Attending university is a positive experience for most students. There are moments of stress in student life, particularly during assessment periods, but any decline in wellbeing is usually only temporary. You can support all students by encouraging a good work-life balance and healthy study habits.
Mental health difficulties can affect any student, but some may be at increased risk because of their circumstances. Without appropriate support, a decline in wellbeing can have a significant impact on a student’s ability to engage with their studies and, in some cases, may eventually cause them to drop out of university.
Individuals do not fit neatly into categories, and some students may fall into more than one of the groups below. It is important to talk to the student if they are willing to do so in order to fully understand their individual situation, which may be complex, and to avoid making assumptions or offering overly simple solutions.
These categories are intended as a guide and should not be used to define or label students.
Starting university for the first time, or returning to higher education after a break, may be a point of vulnerability for some students. For many young students it represents a major developmental milestone as they may be living away from home for the first time and are managing new responsibilities related to daily life (such as cooking for themselves and dealing with their own finances), while at the same time adapting to a new educational establishment with different expectations, less contact time and a greater emphasis on independent study. It is also the age at which mental health conditions first emerge; around 50% begin by the age of 14 and 75% by the age of 24.
Mature students may also be vulnerable for different reasons. Some may have delayed higher education due to personal circumstances that may not be fully resolved. Others may have children which can affect attendance and limit the time available for study. Differences in age, maturity and life experience may also make them socially isolated.
Students with pre-existing mental health conditions may find themselves temporarily between services, either because they are moving from child and adolescent services to adult services or because they are no longer living in the same geographical sector. You can direct them towards the Student Health Centre, who can help them access appropriate professional support. You should also encourage them to contact the Disability Service to ensure that any adjustments they are entitled to can be put in place rapidly.
The pace and context of learning may be different from students’ previous experience at school or at another higher education institution.
There are many reasons why students may be studying at a university that is not in their country of origin, or geographically distant from their family and friends. They may be attending the university for one or more semesters as part of a mobility programme, they may have chosen the university because of its reputation or because it offers a specific course, or they may be there because they have been forced to leave their country of origin. While they are all likely to lack a strong local support network, their varied backgrounds mean their needs and experiences may differ significantly.
It is important to talk to the student to understand their situation, but you should be aware that some information may be sensitive and they should only share what they are comfortable disclosing. It is also important to remember that they do not necessarily fully master the language in which the conversation is taking place and that cultural differences may sometimes make them come across as more direct, or less polite, than local students. If necessary, you can check your understanding by paraphrasing and reflecting back what the student has said without making assumptions (for example, “Are you saying that…?” “Have I understood correctly that…?”) to avoid misunderstandings. Remember that conversations with non-native speakers may take longer, so allow sufficient time. It is often better to offer an appointment outside class time rather than try to have a hurried conversation at the end of the class.
Social isolation: These students may not know anyone in the local area before starting at the university. This may mean that their only regular social contact takes place during classes and that they do not have a local support network with whom they can share concerns or seek advice. In universities with a high proportion of local students, or for students who join part way through a degree course, they may feel it is hard to make friends because friendship groups are well established. These difficulties may be compounded if the student does not fully master the language of the country.
Communication and Cultural Adjustment: Some students may initially appear quiet or hesitant to speak, particularly if they are not fully confident using the language of instruction or are unsure of the expectations in a new cultural context. Communication styles and social norms can vary across cultures. For example, some students may be less likely to speak up in class, interrupt, or ask questions, while others may come across as more direct than local students.
Culture shapes the way people see the world, and it is often easy to underestimate how important it is when we are surrounded by others who share a similar background.
Culture shock is a normal process of adapting to an unfamiliar culture and way of life and is not in itself a problem. It happens when a person becomes aware of the differences between their home culture and the new culture. This may lead to feelings of confusion, homesickness, sadness, anxiety and sometimes frustration or anger. It can affect concentration, have an impact on academic performance and in some cases lead the student to drop out of university.
It is important to be aware that culture shock may take time to develop. When students first arrive, they are often enthusiastic about their new environment and fascinated by everything that is different. After a while, the initial excitement may fade, and students may start to miss their friends and family or idealise the life they have left behind. This period can be particularly challenging if the student does not yet have a strong support network.
Some students, including those who have been forced to leave their country, may face additional challenges. These may include interruptions to their education, experiences of loss or separation from family and friends, and increased levels of stress or uncertainty. Their past experiences may continue to have an impact on concentration, academic performance and overall wellbeing. As with all students, it is important not to make assumptions, but to remain attentive to individual needs. If there is a marked change from the student’s usual behaviour (for example, repeated absences, increased isolation, visible distress, poor self-care or any other signs that the student is not coping with daily life), they should be encouraged to seek appropriate support. (For example, “I have noticed that you seem to be having a difficult time recently, and I wanted to check in. You don’t have to tell me anything personal, but I would like you to know the university has confidential support services. I can give you details, if that would be useful.”)
Students with chronic illnesses may face the additional challenge of managing a condition that can be unpredictable. Although symptoms vary greatly, students often encounter similar difficulties such as fatigue and missed classes due to illness or medical treatments. Stress, particularly during assessment periods, may exacerbate their condition.
Limited mobility, or fatigue may also make it more difficult to socialise with their peers, which can contribute to social isolation. These students may experience feelings of frustration, sadness or anger, which can affect their wellbeing and sometimes their academic performance.
It is not always easy to recognise when a chronically ill student is struggling, particularly as they may be absent when they are most unwell, meaning that you only see them when they are relatively well. There is a risk that absences and/or inconsistent work may be misinterpreted as disinterest or lack of effort.
As each student’s situation and needs will be different, it is important to talk to them and to avoid making assumptions about what is best for them. However, do not put pressure on them to share more than they feel comfortable disclosing.
Some students may experience difficulties in their personal circumstances that can affect their academic work. The cost-of-living crisis means that increasing numbers of students are in a financially precarious situation. Many of them have to work alongside their studies to cover their living costs.
In many university cities finding suitable accommodation can be a challenge. Some students may end up living far from the campus and have a long commute, while others may be in poor-quality accommodation or even temporarily without stable housing.
These difficulties may not always be immediately visible, but they can have a significant impact on a student’s wellbeing, concentration and academic performance. Students may appear distracted, anxious or disengaged, may miss classes, or may struggle to meet deadlines.
Students may feel embarrassed about their situation and may be reluctant to ask for help. If you suspect that a student is struggling, it is important to avoid making assumptions and to talk to them. This is a sensitive topic, so you should not put pressure on them to share more than they feel comfortable disclosing.
Providing the student with information about relevant university services (e.g. financial support services, accommodation services, student support services and the Crous )
Maintaining appropriate professional boundaries, including not offering personal financial support, and directing the student to appropriate university services instead