Support for students with mental health difficulties in higher education: the students’ perspective

Abstract

A massive expansion in student numbers in higher education, coupled with an overall reduction in funding, has led to higher staff Á/student ratios and a reduction in the amount of staff time available to support students. This has been linked to rising demands being placed on student support services. This article draws on case studies of five students experiencing mental health difficulties, to provide insight into these issues from the student perspective. The students confirmed that aspects of the higher education environment had exacerbated their difficulties. An innovative model of support is described. Traditionally interventions for students with mental health difficulties have focused at the individual level. We argue that attention also needs to be paid to changing aspects of the environment and that this would improve the learning experience for all students.

The Experience of Student Occupational Therapists with Disabilities in Canadian Universities

“…The number of students with documented disabilities attending institutes of higher education is increasing (Cook, Rumrill, & Tankersley, 2009;Council of Ontario Universities, 2010;Tinklin et al, 2005). This trend appears to be due to a multitude of factors including increased frequency of diagnosis, introduction of legislation mandating student rights, and improved policies and procedures for accommodating students with disabilities.…”

“…Other published literature relating to student occupational therapists with disabilities consists primarily of individual narratives (Archer, 1999;Murray, 2002;Sivanesan, 2003). In the majority of the literature explored, student occupational therapists with disabilities identified consistently attitudinal, social, physical, and institutional barriers (Bielke & Yssel, 1999;Jung, Salvatori, Tremblay, Baptiste & Sinclair, 2008;Tinklin, et al, 2005).…”

“…Least favourable attitudes were found to be towards students with conduct issues involving physical aggression. Research beyond occupational therapy programs indicated that faculty held the most prejudicial attitudes towards students with non-evident disabilities including learning disabilities (Beilke & Yssel, 1999;Cook, et al, 2009;Tinklin et al, 2005). In a survey of 307 faculty and instructors at various universities in the Midwestern U.S. Cook et al (2009) found that faculty are more eager to understand the needs and characteristics of those with physical impairments such as orthopedic conditions and are less likely to believe that non-evident disabilities require their attention.…”

“…Research indicates that the success of student occupational therapists with disabilities in universities was influenced significantly by faculty attitudes (Cook et al, 2009;Gitlow, 2001;Tinklin et al, 2005). Gitlow (2001) explored the attitudes of educators in occupational therapy on the inclusion and education of students with disabilities in their programs.…”

“…Salvatori asserts that student occupational therapists should be considered clients within the context of occupational therapy education and as such recommends that the principles of client-centred practice be applied. Clearly stated, there is a call to apply the theories and practices of occupational therapy to occupational therapy education in order to improve the quality of the university experience for all student occupational therapists, particularly those with disabilities, and to provide a model for inclusive education (Tinklin, Riddell, & Wilson, 2005;WFOT, 2008).…”