of unfamiliar principles into their teaching and management practices. A qualitative study of teacher-student relationships found that the development of close relationships, with more frequent discussion of topics away from the academic subject of study were perceived by teachers to be supportive of students' mental health (Maelan, Tjomsland, Baklien, Samdal, & Thurston, ). However, this study only collected data from teachers. Indeed, to date, much literature on the role of school staff in supporting student well-being has tended to reduce 'school staff' to 'teachers' and ignore the growing array of support roles within schools and their potential roles in facilitating student well-being (Van Petegem, Aelterman, Van Keer, & Rosseel, ). In contrast, several research articles have highlighted incongruence between the power imbalance within a teacher-student relationship and the dynamics required to address health and well-being-related issues, with staff other than classroom teachers perhaps playing important roles in connecting students to their school and supporting well-being (Bishop, Whitear, & Brown, ; Pound, Langford, & Campbell, ).

Within the UK government, policies such as 'Every Child Matters' (UK Government, UK Government. (2003). Every child matters. Retrieved , from (2006). 'Non‐teachers' moving into roles traditionally undertaken by teachers: Benefits and challenges-For whom? Statswales. (2017, November 2). 2003 2006 2017 https://statswales.gov.wales/Catalogue/Education-and-Skills/Schools-and-Teachers/teachers-and-support-staff/School-Staff/supportstaff-by-localauthorityregion-category Support staff by local authority, region and category. Retrieved from ). Pastoral Care in Education, 24(3), 28-31. ). Indeed, in recent years, there has been a proliferation of support roles related to well-being in schools (Edmond & Price, ). Support staff include those members of staff who are not teachers, for example, teaching assistants, information and communication technology (ICT)/lab technicians, nurse/medical staff, pastoral support staff, special needs support staff and foreign language assistants. The average secondary school in Wales in 2017 has approximately 125 teaching staff and 35 support staff (including 2-3 pastoral support staff; Statswales, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf ) promote the creation of new support job roles for and the involvement of teachers in pastoral care within schools (Andrews,

To date, there has been no investigation into how the division of well-being roles between teaching and support staff differs between schools, and how these differing models function differently in terms of their outcomes for students. This article aims to conceptualise the role of support staff (defined as any members of staff who are not teachers, for example, teaching assistants, ICT/lab technicians, nurse/medical staff, pastoral support staff, special needs support staff and foreign language assistants) in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. The research questions to be addressed are as follows:

In what way do support staff play a role in building relationships with students and supporting health and well-being?

How do the roles of support staff and teaching staff in building relationships with students differ in terms of their form and interact in their perceived effects on health and well-being?

How are differing models for allocation of well-being roles perceived by staff, students and students?

Methods

Data collection was undertaken between October 2014 and April 2015.

Case study schools

Four exploratory case studies were undertaken. Purposive sampling using replication logic and aiming for maximum variation was used to select four schools, each within different localities in South Wales. These schools were selected to represent differing geographical locations, sizes and socio-economic status (SES; as measured by the Welsh Index of Multiple Deprivation (WIMD)) and stage reached of the Health Promoting Schools scheme (Patton, Bond, Butler, & Glover, ; Rothwell et al., ; Yin, (2003). 2003 Case study research: Design and methods third edition. Applied social research methods series 5. California: Sage Publications. ). Pseudonyms were used to maintain anonymity. Case study characteristics are summarised in Table 1.

Semi-structured interviews

Tables 2- 4 provide a summary of participant characteristics.

Staff interviews

Face-to-face, semi-structured staff interviews were undertaken with 3-5 members of staff or healthy school coordinators per school, including the well-being lead. Staff were purposively selected and recruited via a snowball sampling technique and approached by the well-being lead. Written informed consent was obtained prior to commencing the interview.

Student interviews

Semi-structured paired interviews with students aimed to collect the views of students and compare and contrast these with staff perceptions. For each of the four case study schools, between six and eight students participated in three or four paired interviews. Key informants were purposively sampled. Teachers were asked to identify students from the upper school (Years 10 and 11) and lower school (Years 7, 8 and 9) within each case study school. It was requested that teachers identify students who were considered generally healthy and perceived to be involved in activities and decision-making as well as students who were considered relatively unhealthy and/or relatively disengaged from school life. Parents were informed, and opt-out consent was undertaken for these interviews.

Parent interviews

Semi-structured interviews with parents aimed to compare and contrast parental perceptions with those of staff and students. Between one and four parents participated in interviews within each case study school. Parents were pragmatically sampled through opportunities presented by the well-being lead in the school. In Greenfield, Woodlands and Highbridge Schools, staff were unable to recruit parents for interviews. Instead, parents who were also members of staff at the school were recruited. In Oakwood School, the school nurse was able to recruit a range of parents who she had liaised with, who were not members of staff at the school. Written informed consent was obtained prior to commencing the interview.

Analysis

Coding was conducted using NVivo software. Interviews were analysed using thematic analysis (Braun & Clarke, ) with aspects of a grounded theory approach incorporated (Corbin & Strauss, , & (2014). 2014 Basics of qualitative research: Techniques and procedures for developing grounded theory. California: Sage publications. ). Inductive open coding was used to develop an initial coding system before comparing and structuring the codes. This involved repeated reading of the transcripts in an active manner. In line with grounded theory, a second scan of the interview transcripts was then undertaken, while actively suppressing any presuppositions about the data, to identify any other possible themes. All codes were then organised into overarching themes and sub-themes. Themes were then reviewed in terms of whether the data extracts fit into each coherent theme and whether the themes and sub-themes accurately represented the overall data set. Alterations were made accordingly, before naming and defining the themes. This was an iterative process, whereby pertinent codes were elaborated upon within future interviews.

Results

Integration of well-being into teaching staff and support staff roles: variations between case study schools

The structure of teams for supporting student well-being, and in particular, the extent to which well-being roles were performed by teaching staff and support staff, varied substantially between case study schools. Within Woodlands School, the Assistant Head was described as acting as a lone figurehead for the strategic management of health and well-being-related activity, with individual well-being roles largely allocated to teaching staff. In Oakwood School, the well-being lead role was assigned to a deputy head who worked closely with the school nurse and personal and social education (PSE) teacher to coordinate health and well-being activity. Greenfield (the most affluent school) had a well-being desk and dedicated well-being team, comprised of both teaching and support staff, with the role of well-being lead assigned to a physical education (PE) teacher. Highbridge, the least affluent school, described a multi-agency healthy living team, with several support roles dedicated to health and well-being, the role of well-being lead assigned to a deputy head and an expansive network of external agencies supporting health and well-being.

Staff-student relationships and well-being: interacting roles of teaching staff and support staff

Students highlighted the importance of teachers in dealing with issues around health and well-being. Students in Woodlands School mainly reported that teaching staff dealt with any issues that they had, though with somewhat mixed perceptions of effectiveness. For example, a student reported that teaching staff liaised effectively with her mother to resolve a bullying issue:

(...) when I went through a bullying issue with the school before my Mam rang up the school and they communicated really well like my Mam explained the situation and what was going on, and the school sorted it straight away. (Woodlands School, Student interview 4, Year 10 boy and Year 11 girl)

The extent to which students had built rapport with teachers was perceived to be important in students' decision to approach them with health and well-being issues:

(...) The first person I would speak to is Mrs [name of teacher] because we are both very close to her, she is lovely. (Woodlands School, Student interview 4, Year 10 boy and Year 11 girl)

Students from Greenfield School also suggested that all teaching staff were approachable, and students from Highbridge School suggested that the option was there for whoever students felt most comfortable approaching, either support staff or teaching staff:

Meanwhile, a student from Oakwood School reported that confiding in teaching staff in the head of year role allowed them to deal with issues before students came to any serious harm:

Staff discussed how the presence of teams of support staff may help to increase the time and expertise available to deal with well-being issues that arise for the students. For example, Highbridge School staff emphasised that time pressures on teaching staff made it difficult for them to deal with well-being issues, without support from support staff:

(...) we have a lot of schools come in to us here to try and remodel what we have in other schools and it's sort of cottoned on that you have to have that solid team for it to work in every school really (...). Obviously if you haven't got that type of team then it's really hard for that teaching member of staff, time-wise, to be able to address all those type of issues. (Highbridge School, well-being lead)

A positive school ethos was reported to be generated through student awareness of pastoral support structures, often comprising primarily of support staff roles, and spaces to facilitate a quick response to issues, communicating a message to young people that the school cared about their well-being. Schools reported mechanisms to facilitate this through the provision of physical spaces dedicated to well-being in the form of well-being desks, student support centres, pastoral teams and a full-time school nurse with an office. Students demonstrated good awareness of these support systems, where they were in place:

Yeah they do have a Wellbeing Desk and they offer support up there (...) they're really good to offer support. (Greenfield School, Student interview 2, Year 9 girls)

Many students from Greenfield and Highbridge Schools emphasised that they could approach the well-being team or pastoral staff in their offices and that they were instrumental in dealing with their health and well-being related issues.

The provision of time and space within support job roles was perceived as important for dealing with well-being issues. In particular, staff from Highbridge School, highlighted that their team structure was used as a model for other schools to aspire to. This involved a Well-being Department and several support staff with well-being-related responsibilities written into their roles for Greenfield and Highbridge Schools:

The main strengths of the Wellbeing Department is that our staff, so as part of the wellbeing Department, (...) I'm part of the team as well and we have our behaviour support leader who's part of that team and because everybody comes together, everybody always talks about any issues. (Greenfield School, well-being lead)

The well-being lead in Greenfield School perceived their well-being department to be particularly effective due to the small size of their school:

I think the strength of our school is that, for one, we're quite a small school really so that most staff know most children and certainly the wellbeing team, the new wellbeing team have got a massive overview of every child really in the school. (Greenfield School, well-being lead)

Despite this, Oakwood School also described creating time and space for teaching staff to promote well-being by assigning each year group to a block where the heads of year (teaching staff) were based at break time with an open-door policy. This meant that students were able to discuss any issues there and then, so they were 'nipped in the bud' rather than being allowed to escalate:

(...) break time the Head of Year works in her office, or she is patrolling the corridor. Right, so the children if there are any issues, it's nipped in the bud. Same, you know, every block has an area, a designated area for the children and I think it is good (...). (Oakwood School, well-being lead)

This was also supported by students from Oakwood School who stated that they felt more comfortable approaching their Head of Year because they did not have to mix with older children to do so.

The unique roles of support staff in supporting student well-being

While as stated previously, interviewees described important roles for both teaching and support staff (separately and in interaction) in supporting student well-being, the status of support staff as something other than a classroom teacher was perceived as important in facilitating student well-being, particularly in areas of deprivation. The need to get to know young people's backgrounds in order to identify problems was highlighted by the well-being lead in Highbridge School. The PE teacher from Woodlands School stated that those in the pastoral team were more likely to know personal details about the students and be able to identify assets and challenges within young people's backgrounds:

I think if you're in the pastoral team you are more aware of their background, their family life, their health, their situation you know you get to know if they're eating properly. (Woodlands School, PE teacher)

While teaching staff have 25-30 students in their classrooms at one time, support staff were described as having more capacity to spend one-to-one time with individual children. Meanwhile, a student from Oakwood School reported that they felt comfortable confiding in the specialist PSE teacher. This role may provide a bridging position between teaching and support staff due to the focus on their classes on more holistic aspects of human development, with the PSE teacher technically teaching staff but with a specific remit to focus on well-being as opposed to 'core' academic subjects:

Furthermore, these students articulated that the school nurse's office and the PSE teacher's classroom were physical spaces where students knew they could go for help. Staff in Oakwood School particularly emphasised the role of the full-time school nurse in comparison to other schools. While most schools have a Local Authority employed school nurse who is not based in the school, Oakwood School had a full-time school nurse. The nurse stated that she sees a minimum of 10 students per day and that being based at the school allows children to get to know her, thus increasing the likelihood that they will confide in her:

The school nurse was reported by students to deal with a lot of issues single-handedly in a confidential manner:

This was supported by students within three out of four paired interviews in Oakwood School who perceived the provision of a full-time school nurse to be a privilege that other schools do not benefit from.

The school nurse featured heavily in parent interviews in Oakwood School, who reported her to be helpful in identifying issues and providing someone for their children to confide in and approach for help, particularly when no such individual was available at home:

(...) some children can't talk at home, so they've got somebody then at school that they can go to by having a nurse or anyone in the department they feel that they can go and see somebody else. (Oakwood School, Parent interview 2, female, not a member of staff)

The role of relationship-building by support staff in identifying problems and referring students quickly to the relevant outside agencies, if required, was highlighted by the well-being lead in Highbridge School:

(...) having individual staff who have the personal attention to detail with each child so that they can involve the multi-agencies that are required to make sure that that person, you know, is safe and certainly looked after within the family and in the school (Highbridge School, well-being lead)

This provides an example of how the provision of support staff in the school who can work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport with students may increase the prominence of health and well-being in schools.

The importance of these support staff being perceived as specialists in their area was outlined by some students who stated that they felt more supported due to their presence and availability:

Yeah because we know that we have a different person for our problems, so they're actually specialised in that area. (Oakwood School, Student interview 2, Year 7 boys)

Discussion

This article explored how the integration of well-being into secondary schools is facilitated by staffing structures which include support staff in the school. These staff work alongside teaching staff to provide the time and space to deal with issues and build trust and rapport in a one-to-one setting with students. Such open relationship-building between students and staff where students view both teaching and support staff as approachable has been shown to be important in students' satisfaction with school and subsequently connectedness and health outcomes (Samdal, Nutbeam, Wold, & Kannas, ). This is congruent with Markham and Aveyard's Theory of Health Promoting Schools and Human Functioning, which focuses on building open relationships between staff and students as well as creating a separate well-being structure (Markham & Aveyard, ). Markham and Aveyard () postulate that schools can support student well-being through manipulating pedagogic and management practices within schools to better connect students with the instructional order (the means of developing knowledge and skills) and the regulatory order (the institutional norms, value and belief system) of their school. From this perspective, individuals are thought to be in a position to choose positive health behaviours and outcomes when their capacity for practical reasoning (i.e. ability to critically perceive reality and view problems and solutions from different perspectives) and affiliation (i.e. possession of shared values and empathetic understanding of others' orientations to meaning) are supported. Schools can enable students to realise these potentials through organising the instructional and regulatory order of the school in a manner which reduces barriers between staff and students and improves students' connectedness to one another and to their school (Markham & Aveyard, ). Hence, the results of this study demonstrate that support staff can play an important role in the breakdown of barriers between staff and students and increase students' potential for the realisation of the capacity for affiliation.

Although this study highlighted that both teaching and support staff can be perceived as approachable, the need for students to have a choice, other than teaching staff, over who to approach was emphasised. This may be due to the professional nature of the relationship between teachers and students, whereby teachers are viewed as authority figures, which may make it difficult to disclose sensitive issues (Hargreaves, Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. 2000 Teaching and Teacher Education, 16(8), 811-826. ). This supports the need for the provision of support staff dedicated to health and well-being. Further to this, the main difference in perceptions of teaching staff versus support staff was the contribution of the provision of dedicated time and space for well-being to building trusting relationships with students reported in this study may facilitate the promotion of well-being within the school system. The perception that this time and space allowed for support staff to have an enhanced awareness of students' backgrounds may facilitate these members of staff in being proactive in tackling health and well-being issues. This may contribute to breaking down boundaries between students and the school (Markham & Aveyard, ) and should be further explored.

Moreover, data showed students to perceive the personality of teaching staff and the extent to which they had built rapport and the perceived specialism of support staff to be important factors in their decisions to approach staff with issues. While awareness of the availability of support staff structures was also highlighted as having an impact.

The finding that the least affluent school had the most comprehensive provision of support staff dedicated to well-being is consistent with previous literature, where a higher volume of health improvement activity has been found to be implemented in more deprived schools (Moore, Littlecott, Fletcher, Hewitt, & Murphy, ). However, this may lead to an oversight of the more deprived students who are attending more affluent schools who report poorer relationships with school staff (Moore et al., ). Thus, work should be undertaken to investigate any role that models for the distribution of well-being support roles within schools may play in mitigating or perpetuating inequalities.

The finding that the school nurse may play a pivotal role in breaking down barriers between school staff, students and parents is aligned with previous research in Sweden, which found the need for school nurses to have knowledge of the organisation, support from other health professionals and knowledge of evidence-based practice (Reuterswärd & Lagerström, ). While the merit of school nurses is supported by limited previous research, alongside the need for more quality research on this topic (Wainwright, Thomas, & Jones, ), a shortage of nurses has been reported. In the United Kingdom, nurses are usually allocated to several different schools and are, therefore, not based at any particular school on a full-time basis (Hagell, Rigby, & Perrow, ). Further mixed-methods research is required to investigate the effect of this role on improving student health and well-being.

Strengths and limitations

The study benefits from insights from a wide range of perspectives in a sample of schools selected to provide a variety of school backgrounds. However, the nature of qualitative interviews to discuss health and well-being issues perhaps leads to a somewhat pathogenic models of health improvement focused on dealing with 'problems', as opposed to prevention through the development of a supportive staffing structure and relationships. The establishment of a positive school ethos at a more holistic level, for example, may act on students' well-being without their being aware of its effects. Thus, future studies could benefit from a mixed-methods approach to provide more context to the views of stakeholders, although this was beyond the remit of this study. Sampling of staff, students and parents was undertaken through a pragmatic process with reliance on the well-being lead or the school nurse. This may have resulted in recruitment bias, although a broad range of both positive and negative opinions were expressed, suggesting that this was not the case. The school nurse was successful at recruiting three parents of students from Oakwood School. However, due to difficulty with recruitment, parent participants from Greenfield, Woodlands and Highbridge Schools were also members of staff at the school. Thus, these participants are likely to have had more of an insight into school functioning.

Implications and conclusion

Support staff with responsibility for well-being may play an important and as yet understudied role in orienting school systems towards health improvement. This may help to overcome the lack of time and space and the power dynamics reported by teachers and students to develop trusting relationships between them and deal with well-being-related issues (Keshavarz et al., Keshavarz, N. , , , & Khavarpour, F. (2010). Schools as social complex adaptive systems: A new way to understand the challenges of introducing the health promoting schools concept. 2010 Social Science & Medicine, 70(10), 1467-1474. ). Thus, future investigation should employ mixed methods look in more depth at the impact of the quality of both teaching staff and support staff, as well as students' knowledge of their existence and availability, on the development of mutually trusting relationships with students. Future research should also investigate the potential role of support staff in narrowing inequalities in health and well-being. While quantitative testing of the insights generated by this study, through multi-level social network analyses to understand how different staffing models for health and well-being impact the ethos of the school, and in turn, student well-being could help to establish whether different distributions of well-being roles across schools have implications for school connectedness and well-being. Many early school environment interventions such as the Gatehouse project (Patton et al., ) drew largely upon psychological theories such as attachment theory to understand student-teacher relationships on well-being. While useful at the micro-level, such theories pay little attention to how the institutional processes can affect staff-student relationships and offer insufficient traction for understanding system functioning in schools. Thus, it may be useful for future school environment interventions to employ perspectives such as Markham and Aveyard's theory, which focuses on how institutional processes can affect staff and student relationships. This may also offer sufficient traction to facilitate understanding of system functioning (Hawe, ).

Acknowledgments

This work formed part of a doctoral thesis funded by the Medical Research Council and was undertaken with the support of The Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer) and the School Health Research Network. DECIPHer is a UKCRC Public Health Research Centre of Excellence. Joint funding (MR/KO232331/1) from the British Heart Foundation, Cancer Research UK, Economic and Social Research Council, Medical Research Council, the Welsh Government and the Wellcome Trust, under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged. The School Health Research Network is a partnership between DECIPHer at Cardiff University, Welsh Government, Public Health Wales and Cancer Research UK, funded by Health and Care Research Wales via the National Centre for Health and Well-being Research.

Disclosure statement

No potential conflict of interest was reported by the authors.

References

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Funding

This work was supported by the Cardiff University [1404638] and Medical Research Council [1404638].

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Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

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ABSTRACT A growing evidence base indicates that health and educational attainment are synergistic goals. Students' relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce 'school staff' to 'teachers'.

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Health | Latest News & Updates | BBC News

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Get all the latest news, live updates and content about Health from across the BBC.

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superbugs and antivaxxers make who's list of 10 global health threats - cnn

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Superbugs and anti-vaxxers make WHO's list of 10 global health threats

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From climate change to a flu pandemic, the World Health Organization has laid out 10 big threats to our global health in 2019. And unless these threats get addressed, millions of lives will be in jeopardy.

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The harms of smoking are not just about lung cancer, an expert from the British Heart Foundation explains.

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Of all the dramatic changes in higher education in recent years, one that goes largely unnoticed is the tremendous growth in the mission, services, and facilities of health centers. Decades ago most colleges and universities believed their only responsibility for student health was to set up a clinic to treat the sick and injured. Today, driven by a broader and, in our judgment, better understanding of health and its impact on learning, many institutions of higher education provide much more.

The demands on health centers are greater and more complex than ever. More students today come to campus with significant health needs, including mental health challenges. One in four is already taking psychotropic drugs-which enable some to go to college who would not otherwise function well enough. And many need help managing serious conditions like asthma, ADHD, eating disorders, addiction, autism-spectrum disorders, and physical disabilities.

Health centers also get involved in headline-making issues of campus safety. The shooting tragedies at Virginia Tech, Northern Illinois University, and Aurora, Colorado, where the shooter had been a counseling center patient at a university, have led to a sharper focus on mental health. Centers also work to prevent suicide and combat alcohol and drug abuse. And the national focus on sexual assault rightly asks universities to provide more and better services and support for those affected by discrimination, harassment, and sexual violence; train staff, faculty, and students to intervene appropriately; educate students on the issues; and develop campus-wide strategies to address what some call a "rape culture."

With growing numbers of international students and increased international travel, universities need to be prepared for global pandemics like the H1N1 pandemic of 2009 as well as to offer long-distance medical, psychological, and safety counseling to students traveling or studying off campus. In rural areas, college health centers often take on responsibilities that local public health departments can't do alone due to resource constraints, such as leading vaccination campaigns or investigating outbreaks of infectious disease. Health centers also play a key role in overseeing and coordinating care provided on campus, by community specialists, by hometown physicians, and during study abroad.

All of these demands are converging at a time when health-care providers and society in general are increasingly aware of the value of prevention and healthy lifestyles. The mission of health centers is being redefined to include not just treating medical problems but also managing serious chronic conditions and promoting healthy habits.

Young adults are at a critical juncture in development. As they learn to manage their own health and health care with less parental oversight, they are forming habits that will affect well-being, learning, and personal and career fulfillment over a lifetime. That's why many college health centers are actively engaged in fighting the use of tobacco, alcohol, and other drugs and promoting good nutrition, sleep, and exercise.

The new focus on health in the broadest sense provides critical support to the academic mission. As Dr. Daniel Silverman and colleagues noted in a 2008 article, science in the past two decades has validated what many educators have always known: "Health creates capacity; students whose health status is positive and flourishing have greater ability and readiness to learn and engage fully in all meaningful educational experiences inside and outside the classroom. . . . The learner as a whole person matters in the learning."

Expanded services, of course, are costly. To provide newer services as well as traditional ones, health centers need more staff with a wider range of expertise. Today, in addition to on-site medical and counseling services, three-quarters of all counseling centers offer stress reduction programs; educational programs and materials for parents/families; campus-wide education; targeted education programs for faculty, coaches, clergy, and resident advisors; and mental health screening days.Not waiting for students to come to them, most undertake outreach related to suicide prevention, sexual assault prevention, and reducing the stigma around mental health issues. In 2011-12, for every campus that decreased counseling center staffing, six added new positions.

Health center salaries need to compete with those paid in many high-demand professions, including primary care providers, who are in short supply. New technology is also expensive. And some health centers are also facing a serious need for facility maintenance and improvement.

The Affordable Care Act brings other changes and challenges to health centers. Its provisions are resulting in better protection for students, who can remain under their parents' plans (up to age 26) or subscribe to their college's own plan, which must meet new federal standards, including complete coverage for contraceptives and other preventive services. Schools offering plans that don't comply will have to beef up the coverage.

A student's choice between the college plan and the parents' plan has significant implications. Because many parents have employer-provided plans with high deductibles and narrow provider networks (forcing students to return home to see an in-network provider or pay more), financially strapped students sometimes delay needed care or go without it entirely. Others delay or do without because they don't want their family to know about issues related to sexual health, mental health, or substance abuse. (Although universities and their health centers maintain confidentiality, as required by federal HIPAA and FERPA regulations, the type of treatment shows up on the explanation-of-benefits forms the parents receive.) With student health insurance, the student is the primary plan holder and receives all the paperwork; no one else has access without his or her permission.

Most colleges require their students to pay a health fee that helps to support some health center services. Whether the changing insurance landscape and other circumstances will lead to widespread new or increased fees remains to be seen.

By most criteria, college students are significantly healthier than non-students in the same age group. Those in college are better vaccinated, have half the mortality from suicide, and have a tiny fraction of the homicide rate. Though they are more likely to binge on alcohol than non-students, they have a far lower rate of mortality from alcohol-related injuries. And campuses have seen a steady decline in unwanted pregnancies and sexually transmitted diseases over the last three decades.

Socioeconomic status explains only part of this difference. The health advantage of students also has to do with living in a protective environment-a crucial factor is that most campuses prohibit guns-with accessible and affordable health care, health education, and other services provided by health centers and related programs.

Going beyond providing medical and mental health care and shaping the environment through a comprehensive public health approach, including prevention and education, is complicated and difficult. But these innovations pay off in healthier and more successful students and, in the long term, a healthier adult population.

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How College Health Centers Help Students Succeed

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Campus health centers today focus on much more than basic medical and psychological care. The new and costly commitment of colleges and universities to a comprehensive public health approach-including prevention, monitoring chronic conditions, and encouraging healthy habits-plays an important role in student success.

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*why is Health and well-being important?*

*what are dangers of healthy life?*

*what can be done to promote health and well-being?*

Healthy life is very important for people at all, but when we speak about university campus we should think on this aspect more widely, because in 80% cases campus is a place where a teenager becomes to live alone and thus he or she should take care of themselves. Moreover, when somebody in campus gets sick the probability that someone else can become ill increases significantly. Consequently health and well-being is a thing that should be provided by university's authority.

One of the dangers which we can think of is related to tobacco industry. There is no doubt that tobacco industry and its popularity among people is one of the most hazardous problems nowadays. Furthermore, people often start to smoke in the territory of campus, which means that they start during their education period. According to it, people who are responsible for activity program have to promote well-being of this aspect, and when i say to promote, i mean to provide students with a visible knowledge where they can see what happens to their lungs when they smoke.

With support of nowadays' technologies it is not so difficult to promote health-being, for example wealthy universities that have their own territory where students live can make medical centres to give an opportunity of a whole body health research. Furthermore, it can be achieved through a form which students fill out before entering a university. This approach can be done twice a year (once in a semester), and thereby students will be much healthier because they would know what happens to their immune system during their living in campus period.

who can support our ideas? - university's authority and organisations of researches
(for example;  www.saglik.gov.tr )

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https://www.researchgate.net/profile/Neil_Humphrey/publication/264832203_Why_schools_should_promote_students%27_health_and_wellbeing/links/5570039808aefcb861ddb7f2/Why-schools-should-promote-students-health-and-wellbeing.pdf

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Health and well being can be discribed as the achievement and maintainance of physicall fitness and mental stability. For counting a people healthy the person have these 3 things: mental, social, physical.

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https://www.cornell.edu/

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Batuhan

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Which facilities do we need for a healthy life? Do we have them on SU campus?

Does the university ensıre health&well-being?

For a healthy life style we should take care of ourselves. Healthy lifestyle include physical health, mental health. For example start with weight loss&obesity. We have gym on campus and also in school cafeteria’s people can find healthy foods. Maybe having dietitian on campus will be good.

Secondly smoking and alcohol. People can use non-smoking area’s if they feel unconfortable. Alcohol is already forbidden in school.

Thirdly injury&accident prevention. Medline is good and enough place for health problems.

For mental health. SU have psychologist as ı know.

We have not got enough facilities for animals. They need shelters or food. This should be provided.

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1-) Who is most in need of health and well-being on campus?

Students are the ones who need health and welfare on campus.Because the majority of students live on campus in dormitories, so the campus has become home to more than one place of study for them. Animals are coming after the students. Because the campus is also a habitat for them, their health and shelter should never be overlooked.
2-) What does health & well-being entail? Who/What is healthy ?

Health is the level of functional or metabolic efficiency of a living being. In humans, it is the general condition of a person's mind and body, usually meaning to be free from illness, injury or pain. The World Health Organization defined health in its broader sense in 1946 as "a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity." Although this definition has been subject to controversy, in particular as lacking operational value and because of the problem created by use of the word "complete," it remains the most enduring. Other definitions have been proposed, among which a recent definition that correlates health and personal satisfaction. Classification systems such as the WHO Family of International Classifications, including the International Classification of Functioning, Disability and Health and the International Classification of Diseases, are commonly used to define and measure the components of health.

source:www.definitions.net

3-)Who can support us on SU?

School management, SU-Well Club, Teachers...

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University's campus is a clear example of future life among people. It Should be clear to avoid spread of diseases as berkeley did it in 70s . Maybe this process could be achived through reducing factory work from a few days into 2, and provide vaccinations time for all foreign students. (Turkish citizens get it before the admission)

I do not see any danger sitations, but the only thing that i care about is not giving a time for researches of health(at least twice a year, one per semester)

Mostly i will define a part of our research that is related to the health.

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https://www.health.harvard.edu/blog/healthy-lifestyle-5-keys-to-a-longer-life-2018070514186
https://search.proquest.com/docview/852809150?rfr_id=info%3Axri%2Fsid%3Aprimo

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BEYDA

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The word "health" refers to a state of complete emotional and physical well-being. Healthcare exists to help people maintain this optimal state of health.

In 2015, the population of the United States (U.S.) spent an estimated $3.2 trillion on healthcare costs.

However, despite this expenditure, a study by the U.S. National Research Council, published in 2013, showed that Americans die at a younger age and experience more illness and injury than people in other developed countries.

Good health is central to handling stress and living a long and active life.

In 1948, the World Health Organization (WHO) defined health with a phrase that is still used today.

"Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity." WHO, 1948.

In 1986, the WHO further clarified that health is:
"A resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities."
This means that health is a resource to support an individual's function in wider society. A healthful lifestyle provides the means to lead a full life.

More recently, researchers have defined health as the ability of a body to adapt to new threats and infirmities. They base this on the idea that modern science has dramatically increased human awareness of diseases and how they work in the last few decades.

Mental and physical health are the two most commonly discussed types of health. We also talk about "spiritual health," "emotional health," and "financial health," among others. These have also been linked to lower stress levels and mental and physical wellbeing.

Physical health

In a person who experiences physical health, bodily functions are working at peak performance, due not only to a lack of disease, but also to regular exercise, balanced nutrition, and adequate rest. We receive treatment, when necessary, to maintain the balance.

Physical wellbeing involves pursuing a healthful lifestyle to decrease the risk of disease. Maintaining physical fitness, for example, can protect and develop the endurance of a person's breathing and heart function, muscular strength, flexibility, and body composition.

Physical health and well-being also help reduce the risk of an injury or health issue. Examples include minimizing hazards in the workplace, practicing safe sex, practicing good hygiene, or avoiding the use of tobacco, alcohol, or illegal drugs.

Mental health

Mental health refers to a person's emotional, social, and psychological wellbeing. Mental health is as important as physical health to a full, active lifestyle.

It is harder to define mental health than physical health, because, in many cases, diagnosis depends on the individual's perception of their experience. With improvements in testing, however, some signs of some types of mental illness are now becoming "visible" in CT scans and genetic testing.

Mental health is not only the absence of depression, anxiety, or another disorder.

It also depends on the ability to:

enjoy life

bounce back after difficult experiences

achieve balance

adapt to adversity

feel safe and secure

achieve your potential

Physical and mental health are linked. If chronic illness affects a person's ability to complete their regular tasks, this may lead to depression and stress, for example, due to money problems.

A mental illness such as depression or anorexia nervosa can affect body weight and function.

It is important to approach "health" as a whole, rather than its different types.

Health depends on a wide range of factors.

A person is born with a range of genes, and in some people, an unusual genetic pattern can lead to a less-than-optimum level of health.

Environmental factors play a role. Sometimes the environment alone is enough to impact health. Other times, an environmental trigger can cause illness in a person who is genetically susceptible.

Access to healthcare plays a role, but the WHO suggests that the following factors may have a bigger impact on health than this:

where a person lives

the state of the surrounding environment

genetics

income

education level

relationships with friends and family

These can be summarized as:

The social and economic environment: Including how wealthy a family or community is

The physical environment: Including parasites that exist in an area, or pollution levels

The person's characteristics and behaviors: Including the genes that a person is born with and their lifestyle choices

According to the WHO, the higher a person's socioeconomic status (SES), the more likely they are to enjoy good health, a good education, a well-paid job, afford good healthcare when their health is threatened.

People with a lower socioeconomic status are more likely to experience stresses related to daily living, such as financial difficulties, marital disruption, and unemployment, as well as social factors, such as marginalization and discrimination. All these add to the risk of poor health.

A low socio-economic status often means less access to healthcare. People in developed countries with universal healthcare services have longer life expectancies than people in developed countries without universal healthcare.

Cultural issues can affect health. The traditions and customs of a society and a family's response to them can have a good or bad impact on health. For example, around the Mediterranean, people are more likely to consume high levels of fruits, vegetables, and olive, and to eat as a family, compared with cultures with a high consumption of fast food.

How a person manages stress will affect health. People who smoke, drink, or take drugs to forget their problems are likely to have more health problems later than someone who combats stress through a healthful diet and exercise.

Men and women are prone to different health factors. In societies where women earn less than men or are less educated, they may be at greater risk than men for poor health.

The best way to maintain health is to preserve it through a healthful lifestyle, rather than waiting until we are sick to put things right.

This state of enhanced well-being is referred to as wellness.

The McKinley Health Center at the University of Illinois IL defines wellness as:

"A state of optimal well-being that is oriented toward maximizing an individual's potential. This is a life-long process of moving towards enhancing your physical, intellectual, emotional, social, spiritual, and environmental well-being."

Wellness promotes an active awareness of and participation in health, as an individual and in the community.

Maintaining wellness and optimal health is a lifelong, daily commitment.

Steps that can help us maximize our health include:

a balanced, nutritious diet, sourced as naturally as possible

regular exercising

screening for diseases that may present a risk

learning to manage stress

engaging in activities that provide purpose and connection to others

maintaining a positive outlook and appreciating what you have

defining a value system, and putting it into action

Peak health will be different for each person, and how you achieve wellness may be different from how someone else does.

It may not be possible to avoid disease completely, but doing as much as we can to develop resilience and prepare the body and mind to deal with problems as they arise is a step we can all take.

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Health: What does good health really mean?

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The word "health" refers to a state of complete emotional and physical well-being. Healthcare exists to help people maintain this optimal state of health. In 2015, the population of the United States (U.S.) spent an estimated $3.2 trillion on healthcare costs. However, despite this expenditure, a study by the U.S.

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BEYDA

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How physical assessment can be used to set targets for a health improvement plan.

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Physiological measurements indicate how well the body is functioning. They are only useful if they are compared to the normal values for the physical measurements. Many factors affect the health and well-being of an individual e.g. lifestyle, stress and illness. Physical measurements help to assess their state of health and can give an overview of an individual's health and well-being.

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BEYDA

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Current thinking about health in the UK is to prevent illness rather than just cure it. Dr. Steve Ryan, Alderhey children's hospital, says that 'people should look after themselves instead of others looking after them'. He believes that resources in the NHS are being diverted away from dealing with serious conditions to deal with preventable illnesses.

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10 Things for Improving Student Well-being on Campus

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10 Things for Improving Student Well-being on Campus

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BEYDA

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Written by Third Year Nursing student David Feldman after attending Healthy Minds/Healthy Campus summit.
10 Things I learned for Improving Student Well-being on Campus:
On March 11th and 12th, 2016 campus stakeholders from across British Columbia came together to advance collective action on campus mental health and substance use. Through this summit I had the opportunity to engage in multiple discussions, lectures, and presentations from these stakeholders, each bringing a unique set of experiences and ideas to the table. Here is my list of the most impactful ideas I encountered during my time at the summit:

1. Help faculty members to identify concerns with students and respond and refer in appropriate ways. - All faculty members should have the tools, knowledge, and willingness to support student wellbeing.

2. Embed student mental health and well-being considerations into existing initiatives and policies. - Education is simply not enough, the role of a post secondary institution should include student wellbeing.

3. Build partnerships with on-campus champions (leaders). - Student leaders can champion faculty initiatives (or vice versa!), and through this partnership culture and policy change can be implemented.

4. Faculty well-being also needs to be supported. We need to look at everyone on campus. - If faculty members are not in a place of wellness, they will be unable to provide support to their students. All personnel on campuses should be supported in their wellness.

5. E-counselling! The provision of psychological services using telecommunication technologies. Can augment traditional in-person services or be used as stand-alone services. Can also increase options for students that study in rural campuses or from home.

6. Give students the chance to learn and demonstrate how to use alcohol responsibly. - A zero tolerance policy does not promote healthy substance use. Instead provide students with the education and tools necessary to make healthy decisions regarding substance use.

7. Principles of good dialogue: 1) Be aware of our own ideas and reflect on them; 2) Listen to each other's ideas; 3) Try to deepen our understanding of each other's ideas. - Engage in conversation as equals, no one is an expert and everyone has important and valued thoughts and experiences.

8. Increase training of staff and availability of programs to support victims of sexual violence. - Programs should be designed to ensure the victim/survivor is safe and accommodated on campus.

9. Indigenizing campus communities. - Create opportunities for students to feel connected and feel part of the campus community, and have access to elders who can support them.

10. A comprehensive campus mental health strategy needs to go further than sending struggling students to counseling services. Academic systems and student services need to work together.

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10 Things I learned for Improving Student Wellbeing on Campus.

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Written by Third Year Nursing student David Feldman after attending Healthy Minds/Healthy Campus summit. 10 Things I learned for Improving Student Well-being on Campus: On March 11th and 12th, 2016 campus stakeholders from across British Columbia came together to advance collective action on campus mental health and substance use.

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The sense of well-being on campus (ARTİCLE)

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The sense of well-being on campus (ARTİCLE)

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BEYDA

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Abdül

At Campus Wellbeing our mission is to cultivate a culture of health and wellbeing on our campus for students, staff and faculty to live and be well. We care about our whole community. Our goal is to offer education, programming and opportunities for individuals to develop their skills and abilities to achieve wellbeing.

Wellbeing connects the different life elements– Social, Community, Career, Financial, Physical, & Emotional Wellbeing – to achieve and maintain life balance, the ability to be resilient and achieve our full potential. Through life balance, we are better able to manage the different aspects of our life through a holistic approach, which will help us reach personal and professional success.

At the individual level, having basic needs met in each element of wellbeing creates an opportunity for one to grow, flourish and thrive personally and professionally. At the community level, having individuals who are happy and healthy in their lives and professions, contributes to the greater good of our communities.

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BEYDA

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Almost five times as many students as 10 years ago have told their universities about a mental health condition, according to the Institute of Public Policy Research analysis published earlier this year. As such, 94% of UK higher education providers surveyed by IPPR said they had experienced a rise in demand for counselling services in the past five years. More worryingly, the number of students who have dropped out of university with mental health issues has more than trebled in recent years, according to data from the Higher Education Statistics Agency. It's a student wellbeing crisis.

In a bid to better understand this complex topic and see how different universities are approaching student wellbeing, we spoke with John Hilsdon the Head of Learning Support and Wellbeing at the University of Plymouth, Julie Spencer the Head of Student Wellbeing at the University of Lincoln and Wayne Campbell the Director of Student Services at the University of Kent.

Mental Health Matters

"Studying at University brings a wealth of opportunities but also challenges to young people. Alongside academic studies, students need to learn to manage day to day life including settling in to a new city or country, building new relationships and friendships and managing new responsibilities such as finances and budgets," says Wayne Campbell, the Director of Student Services at the University of Kent. "For many students this is a transition which is manageable with the advice and support of family and friends. Some students, however, may not have a solid network of support to draw upon and these young people often benefit from support at University to build their confidence, resilience and coping skills."

Of course it's natural for such a pivotal and transformative period of life to result in stress and anxiety, however these challenges have always existed. After speaking with all three wellbeing professionals three new areas of concern arose: "Worries about finding employment after graduation, the accumulation of debt caused by the removal of grants, and the rise of social media have all brought new challenges," says John Hilsdon, the Head of Learning Support and Wellbeing at the University of Plymouth.

UK university tuition, once free, is now one of the most expensive in the world according to a new analysis. According to the Institute for Fiscal Studies students in England are going to graduate with average debts of £50,800. "Additional challenges for students today include the rising cost of studying at University and anxiety about student debt. Students often describe a fear of failure linked to pressure to live up to high expectations due to these financial commitments," says Wayne.

Despite the high costs, more young people than ever before are attending university (though there is some evidence to suggest this is changing) which is fuelling a sense of competitiveness. "There is a lot more pressure on students to be successful and a more competitive environment for them to deal with in terms of employability," says Julie Spencer, the Head of Student Wellbeing at the University of Lincoln.

Research has found that popular social media such as Instagram and Facebook can increase feelings of inadequacy in 14 - 24-year-olds and it's been highlighted as an area of concern within higher education institutes too. "Social media has also been identified as a potential source of stress and anxiety due to the emphasis on social success and competence in addition to academic success," says Wayne.

If left unchecked, such peer pressure can have devastating consequences. "Many students report feeling under pressure to be seen as popular and socially successful. Peer pressure can sometimes lead to dangerous behaviours associated with illegal drugs and there are growing numbers of students who seek help for suicidal thoughts or who self-harm," says John.

Fortunately, as well as the issues facing today's students, the way mental health is viewed and approached is changing too. "Wellbeing and mental health are seen more as issues which affect us all and exist on a scale of severity and complexity rather than being seen as problems that may affect a small group of people. The willingness of high profile celebrities to talk about their wellbeing and mental health problems publicly has helped to destigmatise matters and bring it more into the open," says Wayne.

The importance of promoting student wellbeing

Promoting student wellbeing helps create a better overall experience for students, which ultimately benefits everyone. "If students are able to find support, advice and information and to develop coping skills for life, they are more likely to continue with and be successful in their academic studies, enjoy their student experience and contribute more positively to student life," says Wayne.

As highlighted in the introduction, struggling with mental health and dropping out of university are closely connected. "Research from the US (especially a study conducted over several years by the University of Michigan) shows students reporting high levels of depression and anxiety are twice as likely to leave university without graduating than their counterparts. This translates into a very strong economic case for wellbeing support in addition to the social and human benefits," says John.

But as well as keeping students happier and in university, promoting wellbeing can also help students to develop and improve concentration, motivation and energy levels, "all of which can be beneficial not only for personal wellbeing but also to studies. These strategies can be built on and used throughout life," says Julie.

How universities are promoting student wellbeing

Universities are responding to the evolving needs of students in many ways. One of the big changes is the integration of wellbeing into other university and partner services. "Universities are moving towards offering more integrated wellbeing and mental health services which reflect this model, including wellbeing promotional events, self-help and psycho-educational resources, counselling and specialist advice and mentoring (one to one or group work) and liaison with external specialist mental health services," says Wayne.

John agreed that at the University of Plymouth they have adopted a 'more joined up approach' whereby academic staff, counsellors, disability advisers and others work together closely when students report problems. Julie agrees and said the emphasis at the University of Lincoln is on being proactive, rather than reactive. As such, they have invested in expanding their mental health provision through developing their wellbeing teams and increasing the number of mental health advisors and wellbeing advisors available to support students. Here are some of the specific actions the universities we spoke to are taking to promote mental wellbeing:

Hire enough staff: "The University of Plymouth has taken a proactive approach in appointing new wellbeing and mental health staff to work alongside counsellors over the last two years," says John

Run workshops: "We now run a series of short workshops which all students can benefit from, examples of these are on exam stress, feeling homesick and dealing with challenging emotions," says Julie.

Offer staff training: "We offer mental health first aid training to our staff - especially those acting as personal tutors, and there has been a good take up of this," says John.

Be prepared: The University of Lincoln hosts a Wellbeing Orientation Welcome each summer which "aims to provide prospective students who have applied to come to the University with the opportunity to learn more about the University, what to expect and what is expected of them whilst studying at Higher Education level. WOW's aim is to ease any anxieties students may have about the transition into University life," says Julie.

Foster partnerships: "We also work with staff and agencies in the city such as Mind to help coordinate efforts and improve wellbeing services. We work with the police and have an on campus confidential sexual offences drop-in. We are negotiating with another agency to host an on campus drop-in facility for those experiencing domestic abuse," says John.

Constant reminders: "The Student Wellbeing Centre will be running a new initiative throughout the academic year called Wellbeing Wednesdays. Representatives from the Wellbeing Centre will be out and about in different locations around campus, promoting and advising students on how to look after themselves. Each month will focus on a different aspect of wellbeing," says Julie.

Ensure services are accessible: "We have also developed new policies on wellbeing to review the progress of students and to help them access support in a timely fashion. We now offer a 24 hour mental health advice line and new drop-in facilities as well as traditional booked appointments," says John.

Make wellbeing integral: "The Wellbeing Team is an integral part of the Student Support and Wellbeing division within Student Services and offers support on campus to University of Kent staff and students, including counselling, consultation and liaison with academic schools, wellbeing advice and a mental health crisis drop-in service every afternoon on week days during term time," says Wayne.

In Conclusion

It is fantastic news that students are better able to get to grips with and speak about their mental health and universities are doing a fantastic job responding to their evolving needs. But we can't rest on our laurels. "There is still a long way to go in breaking down negative stereotypes of mental health problems in society and tackling the fear of some students that identifying and seeking help for mental health problems will lead to discrimination, which will adversely affect the way they are perceived when seeking employment post University," says Wayne. "The focus on destigmatising mental health and increasing widening participation seems to have led to an increase in students presenting with more long standing and complex mental health difficulties and this combined with pressures on NHS services in both Primary and Secondary care are causes for concern for all higher education institutions in the UK."

Ultimately universities, partner services and students need to work together to devise a wellbeing strategy that truly works. By creating an effective and proactive wellbeing strategy, universities can help improve the student experience and life on campus, academic results and dropout rates.

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Promoting Student Wellbeing | Red Brick Research

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Almost five times as many students as 10 years ago have told their universities about a mental health condition, according to the Institute of Public Policy Research analysis published earlier this year. As such, 94% of UK higher education providers surveyed by IPPR said they had experienced a rise in demand for counselling services in the past five years.