Charlotte Morris

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Brighton Disability Symposium May 23rd
Mind the Gap Project
Charlotte Morris Former Project Development
Officer Anglia Ruskin University centre for
learning and teaching (inspire)
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• Aim Higher Funded Project March 2005 July 2006
• Has received further funding until July
  2007-05-22
• Aimhigher Target
• To improve progression routes into HE through
  curriculum and pedagogic development
• Aims
• Identify, review and adapt HE curricula and
  pedagogical barriers to the recruitment and
  retention of students with mental health
  difficulties.
• Main focus on first year students
• Action research project

I
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• Assertive Outreach
• Networking with external agencies, voluntary
• organisations and post-16 education providers
• Recruited partners onto a steering group
• Prospective/pre-entry students identified,
• Offered guidance in terms of transition to and
• accessing appropriate support within the
  university
• Case studies
• Staff Development pilot
• Working Lunches
• 4x Development workshops for both internal staff
  and staff from post-16 providers
• Information and facts about mental health
• How knowledge might inform practice
• Legislative and policy framework
• Preparing students for university life

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• Mental Health Promotion
• Events for staff and students held in October and
  May (start and end of academic year)
• Holistic view of mental health mind, body and
  spirit
• Supported by departments across university
• Student Support Services, SU, Chaplaincy, Gym
• External organisations such as Mind, input from
  community groups and complimentary therapists
• Displays, mental health quiz, healthy food
  samples, information and recipes, fitness
  testing, meditation
• challenged stigmatisation, normalised mental
  health, encouraged disclosure and self-management

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• Research
• Recruitment and Retention
• Interviews with post-16 provider staff
• 4 student case studies following experiences
  pre and post entry to determine barriers to
  learning and stress - factors
• Teaching, Learning and Access to the Curriculum
• Surveyed academic staff (50) experiencing,
  adjustments they had made and further development
  needs
• Surveyed students at Mental Health Promotion
  event (50) to gauge levels of mental health
  difficulties and levels of stress among students,
  to ascertain methods of teaching and assessment
  which help to reduce stress levels and what
  further supports students feel would help

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• Main Findings
• One of the greatest barriers to progression of
  students with mental health difficulties in HE is
  that of stigmatisation, whether actual or
  perceived. This was identified by both staff and
  students throughout the research process.
• Prevents students from coming forward to access
  the support they need.
• In academic terms, one of the main stress factors
  for students, particularly those with disclosed
  mental health difficulties was not clearly
  understanding their academic work and managing
  their assignments.
• Recommendations
• Positive practice throughout the university
• Mental health promotion
• Support systems for students and staff and
  policies regarding mental health explicit, highly
  visible, accessible presence Support systems
  should be highlighted to students prior to entry
• Universities and post-16 providers should work
  closely together to enable smooth transition
  Staff development targeted and customised for
  specific job roles
• Inclusive teaching strategies embedded within the
  institution

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