Health and wellbeing are not simply about the absence of disease, but about the interaction of physical, mental, social and personal factors. Being familiar with these different dimensions helps staff to understand how university policies, procedures and practices can impact students’ wellbeing, and to adapt their own practices accordingly.
Mental Health refers to how a person thinks, feels and behaves. It exists on a spectrum which can range from good to poor. When someone is experiencing mental health problems, they might need support from professional services.
Mental wellbeing refers to how someone feels right now and how well they are coping with daily life. It can fluctuate from moment to moment, day to day or month to month. Having good mental wellbeing does not mean feeling happy all the time. Someone with a mental health condition can still experience good mental wellbeing, especially if they are receiving appropriate support.
Understanding these differences helps to clarify the role of university staff in supporting student wellbeing. Supporting student wellbeing does not mean that educators are expected to take on the role of therapists, or to diagnose, investigate or verify a student’s condition. Their role is to respond with empathy and to signpost the student to further support, while respecting professional boundaries. Where formal academic adjustments are required, students can be referred to the relevant university support services for advice and documentation.
Mental health difficulties are often not visible from the outside, and the students who are struggling the most may avoid asking for help because of shame or fear of being judged. This can leave staff unsure of how seriously to take concerns or how best to respond. The Toolkit provides practical guidance for navigating these situations together with ideas on how to help create learning environments in which students are more likely to engage, persist and succeed academically
Stigma refers to negative attitudes, beliefs and stereotypes about other people. It is different from discrimination, which is when someone treats another person in a negative way. Both stigma and discrimination can make mental health problems worse and stop a person from getting the help they need.
Mental health stigma leads to people being defined by their illness instead of being seen as a person in their own right. Stigma can be experienced, anticipated or internalised (and in this case is termed self-stigma).
Anticipated stigma can make students reluctant to consult a health professional because they worry that a diagnosis could have negative consequences on their daily life, or be a sign that they are weak, incompetent, or have less value as a person.
Staff can reassure students that a diagnosis is always confidential. They do not have to share it with anyone (including their parents) if they do not want to. It is also important to remind them that seeking professional help can not only enable access to appropriate support but also allow the adjustments they need to succeed academically to be put in place.
Anticipated stigma may also lead students to abandon the idea of seeking help if it is not immediately clear which services to contact, as they may be unwilling to tell anyone about their difficulties.
Internalised stigma can also reduce the likelihood that a student will seek professional support. Self-stigma damages their sense of self-worth. They may feel ashamed, embarrassed or undeserving of help. As a result, they may not only avoid professional support but also withdraw from their peers, increasing the risk of social isolation.
Awareness of stigma can have both negative and positive effects. While it may discourage some students from seeking help, it can also encourage others to connect with peers who have had similar experiences. Peer support can provide a valuable sense of understanding, validation and belonging. Staff can support this by signposting student groups, peer networks or relevant associations where appropriate.
It is important to distinguish between raising awareness of stigma and inadvertently reinforcing it. Well-intentioned messages about mental health can sometimes oversimplify complex experiences or rely on stereotypes, which may unintentionally increase stigma for some students. Staff should therefore use precise, non-judgemental language and avoid making assumptions about students’ experiences.
Many university students believe that their generation is more knowledgeable about mental illness and less likely to stigmatise others than older generations. However, although they may talk about it more openly and appear to be more tolerant, they can still hold stereotypical views of mental illness that are distorted and influenced by social media.
Some common beliefs about mental health may be inaccurate or oversimplified. The following examples highlight a number of frequent misconceptions and how they can affect students.
Further information on a range of mental health conditions is available in the relevant sections of the Toolkit. These have been selected as examples of conditions that may be encountered in a university context. They are provided to support understanding and challenge stereotypes, rather than to encourage staff to identify or diagnose specific conditions.
You can access these sections directly via the links below:
ADHD, Anxiety, Autism, Bereavement, Depression, Dyslexia, OCD, Panic Attack, Psychosis, Selective Mutism, Self-Harm, Substance Abuse, Suicide
Staff who would like to develop their understanding further may wish to consider enrolling in one of the Mental Health First Aid courses offered by the University. They may also find it helpful to explore other digital resources developed in higher education contexts, such as SOS Digital, which combines short videos with practical information relating to student mental health and wellbeing. The MindED App also contains psychoeducation videos together with tools to help support wellbeing.
Please remember that university staff are NOT mental health professionals. It is NOT a staff member’s role to diagnose a student, provide medical advice or offer counselling.
The role of staff members is to recognise when a student may need support, respond appropriately, and help them access the relevant services. Staff are not expected to resolve situations alone, but to act as a first point of contact and facilitate appropriate support. This should be done in accordance with your university’ policies. Staff can also play a role in recognising and reinforcing positive behaviours such as help-seeking, peer support, engagement and self-regulation. This can contribute to student wellbeing.
Many mental health difficulties begin during adolescence or early adulthood. This means that in your classes you are likely to encounter both students who are already in contact with professional services, as well as others who may have never sought help or whose difficulties only become apparent once they are at university. Your role is not to attempt to identify a mental health condition, but to notice changes in behaviour, offer support where appropriate and guide students towards professional help when needed. You may also need to help them navigate institutional processes.
At Bordeaux Montaigne University, students who are registered with the Disability Service are indicated on the class lists available via Etuscope, together with a brief summary of the adjustments required. The student will have a document from the Disability Service providing more detailed information.
Some students may give you a medical certificate outlining recommended adjustments. However, a medical certificate alone is not sufficient, and you should refer them to the Disability Service. Only recommendations issued by this service are formally recognised.
Some newly arrived students may tell you about the adjustments that were put in place for them in their previous school or university. You can thank them for informing you but explain that you cannot implement these adjustments without a document from the Disability Service. You should encourage them to contact the Disability service as soon as possible.
It is not always easy to notice that a student is struggling, particularly in large classes. However, with students you see regularly, it is often easy to pick up on small changes over time. Signs that a student might need further support include:
These signs do not necessarily indicate poor mental wellbeing and may reflect a range of factors, including temporary stress or changes in personal circumstances. They do not correspond to a specific mental health condition and should never be used to attempt to make a diagnosis. Changes in behaviour are often more significant than the behaviour itself and if you have a feeling that something is not quite right, consider speaking to the student. Early support can prevent difficulties from becoming more serious.
In the “Situations” sections of the Toolkit you will find practical strategies and possible adjustments to support students who are experiencing difficulties with their academic performance or participation. These sections are organised by condition, but a formal diagnosis is not required in order to apply the strategies. Some students may choose to share their diagnosis, but you should never place any pressure on them to do so. The descriptions at the beginning of each section are intended to provide a general understanding and should never be used to diagnose a student.
Some of the behaviours you may observe can be associated with more than one condition. The “Common Situations” section focuses on the difficulties you are most likely to encounter in the classroom (such as anxiety, depression, autism, ADHD and dyslexia), while the “Challenging Situations” section covers situations that may be more complex or emotionally demanding to respond to appropriately (such as strong emotions, anger or aggressive behaviour, panic attacks, selective mutism, OCD, self-harm, substance use, and grief and loss).
This Toolkit is designed primarily for teaching staff – most of the examples and suggested strategies relate to teaching and academic assessments. However, student support services staff can play an important role in maintaining student wellbeing and guiding students towards appropriate professional services.
Unlike teaching staff, student support services staff in front-facing roles often have individual appointments with students. This can make it easier for the student to share sensitive or personal information, including concerns about their mental health or wellbeing.
In these situations, your role is similar: to listen, respond appropriately, and help the student access the right support. You are not expected to provide counselling or resolve the situation yourself. Instead, you can offer an empathetic first response, provide clear information, and refer the student to relevant internal or external services where needed.
You may also play a key role in helping students understand and navigate university processes, including how to access support services, request adjustments, or follow up on referrals. Where appropriate, you should follow your institution’s procedures for recording concerns and sharing information.
As with teaching staff, it is important to maintain clear professional boundaries while ensuring that students feel listened to and taken seriously.
In the “Situations” sections of the Toolkit, you will find guidance to help you understand the types of difficulties students may present with and how to respond appropriately. These sections are organised by condition or type of situation, but a formal diagnosis is not required in order to use the information provided.
Students may choose to share personal or sensitive information during appointments, but you should not place any pressure on them to disclose more than they feel comfortable sharing. The descriptions at the beginning of each section are intended to provide a general understanding and should never be used to diagnose a student.
"Some of the behaviours staff may observe can be associated with more than one condition. The “Common Situations” section focuses on the difficulties most commonly encountered by teaching staff in the classroom (such as anxiety, depression, autism, ADHD and dyslexia), while the “Challenging Situations” section covers situations that may be more complex or emotionally demanding to respond to appropriately (such as strong emotions, anger or aggressive behaviour, panic attacks, selective mutism, OCD, self-harm, substance use, and grief and loss).
If you have a feeling that something is not quite right with one of your students, try to speak to them.
Avoid raising your concerns during the class, as the student may not feel comfortable discussing personal matters in front of others. The end of a class is also not an ideal moment to start a conversation as it is likely that either you or the student needs to be somewhere else very shortly afterwards, or the classroom will be being used by another lecturer. It is generally better to briefly mention your concerns and arrange for the student to come and see you in your office at a time that suits you both. (e.g. “I’ve noticed you’ve missed a few classes recently, is there something going on that you would like to talk about with me? We could set up a time for you to come and see me in my office”)
Remember, you are not a mental health professional and are not expected to have all the answers or to “fix” the situation. Your role is to listen, reassure the student that support is available and guide them towards that support.
As a first step, you may like to encourage them to download the MindED App. The MindED App guides students through seven evidence-based modules combining psychoeducation videos with tasks to build new coping skills.
You can also remind them that they can ask for an appointment with the Student Health Service to discuss their mental health and wellbeing.
When a student shares information with you, they should be able to trust that you will not share it with other people without good reason. If you feel the need to debrief with a colleague, friend or family member afterwards, you should not share the student’s name or any identifying details. The focus of a debrief should be on your own reactions and feelings
It is important to distinguish between informal debriefing and professional discussions. While personal debriefing (how you feel emotionally about what the student has shared) should remain anonymous, it may be appropriate to share relevant information with colleagues in a professional context when this is necessary to support the student. For example, you may need to discuss how agreed adjustments are being implemented, or to clarify arrangements to ensure consistency in different modules. These discussions should be limited to what is necessary and focus on the student’s academic support rather than personal information.
Students are not required to share with you any medical information such as whether they have a diagnosis, are taking medication or in contact with mental health services.
If you advise the student to contact the Disability Service or the Student Health Centre, those services will not be able to tell you whether the student has done so due to confidentiality.
The document drawn up by the Disability Service outlining the recommended adjustments for the student will not include details of the student’s condition or explain why the student needs them. You should focus on implementing the recommended adjustments and not ask for further personal information.
Occasionally, you may be contacted by a parent of one of your students, who either wants to ask you how the student is coping with life at university, or to suggest adjustments that should be put in place for their child. In these situations, it is important to remember that the student is an adult. You should encourage the parent to ask the student to contact you directly and explain that you are not able to share information about the student or discuss their situation without the student’s explicit consent.