Promoting mental well-being in the curriculum

Mental well-being is an issue for all staff and students. Further to the stress that can be triggered by any major life-transition (such as entry to Higher Education), young people in general are vulnerable to mental distress and illness (Nuffield Foundation, 2004), and mature students often have additional pressures, responsibilities and vulnerabilities. Some students will have prior experience of mental ill-health (depression or early psychosis, for example); others will experience difficulties whilst studying (Royal College of Psychiatrists 2003). Anxiety is often high at the outset of studies (e.g. about forming new relationships, budgeting and/or meeting academic expectations). Whilst learning in university should entail challenge, it need not entail excessive stress – students will not perform at their best if they are unduly stressed. To promote mental wellbeing, enhance learning, and to protect those who may be vulnerable to mental illness or distress, curricula should take account of mental well-being. Indeed the principles of the Health Promoting University (Dooris 2001) and requirements of the Disability Discrimination Act (DDA) (1995, 2005) and the Disability Equality Duty (DED), which came into force in 2006, require that higher education institutions do so