Pioneer example |  The evidence  |  Get updates  |  Who’s affected?  |  Share what you’re doing
University of Worcester ‘Suicide Safer’ Project
In 2014, University of Worcester established a multi-agency ‘Suicide Safer’ Project inviting University staff, County Council Public Health, NHS Trust and third sector organisations to develop a multi-faceted suicide prevention model to contribute to a ‘Suicide safer’ University and, in a phased plan, to a ‘Suicide safer’ City and County as an active partner in the Local Authority Mental Wellbeing and Suicide Prevention Plan.
A warmer welcome: Derby University
Changing typical ‘service induction’ sessions at Derby University to run workshops to increase belonging changed the way students felt about accessing services.
This is the first in a series of pioneer examples, so be sure to sign up in the section below to receive new examples when they’re available.
A coordinated collaborative approach to wellbeing: KCLSU
In October 2016, the Wellbeing Coordinator role was created at King’s College London Students’ Union (KCLSU) with funding support from King’s College London. This case study, written by Julia Haas, KCLSU Wellbeing Coordinator, outlines her role in developing a happier and healthier student community.
Know before you go: Mental health and transitions into university
Student Minds CEO Rosie Tressler met with Canadian organisation TeenMentalHealth.Org and learned of the success of their evidence based resources that were supporting students with this vulnerable transition period. Read Rosie’s interview and what steps Student Minds took to incorporate the findings.
MOVING FROM COUNSELLING-ONLY TO WELLBEING SUPPORT FOR STUDENTS: BOURNEMOUTH UNIVERSITY
In 2014 Bournemouth University decided to review the Student Counselling service provision it offered on campus to deliver a better and more holistic service for students. It worked with Dorset Healthcare University Foundation Trust, who had previously provided the counselling service to reconfigure the operating model. The Student Wellbeing service came into being in 2015.
University wellbeing practice map
This map shows the current practice examples for higher education. Contact us to tell us about what your university is doing to improve wellbeing.
Tell us what about your projects, activities and policies that aim to improve wellbeing within universities. It could be the first steps of a trial, or an established approach with proven results. Get in touch and we’ll follow up to fin[[d out what worked, what the learning was, and how other universities could take it forward.
Get updates
WE’RE CARRYING OUT RESEARCH TO BUILD THE EVIDENCE BASE.
Take 10 seconds to sign up and receive updates as soon as new evidence and case studies emerge. Topics we’ll be reviewing include: loneliness; local service integration; institutional community wellbeing; and further education and other learning institutions.
How can you take evidence-informed action?
Across our lives
The biggest drivers of adult wellbeing (16 years and up) are:
- Emotional and physical health
- Partner relationship
- Employment
Find out more about the Centre’s work on lifelong wellbeing
Culture and sport
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- Sport, dance and young people
- Music, singing and wellbeing, including findings for young people
Mental health treatment, early intervention
From the What Works Centre for Wellbeing:
From other sources:
- Social & Emotional Skills for life and work (Early Intervention Foundation)
- Mental health and wellbeing guidelines (NICE)
Staff wellbeing
From the What Works Centre for Wellbeing:
- Overview employee wellbeing
- Wellbeing learning at work
- Team working/social connection at work
- Belonging at work and resilient organisations
- Retirement
- Job quality
- What is a good job?
From other sources:
Learning
Evidence from the What Works Centre for Wellbeing:
Evidence from other sources:
- Apprenticeships – evidence informed guidance on take up and completion of apprenticeships (What Works for Local Growth)
- Employment training programmes – what to include for them to be effective and how to get high take up and completion (What Works Centre for Local Growth)
- Post 16 English & Maths attainment (Early Education Foundation)
Financial wellbeing and capability
- What works to improve financial capability for young adults (Money Advisory Service)
Prevention and promotion
Evaluating
- How to measure your wellbeing impact
- Happy City Pulse tool for universities
- Financial Capability diagnostic tool for student populations Â
YOUNGER ADULTS EXPERIENCE POORER MENTAL HEALTH, LONELINESS AND UNEMPLOYMENT
According to the Office for National Statistics (ONS), compared to older people, young people in the UK (broadly from 16 to 24) are more likely to:
REPORT more SYMPTOMS OF MENTAL ILL HEALTH
REPORT LONELINESS MORE FREQUENTLY
FEEL THEY HAVE NO-ONE TO RELY ON OR A SENSE OF BELONGING IN THEIR NEIGHBOURHOOD
BE MORE PHYSICALLY ACTIVE
HAVE HIGHER RATES OF UNEMPLOYMENT
be MORE SATISFIED WITH THEIR PHYSICAL HEALTH
This matters both at an individual level and for society as a whole, in terms of how well we will be able to sustain high levels of national wellbeing into the future.
Who’s affected?
What are you doing to improve wellbeing?
Tell us what about your projects, activities and policies that aim to improve wellbeing within universities. It could be the first steps of a trial, or an established approach with proven results. Get in touch and we’ll follow up to fin[[d out what worked, what the learning was, and how other universities could take it forward.
