SMARtEN: Student Mental Health Research Network
Lead Research Organisation:
King's College London
Department Name: Psychology
Abstract
Our vision is to change the Higher Education experience for all students and realise the ambition of an education system that supports students to thrive. Our network will build a comprehensive understanding of student mental health, including what good mental health means to students and the risk and protective factors that can be targeted to improve all students' mental health.
There has been great political, public and professional concern about students' mental health. The mental wellbeing reported by university students is among the lowest across the population. The sector has seen a dramatic rise in help-seeking with some institutions reporting that 1 in 4 of their students are either being seen by the university counselling service or are waiting to be seen. In the five years from 2010, there was a 210% increase in students with experience of mental health problems dropping out of university, incurring tuition fee debt and yet unable to yield a 'graduate wage premium.' While there is an obvious loss of return on public investment when students drop out of university, there are also expansive opportunities for a Higher Education system to support young adults to thrive in the present and future.
There is no clear narrative about the trends in student mental health or how best to respond. As such, developing effective solutions and allocating resources for a coherent institutional response is difficult and the potential for unintended consequences increases. The past 15 years have seen a rise in ad hoc arrangements of non-specialist, generic psycho-emotional interventions at all levels of the education system, administered and promoted by a flourishing commercial market. Extensive discussion with stakeholders, including lecturers, heads of teaching departments and heads of university counselling and support services, shows ambivalence and disagreement about what is happening and how best to respond.
Our cross-disciplinary team is committed to research and open-minded debate that looks at the balance between risk and benefit, addresses the contested and complicated questions and does not assume that any intervention must be a "good thing" in and of itself. The starting point for our network is that there is no single answer to understanding the challenges for student mental health, no single solution and no single discipline that can address all of the challenges. Our team brings together researchers with expertise in student wellbeing, psychology, epidemiology, social and economic research, anthropology, ethnography, informatics, social media, big data, arts, culture, education, behavioural science and mental health. As the network develops we will engage still more diverse experience and expertise.
The focus of the network will be to understand student mental health and mental health problems. We will address three questions;
(1) What is distinctive about the mental health experiences of students?
(2) What factors influence student mental health? and
(3) What can non-clinical universal approaches to student mental health achieve?
Engagement with students and key stakeholders (student support services, educators and clinicians) will maximise the benefits and impact of research and encourage knowledge exchange. Student engagement will be central to the network's core activities and include the development of a Student Research Team, a Priority Setting Partnership to establish students' priority research questions, two student-led mental health conferences and strong engagement across the other network activities.
Network activities will focus on four 'plus' funding rounds with each round including workshops and activities to support knowledge exchange, encourage collaboration, facilitate user engagement, and support creative applications from Early Career Researchers.
There has been great political, public and professional concern about students' mental health. The mental wellbeing reported by university students is among the lowest across the population. The sector has seen a dramatic rise in help-seeking with some institutions reporting that 1 in 4 of their students are either being seen by the university counselling service or are waiting to be seen. In the five years from 2010, there was a 210% increase in students with experience of mental health problems dropping out of university, incurring tuition fee debt and yet unable to yield a 'graduate wage premium.' While there is an obvious loss of return on public investment when students drop out of university, there are also expansive opportunities for a Higher Education system to support young adults to thrive in the present and future.
There is no clear narrative about the trends in student mental health or how best to respond. As such, developing effective solutions and allocating resources for a coherent institutional response is difficult and the potential for unintended consequences increases. The past 15 years have seen a rise in ad hoc arrangements of non-specialist, generic psycho-emotional interventions at all levels of the education system, administered and promoted by a flourishing commercial market. Extensive discussion with stakeholders, including lecturers, heads of teaching departments and heads of university counselling and support services, shows ambivalence and disagreement about what is happening and how best to respond.
Our cross-disciplinary team is committed to research and open-minded debate that looks at the balance between risk and benefit, addresses the contested and complicated questions and does not assume that any intervention must be a "good thing" in and of itself. The starting point for our network is that there is no single answer to understanding the challenges for student mental health, no single solution and no single discipline that can address all of the challenges. Our team brings together researchers with expertise in student wellbeing, psychology, epidemiology, social and economic research, anthropology, ethnography, informatics, social media, big data, arts, culture, education, behavioural science and mental health. As the network develops we will engage still more diverse experience and expertise.
The focus of the network will be to understand student mental health and mental health problems. We will address three questions;
(1) What is distinctive about the mental health experiences of students?
(2) What factors influence student mental health? and
(3) What can non-clinical universal approaches to student mental health achieve?
Engagement with students and key stakeholders (student support services, educators and clinicians) will maximise the benefits and impact of research and encourage knowledge exchange. Student engagement will be central to the network's core activities and include the development of a Student Research Team, a Priority Setting Partnership to establish students' priority research questions, two student-led mental health conferences and strong engagement across the other network activities.
Network activities will focus on four 'plus' funding rounds with each round including workshops and activities to support knowledge exchange, encourage collaboration, facilitate user engagement, and support creative applications from Early Career Researchers.
Planned Impact
We are working towards a vision of a Higher Education experience that supports all students to thrive. Students are our primary beneficiary. The network and associated research will have direct impact for students, as well as indirect impact via benefits for stakeholders including educators and student services (e.g., university counselling services, wellbeing and disability advisors).
Students
This application has been inspired and supported by Student Minds. Students have been engaged in the development of this application, to gather ideas and suggestions and gain feedback on an early draft of the proposal.
The network's activities and 'plus' funded research will have indirect impact for students, by supporting better understanding of student mental health and facilitating further research to improve student mental health. It is important that interventions are based on a strong understanding; without this, developing effective solutions will be difficult and the possibilities of iatrogenic or unintended consequences will increase. All interventions will have unintended consequences or side effects - that in itself should not be a barrier. However, we are committed to promoting research that allows us to look at the balance between risk and benefit, and never assume that any intervention must be a "good thing" in and of itself.
There will be immediate and direct impact for students involved in the Student Research Team. We will work with a diverse group of students to provide training and experience, supporting the students to develop their own skills as they contribute to and inform the network's research. The network's activities will have direct impact for a wider group of up to 400 students, engaged through the two student-led student mental health conferences. These conferences will offer students the opportunity to develop their own understanding of student mental health, to engage with researchers and contribute to research decisions, participate in workshops and develop their own research skills.
Network activity will be shared through blogs and podcasts on the network website and social media in an accessible format to encourage much wider student engagement, building an interest in and understanding of issues around student mental health. Our ambition here is to foster a strong sense of student empowerment around mental health.
Educators
The Universities UK #StepChange framework for mental health proposes a "whole university approach," recognising the that mental wellbeing of academics working in Higher Education cannot be separated from that of the students they teach. Consultation with academics highlights that the mental health of students is a serious cause for stress and concern, with academics feeling frustrated by their, and their institutions, inability to respond effectively. The network will have a specific focus on education, with the aim of inspiring and enabling further research to study how pedagogy, course and assessment design can be adapted to enhance student mental wellbeing. Providing immediate direct impact, the network will collate resources to support academics to start to consider student mental health when designing curricula and assessment.
Student support teams
Consultation with student services leaders and university counsellors has identified ambivalence and disagreement about how to respond to the crisis in student mental health. Over recent years we have seen a rise in an ad hoc range of non-specialist, generic psycho-emotional interventions. The network will support a more strategic approach to student mental health.
Higher Education Policy
The network will contribute to and engage with ongoing work coordinated by Student Minds and Universities UK to explore policy strategy to improve outcomes around mental health and wellbeing in higher education.
Students
This application has been inspired and supported by Student Minds. Students have been engaged in the development of this application, to gather ideas and suggestions and gain feedback on an early draft of the proposal.
The network's activities and 'plus' funded research will have indirect impact for students, by supporting better understanding of student mental health and facilitating further research to improve student mental health. It is important that interventions are based on a strong understanding; without this, developing effective solutions will be difficult and the possibilities of iatrogenic or unintended consequences will increase. All interventions will have unintended consequences or side effects - that in itself should not be a barrier. However, we are committed to promoting research that allows us to look at the balance between risk and benefit, and never assume that any intervention must be a "good thing" in and of itself.
There will be immediate and direct impact for students involved in the Student Research Team. We will work with a diverse group of students to provide training and experience, supporting the students to develop their own skills as they contribute to and inform the network's research. The network's activities will have direct impact for a wider group of up to 400 students, engaged through the two student-led student mental health conferences. These conferences will offer students the opportunity to develop their own understanding of student mental health, to engage with researchers and contribute to research decisions, participate in workshops and develop their own research skills.
Network activity will be shared through blogs and podcasts on the network website and social media in an accessible format to encourage much wider student engagement, building an interest in and understanding of issues around student mental health. Our ambition here is to foster a strong sense of student empowerment around mental health.
Educators
The Universities UK #StepChange framework for mental health proposes a "whole university approach," recognising the that mental wellbeing of academics working in Higher Education cannot be separated from that of the students they teach. Consultation with academics highlights that the mental health of students is a serious cause for stress and concern, with academics feeling frustrated by their, and their institutions, inability to respond effectively. The network will have a specific focus on education, with the aim of inspiring and enabling further research to study how pedagogy, course and assessment design can be adapted to enhance student mental wellbeing. Providing immediate direct impact, the network will collate resources to support academics to start to consider student mental health when designing curricula and assessment.
Student support teams
Consultation with student services leaders and university counsellors has identified ambivalence and disagreement about how to respond to the crisis in student mental health. Over recent years we have seen a rise in an ad hoc range of non-specialist, generic psycho-emotional interventions. The network will support a more strategic approach to student mental health.
Higher Education Policy
The network will contribute to and engage with ongoing work coordinated by Student Minds and Universities UK to explore policy strategy to improve outcomes around mental health and wellbeing in higher education.
Organisations
- King's College London (Lead Research Organisation)
- Medical Research Council (Co-funder)
- Engineering and Physical Sciences Research Council (Co-funder)
- Arts and Humanities Research Council (Co-funder)
- Norfolk Record Office (Collaboration)
- The Carers Trust (Collaboration)
- University of Toronto (Collaboration)
- University of East Anglia (Collaboration)
Publications
Sampson K
(2022)
Key questions: research priorities for student mental health.
in BJPsych open
Worsley JD
(2021)
The role of accommodation environments in student mental health and wellbeing.
in BMC public health
Stoll N
(2022)
Mental health and mental well-being of Black students at UK universities: a review and thematic synthesis.
in BMJ open
Rakow K
(2023)
"It Ain't What You Use, It's the Way That You Use It": How Virtual Learning Environments May Impact Student Mental Wellbeing
in Education Sciences
Pointon-Haas J
(2023)
Staff Perspectives: Defining the Types, Challenges and Lessons Learnt of University Peer Support for Student Mental Health and Wellbeing
in Education Sciences
Dinu L
(2022)
Student Perceptions of Online Education during COVID-19 Lockdowns: Direct and Indirect Effects on Learning
in Education Sciences
Dinu L
(2021)
A Case Study Investigating Mental Wellbeing of University Academics during the COVID-19 Pandemic
in Education Sciences
Upsher R
(2022)
A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
in Education Sciences
Upsher R
(2022)
A systematic review of interventions embedded in curriculum to improve university student wellbeing
in Educational Research Review
| Title | Georgia Walker Churchman - Creative Films |
| Description | Students involved in Georgia Walker Churchman's project developed films to reflect on their experiences throughout, and the zines we used in the literary section of the project to support the students' engagement with ideas about wellbeing and mental health. The films the students created can be accessed on the EAFA website: Imagining Wellness. Cycle (2021) | East Anglian Film Archive (eafa.org.uk) Imagining Wellness. Comfort in Company (2021) | East Anglian Film Archive (eafa.org.uk) Imagining Wellness. Finding Wounds (2021) | East Anglian Film Archive (eafa.org.uk) Imagining Wellness. Bipolar (2021) | East Anglian Film Archive (eafa.org.uk) |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2021 |
| Impact | This has created a tangible output which can be engaged with by other researchers as as an example of innovative research practice and inclusive, arts-therapy approaches to mental health interventions. Further to this, it can be engaged with by other students who may experience similar challenges to help 'normalise and validate' their feelings, thereby improving their wellbeing and perhaps encouraging them to seek support. |
| URL | https://eafa.org.uk |
| Title | Georgia Walker Churchman - Zine |
| Description | Students involved in Georgia Walker Churchman's project used zines in the literary section of the project to support the students' engagement with ideas about wellbeing and mental health. Which are now available for wider dissemination. |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | This has created a tangible output which can be engaged with by other researchers as an example of innovative research practice and inclusive, arts-therapy approaches to mental health interventions. Further to this, it can be engaged with by other students to help them consider their own ideas about wellbeing and mental health. |
| Title | Kavita Ramakrishnan - Zine |
| Description | Drawing upon co-production, Kavita Ramakrishnan and her team worked together with a group of doctoral students as partners to create a print and online version of a zine, titled Degrees of Belonging. The zine used a flip format to explore students' current experiences as well as ways of creating inclusive futures. The zine featured creative/arts-based methods, written expression and collaborative discussions. The zine is freely available to download through EggBox - their host institution's in-housing publishing service. Hard copies are also available to read through the Zine Library held at the Norwich Millennium Library, and at the Newcastle University Zine Library. Finally, the zine is housed in UEA Library's Decolonisation Archives and Collection. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2022 |
| Impact | This has created a tangible output which can be engaged with by other researchers as as an example of innovative research practice and inclusive, arts-therapy approaches to mental health interventions. Further to this, it can be engaged with by other doctoral students who may experiences similar challenges to help 'normalise and validate' their feelings, thereby improving their wellbeing and perhaps encouraging them to seek support. |
| URL | https://www.eggboxpublishing.com/product-page/degrees-of-belonging-zine |
| Title | Things and the Mind, a graphic novel and interactive digital tool |
| Description | Working with an illustrator, this Natasa Lackovic pioneered the first 'graphic novel;' into student mental health. This is available as a PDF format, with nine pictural stories narrated by the students through image captions and thought bubbles, etc. Alongside the graphic novel PDF, a printed version of the resource has been created and sent to SUs at institutions across the UK so that it can be available as a support resource in the campus environment. A Things and the Mind website is under development, which will create an online, interactive resource showing the created artworks and providing a visual tool to support general student mental health literacy and act as a point of reference for students. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2021 |
| Impact | The production of a physical graphic novel resource and the development of a graphic novel interactive web site is scheduled to be launched beginning April. Lancaster Medical Practice will promote the web site by placing posters with URL links and QR codes on their premises and holding a meeting with GPs and mental health professional groups in terms of sign posting young people to it (this again when the web site is launched). Natasa has held a CPD meeting with regional CAMHS practitioners to get familiar with the resource for the purpose of sign posting it in practice and is developing a user toolkit for student services, Student Unions and mental health charities. Hard copies were sent to 20 UK Universities in April too who are forming a Things and the Mind consortium. Joining means having access to the data being collected through the web site and developing projects and knowledge around this area in mental health and literacy. There will be CPD workshops etc. that will gather practitioner feedback. |
| Description | Alongside our Plus funded research projects, members of the SMaRteN Team and network have undertaken a range of additional research activities which have yielded significant results. We explored how student well-being is conceptualised and measured in existing research, and identified multiple challenges (Dodd et al.. 2021, including members of our student-led research team). Researchers often didn't say how they defined well-being, and why they are asking specific questions. This is important because it makes it difficult to compare across studies and build a bigger understanding of student well-being, and of the effectiveness of support put in place to improve it. Alongside this, we conducted a sector-wide consultation about priorities for measuring student well-being (Dodd & Byrom, 2022). We asked university students, and people working across Higher Education in universities or in relevant organisations, what they thought should be measured when looking at well-being as an outcome (e.g., when determining whether or not student well-being is good or poor, or whether an intervention designed to help with well-being has worked). The top priorities were social support, coping, traditional well-being (e.g., feeling good, being satisfied with life, a sense of fulfilment), as well as and having positive beliefs about yourself. From our scoping review and consultation, we compiled a compendium of well-being measures with information as a research resource. Our ethnographic case series (Armstrong et al.) is the first coproduced ethnography to investigate mental health labels amongst university students in the UK. This work has a number of important implications about how students understand and use labels such as 'depressed', and the direction of student mental health research. It complements the well-being measurement project by giving an alternative to the prevailing approach of using quantitative measures to measure mental health and well-being Our comprehensive summary of national surveys produced a helpful resource for those looking to measure and study the student population and their mental health using secondary data analysis (MacManus & Byrom, 2019). Our priority-setting exercise was co-produced with student researchers, and asked students from across the UK about what research questions they thought were important for research on student mental health identified key themes of importance for students Each of our funded research projects have generated findings specific to their research and their outputs demonstrating this are detailed in Publications section and in Engagement section of this report. Many of our projects experienced delays due to the global pandemic and so some are still analysing funding and many other have submitted papers and are awaiting a response. As and when future work emerges, this will be added to further demonstrate research findings. Where strong themes have already been identified across projects a summary of these is given below to provide overview key findings from SMaRteN's funded work. A key finding has been in relation to the actual campus environment and study and living spaces for university students. Researcher Joanne Worsley considered the milieu of university accommodation and found that low sense of belonging and feeling uncomfortable were associated with higher levels of depression, anxiety, and loneliness. Physical attributes of place that prevent social cohesion further exacerbated feelings of loneliness and poor relationships with fellow residents and not using communal areas were associated with higher levels of depression and loneliness. For students to flourish in their new homes, accommodation providers and teams must consider relational wellbeing, making places that foster a sense of belonging where students feel sufficiently connected to others. Findings from Thomas Kador's research on The Student Wellbeing and Experimental Learning Spaces (SWELS) also indicate that the campus environment and physical learning spaces can have an impact on student wellbeing. The project worked across three research intensive universities in the Southeast of England - University College London (UCL), King's College London (KCL), University of Oxford (Oxford) - and designed a mixed-methods approach, with a quantitative survey informing a subsequent qualitative interview-based study. Qualitative feedback from Kador's research consider the role experiential learning plays in adapting curricula to shape wellbeing as well as how cultural spaces and experiential learning might interact to further support positive wellbeing. Findings indicate, whilst student wellbeing is most significantly influenced my curriculum structure, there is potential for physical learning space to enhance student learning. Alongside more campus focused, cross cohort research a number of SMaRteN funded research projects have worked with student groups underrepresented withing current studies and those marginalised within HE. This has yielded important findings related to the need for culturally aware mental health provision and as well as the need for changes within HE to create more inclusive, supportive communities. This was a particularly strong element within the findings from Nicola Cogan's work. A qualitative study using individual semi-structured interviews with Asian International Students (AISs) was used and an inductive thematic approach to analysis was conducted. Three major themes were developed: Negative beliefs, stigma and fear of judgment impacting on understandings and disclosure of mental health issues (mental health as taboo and collective pressures to succeed), Adaptation and acculturation difficulties (lack of sense of belonging), and Barriers in communication, social disconnection and loneliness. These findings support the need for improved mental health literacy provision for international students but the need for a service level improved understanding of cultural context overlapping with mental health and help-seeking One of the Ras (Liu) involved in Cogan's study was subsequently awarded funding within a later SMaRteN round and so further built on these findings. Xi Liu's project interviewed Chinese International Students (CISs) to explore their understanding and experiences of loneliness. Participants attended MCBT workshops with interviews and focus groups were conducted to explore the participants' opinions on how to culturally adapt MBCT for CIS experiencing loneliness. Three major themes emerged from the interview data: Lack of intimate, authentic and understanding social relationships; The journey of adaptation and belongingness; Withholding feelings and preference for self- reliant, problem-focused coping. The themes emerged from the focus group data were: The need to focus on oneself and find "inner peace"; Unfamiliarity of MBCT, and reluctancy towards help-seeking; Preference for an efficient, practical, and collaborative learning approach. Together with the findings from Cogan's research the projects demonstrate the challenges facing AIS and CIS students in particular but challenges will likely overlap with other international student experiences. This demonstrates how it might be helpful universities to be more proactive in engaging with students from backgrounds where help-seeking and mental health support are less cultural norms but also to provide support programmes that emphasise developing skills and facilitating personal growth (e.g., MBCT) and consider more broad terminology such as changing the term "therapy" in the title, when offering MBCT (e.g., just "Mindfulness for Life") in order to make interventions seem more accessible. The work of Dionne Taylor also found the need for more culturally aware provision within HE. The project was a small-scale feasibility study which was codesigned and co-delivered by students and stakeholders. The project piloted two mental health and well-being interventions aimed specifically with and for Black students. Adopting both a mixed methods approach, this action-based research drew on qualitative and quantitative approaches using online surveys and focus groups. Findings indicate that culturally targeted provision was effective for awareness raising, engaging, understanding and providing a 'safe space' for Black university students with issues of mental health and well-being and suggest universities must build an infrastructure which continually supports, recognises and values Black university students. Further culturally specific findings were seen within Kavita Ramakrishnan's project considering belonging amongst Black and minority ethnic PhD students. It was carried out by an interdisciplinary team across geography and education, based at the University of East Anglia. Drawing upon co-production, the researchers worked together with a group of doctoral students as partners to create a print and online version of a zine, titled Degrees of Belonging. As well as specific findings related to the value of arts-based methods for creating shared communities and exploring Lived Experiences, findings indicate that this groups felt racialized or minoritised within the university community, echoing findings from across Cogan, Liu and Taylor's studies around a lack of cultural awareness and inclusion within HE and suggest the need for improvements to provide services and spaces relevant and accessible to a diverse UK student population. Alongside findings related to cultural identity and wellbeing within HE, Ramakrishnan's research found strong benefits in engaging students in creative, arts-based therapeutic activities and the positive role of creative expression in wellbeing was another strong finding within a number of our SMaRteN funded projects. Natasa Lackovic's project pioneered the creation of a 'graphic novel' related to student mental health and the resulting output demonstrates the significant emotional, social and cultural value ascribed to things and space in relation to student wellbeing. However, a key finding was the benefit itself of utilising an innovative research methodology which supported students to communicate their experiences, sense of self and wellbeing in terms of a visual, pictural output, with students reporting the value of being able to express emotions and concepts often hard to verbalise. Similar creative, arts-based activities were used within the work of Georgia Walker Churchman and Sarah Crook. Walker Churchman engage students in a project utilising a range of visual stimuli, including images and video recordings, to create new outputs related to their own student experiences. Walker Churchman's study involved undergraduates from across a range of disciplines and students who both wanted to explore their own wellbeing and improve mental health literacy more generally. These findings help to show the benefit of arts-based activities for engaging a broad range of students and creative 'space' for a conceptualising wellbeing and student identity outside the scope of traditional student services and mental health support. Similar positive responses were found within Sarah Crook's funded work where students engaged with a range of source materials, including visual and written stimuli, to explore the 'history' of student mental health but to also consider present day attitudes and the personal experiences of the students involved. As with Walker Churchman's research, Crook found project participants valued the actual creative discipline itself as well as the holistic, communal environment taking part in the activity created. Across our research projects, we have funded a significant amount of work with postgraduate students, some of which have been mentioned above, meaning we can report strong findings in relation to the experiences and mental health of this student group. Even early findings indicated that this group face real challenges to their mental health and wellbeing and this was further supported by our own research into the experiences of postgraduate students during COVID-19, research we undertook as we were concerned about the challenges facing an already struggling and under-served group. Within our first funding round we supported Patricia Jackman to conduct a co-design study to generate actionable strategies that could be used to inform the design of doctoral researcher induction programmes. Over a 9-month period, she and her team collaborated with 47 doctoral researchers from 24 institutions and 13 stakeholders from one university, collecting qualitative data via focus groups and follow-up surveys. Based on responses the team developed a range of support resources (which are covered in more depth in the engagement section of this report) which included actionable strategies for the design of induction programmes across core themes: peer connections; supervisor relationships; information and resources; student services advice and support; and training and development. As part of wanting to do more to understand the experiences of postgraduate students, our second round provided funding to Maria Gardani to undertake research into the mental health and wellbeing of postgraduates in relation to the role of the supervision framework, as it can be considered the sole unmediated relationship that engenders almost all of the learning, guidance and support during postgraduate research training (Cowling, 2017). The study used combined qualitative data from a large survey of PGRs and focus groups and reflexive thematic analysis, and found that PGRs experience the overarching process of obtaining a research degree as a mental labyrinth. Three constituent themes were identified: 1) inequity in navigating the labyrinth, 2) the labyrinth as a place of uncertainty and isolation, and 3) supervisors as labyrinth guides, not mental care providers. Significant within these findings is the sense of the lack of appropriate support for postgraduates with students themselves reporting some positives to wellbeing from the supervisor relationship, but also recognizing that their supervisors were not in a position to offer wellbeing centered support, but with students struggling to find support and community elsewhere within the university environment or within student services provision. Building further on these findings, within our final funding round we supported Lydia Lewis to explore the lived experiences of a diversity of doctoral researchers in relation to academic belonging across pre-92 and post-92 universities, and how these relate to the current neo-liberal HE environment. A key finding from her project was in relation to how postgraduates view their role or position within the wider university community as both students themselves and as apaid staff members with teaching responsibilities. Across our research with postgraduates, findings indicate that this group are conscious of a 'duality' to their position within HE as 'not quite' staff but 'not quite' students and this not only creates a sense of un-belonging within broader university communities, but can also be a barrier to help-seeking due to a concern about blurring boundaries of 'professionality'. As covered elsewhere in this section, Ramakrishnan undertook research with specifically with black and minority ethnic PhD students and found that these concerns were particularly prevalent amongst participants. Within her research, Lewis also found that international students/students from different cultural backgrounds and students from working class background in particular struggle with this duality and had concerns about how accessing mental health support or opening up about struggles could be viewed. Overall, our findings demonstrate the need for more robust support for postgraduate students but also the need for careful consideration of the intersections of identity for such a diverse group to create more person centered, clearly signposted, accessible provision. Findings within our range of funded research projects also demonstrate the positive impact of peer support based interventions with student mental health, as a number have reported promising findings within this area. The work of Jo Billings involved a preliminary evaluation of their novel 'study groups' social intervention, in place on the MSc programme in the UCL Division of Psychiatry (DoP). The intervention involves placing students into study groups of approximately 10 students and allocating group work, seminar attendance and practice assignments to these groups throughout the year. Groups are assigned an MSc staff member (lead) and a DoP PhD student (co-lead) with whom they meet regularly to receive support. Within qualitative interviews the majority of students reporting a beneficial impact on their Master's experience and wellbeing. In the accompanying quantitative analysis, Billings and her team found that DoP students had lower depression scores and higher life worthwhile scores, both cross-sectionally and longitudinally. No significant differences were observed for anxiety, loneliness or life satisfaction. Significantly, the staff involved also viewed the intervention positively, suggesting this type of embedded, structures support programme could be used to enhance student wellbeing and alleviate some of the burdens and wellbeing concerns currently also faced be HE staff. Our researcher Margaret McLafferty also trialled a student-led peer support wellbeing programme, but with first year undergraduate students at Ulster University. Sessions focused on enhancing the wellbeing and resilience of students during semester two. Alongside quantitative measured improvements related to wellbeing, across a range of metrics, through qualitative interviews the team identified reported benefits for the students (improved wellbeing and positive response to peer based networking) but also found the Mentors themselves responded positively to the intervention (feeling they had gained skills including increased self-efficacy and experienced a positive impact on their own wellbeing). Again, findings from research into peer support programmes suggest mutual benefits for those involved and indicate this type of programme could be considered for a broader, more systematic rollout across HE as part of current university concerns around 'whole university' and 'health campus' approached to mental health and wellbeing for staff and students. Positive findings in relation to peer support are also trends within some of the other projects referred to earlier in this section. Whilst not explicitly researching the role of peer-support itself, within the arts-based sessions from Lackovic, Walker Churchman and Crook, students attended collaborative sessions and group workshops and, alongside the benefits of the creative activity itself, also responded positively to these supportive but structured peer-to-peer engagement opportunities. |
| Exploitation Route | We have worked share our findings to help steer further research across the sector and reach key stakeholders including policy makers and HEPs (see Engagement Activities) and a more comprehensive breakdown of how our work has had impact can be found in the Narrative Impact section but some key elements are outlined below. The scoping review and well-being measurement report can be used as a guide by researchers and others who are looking to measure well-being in students. Our summary of national surveys is a resource that can be used by researchers to find relevant databases to use for secondary analysis relating to student mental health. The priority-setting exercise (referenced above) directly involved students, which has the potential to inform future student mental health research aligned with student priorities. We have already run a Plus-funding call based on these research questions to get the ball rolling with research that fits student priorities. The seven themes identified were epidemiology (e.g., how common are student mental health and well-being difficulties and is this changing over time), causes and risk factors, academic factors and work-life balance, sense of belonging, intervention and services, mental health literacy and consequences (e.g., impact of mental health on other areas such as academic achievement and friendships). These can go on to shape and influence future research and policy-making. Findings in relation to space and university environment are significant in light of the impact of COVID-19 and the introduction of remote learning for students. Findings impact how we might consider student wellbeing for the duration of the pandemic but also influence how we might approach the role of physical learning spaces moving forwards. Post-pandemic, there has been widespread integration of digital/remote learning into the university curriculum and whilst this can have some benefits this can also create a sense of distancing for some students and create a reduced sense of belonging or connectivity with their studies. Findings in relation to cultural awareness or a perceived 'lack of' within HE can influence future practice within university student services, including the need for more proactive engagement with some students groups. More generally, these findings demonstrate the need for improvement across the sector to provide healthier and more supportive communities for students from marginalised communities or groups underrepresented within HE. Alongside this, our findings related to the specific challenges faced by postgraduate students also demonstrate the need for improved mental health support and engagement for this group. Together, the positive experiences reported by students involved in our holistic, arts-based research help to demonstrate the type of intervention universities could consider piloting to improve mental health literacy and awareness within their student communities and the type of provision which could long-term improve general sense of wellbeing across their student population. This can also be said for the positive findings from a range of projects utilising peer-support. Essentially, we hope that these key findings demonstrate to practitioners and wider HE stakeholders priority groups in need of more support, but also practically demonstrate the type of provision universities could look to embed. Further to this, when considering the findings of the SMaRteN project one of the clearest trends identified across research projects and findings is a lack of sense belonging within the student community. In research spanning different student groups, different elements of mental health, and different types of potential support intervention when students are asked to conceptualise their sense of wellbeing they report loneliness as an area where they struggle and this is associate with not feeling like they belong within the physical space or social infrastructure of their university. This has already be taken forward by our Network Lead, Nicola Byrom, who has secured funding for more research specifically in this area (see Further Funding). |
| Sectors | Education Healthcare Culture Heritage Museums and Collections |
| URL | https://www.smarten.org.uk |
| Description | SMaRteN continues to have impact on the higher education landscape. A number of our special interest groups continue, sustained by enthusiastic member engagement beyond the term of our funding. These include the Early Career Research group, providing vital peer support and skills development for early career researchers working in this area. Our work feeds into national policy through the governments Mental Health in Higher Education Implementation Taskforce. I do not want to repeat the information provided elsewhere in this submission, but must highlight that to date over 37 publications have been linked to this network. It is not easy to keep track of all of these due to the scale of work that we seed funded. |
| First Year Of Impact | 2018 |
| Sector | Education,Healthcare,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural Societal Policy & public services |
| Description | Higher education mental health implementation taskforce |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| URL | https://www.gov.uk/government/groups/higher-education-mental-health-implementation-taskforce |
| Description | Maria Garden - University Counselling Changes |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or improved professional practice |
| Description | Michelle O'Toole - Working Group |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or improved professional practice |
| Description | Rachel Spacey - Parliamentary Select Committee |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Sarah Crook - Student Minds |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Xi Liu - University of Strathclyde Student Services |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to new or improved professional practice |
| Description | A multi-perspective analysis of university students' personal mental health and wellbeing capital and its effect on their life outcomes |
| Amount | £271,976 (GBP) |
| Funding ID | ES/T002255/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 06/2020 |
| End | 12/2021 |
| Description | Developing and Evaluating a Stepped Change Whole-University approach for Student Wellbeing and Mental Health |
| Amount | £3,819,281 (GBP) |
| Funding ID | MR/W002442/1 |
| Organisation | Medical Research Council (MRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 08/2021 |
| End | 08/2025 |
| Description | Education for Mental Health: enhancing student mental health through curriculum and pedagogy |
| Amount | £749,946 (GBP) |
| Funding ID | MH04 |
| Organisation | Office for Students |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 04/2019 |
| End | 12/2021 |
| Description | Improving the mental health of young adults in Australia's universities |
| Amount | $420,028 (AUD) |
| Organisation | Australian Research Council |
| Sector | Public |
| Country | Australia |
| Start | 01/2023 |
| End | 12/2025 |
| Description | Lancaster's ESRC Impact Accelerator Account Grant |
| Amount | £11,800 (GBP) |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | |
| Description | Shared Island North South Research Programme |
| Amount | € 200,000 (EUR) |
| Organisation | Higher Education Authority |
| Sector | Public |
| Country | Ireland |
| Start | 01/2022 |
| Description | Spring 2022 RSE Research Awards - ScotSMART |
| Amount | £19,994 (GBP) |
| Organisation | Royal Society of Edinburgh (RSE) |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | |
| Description | The time of their lives? Developing Concepts and Methods to Understand Loneliness in Students |
| Amount | £843,959 (GBP) |
| Funding ID | MR/X002810/1 |
| Organisation | Medical Research Council (MRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 11/2022 |
| End | 10/2025 |
| Description | Travel Grant (Thomas Kador attendance of conference on Cultural Heritage and Mental Health in Ghent, Belgium) |
| Amount | £1,500 (GBP) |
| Organisation | University College London |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | |
| Title | Aja Murray - Use of the UK Household Longitudinal Study |
| Description | Aja Murray's research used an existing large, high quality longitudinal dataset - the UK Household Longitudinal Study to provide illumination on these issues. First, they assessed whether commonly used measures of mental health, the General Health Questionnaire and the Warwick-Edinburgh Mental Wellbeing Scale measure mental health in the same way across students and non-students. This is important for making sure that they are valid within student populations and can be used to validly compare students and non-students. Analyses supported both their validity for measuring mental health within students and for making comparisons between students and non-students. Second, they used these measures to explore predictors of mental health, comparing students and non-students, as well as examining predictors of mental health within the student population. They found that students had higher wellbeing but no differences in mental health compared to those who had never been in higher education. In addition, within students, being born outside the UK, ethnicity, female sex, being in poorer health, older age, and unemployment were all associated with poorer mental health. In addition, poorer health, unemployment, and identifying as some specific ethnicities was associated with poorer wellbeing. The findings point to the groups of students who may benefit the most from additional preventive intervention support. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | The team's use of existing data sources and measurement tools can have a broader impact o research practice in future. Their work on establishing the measurement invariance of the GHQ-12 and the WEMWBS provides evidence that these tools can be used to study mental health within and across students. Theit work on the factors that predict mental health and wellbeing in students in a large UK-representative study points to factors that should be studied further, to inform interventions to support mental health. Their work showcasing the UKHLS data and what can be done with it to study student mental health can also help facilitate its use in future studies to help better understand UK student mental health. |
| Title | Dionne Taylor - Research Methods |
| Description | The methodology used in Dionne Taylor's study was participatory action research, which is a democratic approach that challenges oppression and nurtures social justice. The focus of the methodology was to prioritize culturally competent approaches that are grounded in the values and culture of Black students, as Black people with a mental health condition are less likely to disclose their condition in a multi-ethnic group. The study was co-designed and co-led by student facilitators who underwent training to facilitate Emotional Emancipation Circles (EECs) and Healing Circles. The aim of the study was to share the findings within the institution to bring about change through direct action. The action-reflection-action cycle was used to explore the success and limitations of the intervention. The project utilized EECs and Healing Circles as methods of group talking circles, which were rooted in Afrocentric principles. The main focus of the EECs was on exploring and liberating one's emotions, and the subjects covered included coping skills, stress management, work-life balance, positive identity identification, sense of belonging, and working through racial trauma. The study employed a practical focus that was securely grounded in the values and culture of Black students, and aimed to bring about positive change within the institution. The goal of an EEC is to help individuals develop emotional intelligence and emotional literacy, so they can better understand and manage their emotions. This is done by creating a safe and supportive space where participants can share their experiences and feelings and receive validation and support from others in the circle. Students who participated in the EEC's stated they felt their experiences were understood and they felt safe sharing them. In an EEC, participants are encouraged to express their emotions openly and honestly, without judgment or criticism. They are also encouraged to listen to and support each other, helping to build a sense of community and connection. This process can be empowering, helping individuals to gain insight into their emotions and to develop skills for managing them. Many of the student facilitators and participants shared similar around racial trauma, such as harassment and microaggressions, they used the EECs as a space to hear, listen and validate each other . EECs are often used in mental health and wellness interventions as it in the case of the ones used in this project, as they can be a powerful tool for promoting personal growth, healing, and self-awareness. These circles can be facilitated by trained professionals, community leaders, or peers, and can be used in a variety of settings, including schools, universities, community organizations, and health care facilities. A healing circle is a form of group therapy or support that is rooted in indigenous and African American cultural traditions. It typically involves a group of people sitting in a circle, sharing their stories and experiences, and offering support to each other. The aim of a healing circle is to provide a safe, supportive and non-judgmental space for individuals to process their emotions and experiences, and to build a sense of community and connection. Healing circles often incorporate traditional practices such as drumming, singing, and storytelling, and are used to address a wide range of issues, including trauma, mental health, and spiritual growth. Healing circles can be facilitated by trained professionals, community leaders, or peers, and can be used in a variety of settings, including schools, universities, community organizations, and health care facilities. Student facilitators (n=8) received intensive training from the external partners on the methodological and theoretical tools underpinning and engaging students like themselves in discussions of the impact of COVID-19, identity, a sense of belonging, intergenerational issues, and coping mechanisms whilst in university. They then ran their own groups, of which they designed, recruited, evaluated, and reviewed through their supervision with the external partners and the PI. This continuous loop of review and adaptation of sessions, allowed for flexibility in the topics of discussions, commitment, and engagement from students. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | A novel approach to mental health research, involving an inclusive culturally aware process which also served to be a positive intervention for the students involved. This can influence future research practice and service provision. |
| Title | Ethnographic Case studies |
| Description | Armstrong worked with the SMaRteN student research team to develop four ethnographic case studies of student mental health to help us understand whether students are re-labelling everyday emotional distress as a mental health difficulty. The final output will be a collection of interviews, which will be published by the network in early 2020. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | Yes |
| Impact | To be published in 2020 - a qualitative research tool that will enable practitioners and researchers to consider the language used by students to express Mental Health and well-being. |
| Title | Georgia Walker Churchman - Research Approach |
| Description | Georgia Walker Churchman's Imagining Wellness project developed two sets of questions to ask students during the focus groups at the beginning and end of the project. They also used zines, film clips and asylum records in the course of research to elicit responses from the participants and to encourage them to think about the issue of wellbeing without associating this with a seminar-like environment. While the use of heritage sources in well-being projects has been done with service users and in the context of art therapy and occupational health, the application of this method to university students is novel. The project also deployed the well-established WEMWEBS model to assess the students' wellbeing, thus using both novel and established research tools. The data gathered throughout the project has taken the form of participant's responses to the WEMWEBS questionnaire taken three times throughout the project, and the recorded responses to the focus groups which were then transcribed and thematically analysed by our student research assistant. As this research is investigating pedagogic practice within the context of the university, it is likely to inform teaching and employability projects as well as research. As well as this, bringing together empirical research on students' responses to textual stimulii and the theoretical, literary and historical responses to the same questions is an unusual approach and once plans are in place for an edited collection which deals with both these issues we hope that this will contribute to a significant move towards considering mental health issues in the context of university pedagogy. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | Impact on future research methodology. |
| Title | Natasa Lackovic - Research methods |
| Description | Natasa Lackovic's research pioneered the exploration of how things and student minds relate. The goal of the research was to better understand how students' subjective sense of mental health connects to the environment that surrounds them (built and natural places, spaces and artefacts). To accomplish this goal, the research applied two key methods. First, a participatory design with 9 students-volunteers from Lancaster's mental health society yielded qualitative data on students' lived experiences, visualised in the graphic novel format. Second, qualitative and quantitative responses were collected through the questionnaire filled in by 142 students across the UK on their attitudes and feelings towards everyday things and environments. The findings suggest that things and environments have significant emotional, social and cultural value assigned to them that affect student mental health and can make a difference to students' subjective sense of wellbeing. The study coined the concept of "emotional wellbeing anatomy" of things and places, based on students' assigning positive, negative or both values to them. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | Improvements to research design and mental health intervention. |
| Title | Review of Population surveys |
| Description | McManus & Sampson completed a preliminary review to identify surveys with data relevant for understanding student mental health. This was shared on the network website, to support and encourage researchers within and beyond the network to work with existing data sets. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | Researchers within and beyond the network are able to work more comprehensively with existing population data sets on Student Mental health. The resource was a support to applicants to our first funding call; What is Distinctive about Student Mental Health? |
| URL | https://www.smarten.org.uk/resources.html |
| Title | Scoping review of Mental Health and Well-being measures |
| Description | Dodd worked with our student research team and other stakeholders to review mental health measures and co-develop a basic measurement toolkit. A series of online consultations was undertaken, in which over 100 stakeholders participated. The final toolkit will be published in 2020. The aims of the SMaRteN measurement project are to: • Find out what measures already exist, and their strengths/weaknesses • Consult stakeholders (e.g., academics, clinicians, student services, University management, researchers and students) to identify what we should be finding measures for in order to comprehensively capture student mental health and wellbeing • Consult stakeholders to begin to develop consensus for preference for measures To address these aims, the key questions being addressed are: • How are student mental health and well-being being conceptualised and measured? • What information is available about the measures being used? • What are the measurement priorities of key stakeholders i.e., what do they think are the best indicators of student mental health and well-being, what data do they want? Scoping review of measures Our student-led research team have undertaken extensive literature searches of both academic journals and reports published by relevant organisations. These focused on how well-being and stress are being defined and measured. After extensive screening, reports/articles were included if they included a measure of well-being or stress, and met further pre-defined criteria (Higher Education students, UK context). From the articles included, Alyson has compiled a list of theoretical frameworks and measures used. Online consultation In Round One, we asked students and people working in Higher Education to suggest up to ten constructs they believed should be included when measuring student mental health and/or well-being. Some of these were things that might be associated with student mental health and/or well-being (determinants of mental health and well-being). Others were more direct outcome measures. Together these are indicators of mental health and well-being. From 119 responses, we grouped indicators into themes to compile a long-list of 65 potential outcomes. In Round Two, we asked stakeholders to rate the importance of each indicator on this long-list as a measure of student mental health and/or well-being. We had 99 stakeholders take part. Where >70% stakeholders rated an indicator as important, we included it in the final round. From these 37 potential outcomes, we asked stakeholders to choose their five priority 'mental health' outcomes and 'well-being' outcomes. This round is still open (45 completed responses so far). When completed, we will have a shorter list of recommended outcomes for measuring student mental health and well-being that have been identified and rated important by stakeholders. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | Yes |
| Impact | Review not yet published - we anticipate it will be available in Spring 2020. |
| Title | Degrees of Belonging: The (Un)Homely University, 2021-2022 |
| Description | 'Degrees of Belonging: The (Un)Homely University' contains mixed media collages, creative-critical writing, and personal-essay style pieces that interrogate the nature of belonging. This zine's creators invite you to witness, from their perspective, the effects on mental health of a University whose desire for you to belong is not always readily apparent. From a small collective of staff and doctoral students of colour at UEA, this jam-packed zine details their experiences of belonging in a place which can sometimes feel like home, other times like the furthest thing from it. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | Belonging is an emotional affiliation that relates individuals to the worlds they inhabit. The relationship between Black and minority ethnic doctoral students' experiences of time and space and their sense of belonging at university is under-explored, despite its implications for inclusivity and academic achievement. We propose an exploratory study utilising creative, participatory approaches to examine how everyday experiences of space and time during doctoral study impacts conceptualisations of belonging. We will build a partnership with 10-12 students from the University of East Anglia who identify across various axes of social difference. We center race/ethnicity, but acknowledge intersections of nationality, gender, sexuality, class, disability, indigeneity and lived experiences of mental health challenges, that affect belonging.We will co-create a project 'roadmap' with students, drawing on decolonial methods. From a portfolio of methods, students can choose those that best capture their sense of spatial and temporal belonging at the university. A speculative framework will also encourage students to envision alternative conditions which may foster a greater sense of belonging. Analysis and findings will be drafted and disseminated collaboratively with students. This will support a larger comparative study to establish the relationship between spatial and temporal dimensions of doctoral student belonging and its impact on mental health in different institutions. |
| URL | https://reshare.ukdataservice.ac.uk/856108/ |
| Title | Emotional Educations: Students' Views of the History of Belonging and the Lessons That Can Be Learned From the History of Student Mental Health, 2021-2022 |
| Description | This data is drawn from the transcribed focus groups held with five groups of students at four universities across Britain as part of a project to explore the potential utility of histories of student loneliness. Put another way, this project sought to understand the 'so what?' of research into student mental health histories. The students were invited to examine archival material that was authored by students in the 1960s and 1970s that detailed experiences of loneliness and isolation at universities, and were guided by the researcher to explore their resonances in the present. The first part of the workshop involved introducing the history of student mental health and giving students a brief guide to the use of archival material - setting out some brief comments on how to read for context, audience, and potential aims of the text. The second section honed in on students' responses to the material. The aim was to understand how contemporary students might make use of, interact with, and explore student loneliness in the past. The motivation for the study was a desire to understand the potential role of enhanced historical understanding in contemporary discussions about how to improve student wellbeing - asking whether, for example, increased knowledge of past student experiences might de-stigmatise loneliness in the present. The data contained in this set contain the transcribed conversations held in the second part of the workshops. Student participants came from a range of backgrounds, though all were undergraduates and all studied either a humanities or a social science degree. One student was an international exchange student, and another was an American student spending the entirety of their degree in the UK. The topics covered include freshers' weeks; accommodation; resident and non-resident students; going home at weekends; friendships; the permissive society; academic and staff interactions. The resulting academic article, which analysed this data alongside the archival materials, argued that increased historical knowledge was felt by students to offer new ways of understanding their experiences and to diminish the pressure around the 'university experience'. It argued, though, that this needs to be a complement to the other, holistic and more ambitious attempts to grapple with disconnection in the academy. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | This project worked with undergraduate students to illuminate the history of belonging at British universities and to establish the potential impact of this knowledge. Its aim was to understand the lessons that the history of student belonging and loneliness have for the present. This project's methodology was collaborative and co-production focused. The project was driven by a desire to understand the role that student histories could potentially have in efforts to address student loneliness and disconnection; to understand and trace evidence of past student loneliness; and to explore the particular themes from student histories that resonate with contemporary undergraduates. Through a series of five workshops at four universities in England, Wales and Scotland 2022 it gave participating students the opportunity to critically examine the experiences of previous generations of students - as shown in student newspapers and Student Union ephemera. The first section of workshops introduced students to archival material and to the longer chronology of concern about student mental health (a section that was not recorded or transcribed). The second half of the workshops gave students time to read archival material written by students in the 1960s or 1970s and to discuss it. It encouraged students to assess how expectations of themselves and universities have changed in recent decades, asking them to reflect upon the particular ideas and strands of the historical writing that rang true for them. The project argues that historical knowledge has a potential role to play in destigmatising student loneliness and to adjusting the romanticised image of the sociable student, but that this needs to be a complement to other efforts to address the fragmentation and disconnection that can be a part of undergraduate life. Student contributors were invited via posters and written information circulated by lecturers and professional services staff. Their participation was incentivised; students were given the opportunity to contribute a reflection to a 'student exhibition' on the project website https://studentmentalhealthhistory.swansea.ac.uk/ and those who did were in with a chance of being awarded one of five lots of £150. The data is the transcribed workshop discussions that explore the archival material and the students' experience of freshers' week, accommodation, friendship and university teaching. This project is funded from the ESRC, via SMaRteN, https://www.smarten.org.uk/, as part of its 'answering students' key questions' funding call. Grant Ref: ES/S00324X/1. |
| URL | https://doi.org/10.5255/UKDA-SN-855841 |
| Title | Getting Off to a Mentally Healthy Start in Doctoral Study, 2021 |
| Description | This dataset contains: (i) a set of resources for doctoral schools to use to develop induction programmes (poster, principles resource, self-assessment toolkit) (ii) post-prints for the publications (iii) links to the project website and information on joining the community of practice |
| Type Of Material | Database/Collection of data |
| Year Produced | 2021 |
| Provided To Others? | Yes |
| Impact | Doctoral education is key to producing scientific advancements and innovations that can make important contributions to economic growth and societal issues. In recent years, however, there is increasing concern in the higher education sector for this community, as evidence indicates that doctoral researchers are at heightened risk of experiencing psychological distress. In line with calls in the higher education sector for the development of prevention strategies to promote mental health and wellbeing in doctoral researchers, we explored how to best support doctoral researchers in the transition to doctoral study. Funded by the Student Mental Health Research Network (SMaRteN), we worked with 47 doctoral researchers and 13 higher education stakeholders over a 9-month period to co-design principles to inform the design of doctoral researcher induction programmes. Combining the results of a systematic review (Jackman et al., 2021a) with qualitative data (Jackman et al., 2021b), we partnered with the study participants to develop guidelines that set out five key principles for higher education institutes to consider when developing doctoral induction programmes. |
| URL | http://reshare.ukdataservice.ac.uk/id/eprint/855338 |
| Title | Impact of COVID 19 on Doctoral and Early Career Researchers - Time 2 |
| Description | SMaRteN, in partnership with Vitae, conducated research into the impact of COVID-19 on the working lives of doctoral researchers and research staff. This is the Time 2 data set. Data was collected at the end of September and start of October 2020. Please see link at bottom of page for the first data set. SMaRteN www.smarten.org.ukThe UK Research and Innovation (UKRI) funded Student Mental Health Research Network (SMaRteN) is working to support and encourage better research into student mental health. SMaRteN is based at Institute of Psychiatry, Psychology and Neurosciences at King's College London. Vitae is a non-profit programme supporting the professional and career development of researchers. www.vitae.ac.uk @vitae_news Covid-19 and the associated lock down has caused substantive disruption to the study and work of doctoral students and researchers in universities. The response to the pandemic has varied across universities and research funders. SMaRteN and Vitae aim to develop a national picture for how doctoral researchers and research staff have been affected by the pandemic. The survey includes questions relating to the impact of COVID-19 on research work, mental wellbeing, social connection. We further address the impact of COVID-19 on changes to employment outside of academia, living arrangements and caring arrangements and the consequent effect of these changes on research work. The survey considers the support provided by supervisors / line managers and by universities. Data available here as either an SPSS or Excel download:SPSS file contains labelsExcel file contains labels and brief notes about coding Recoding data for CV19 impact - SPSS Syntax file describes steps taken to code data CV19_impact_on_researchers - word document, export from Qualtrics of the survey. Please note, data has been removed from this data set to ensure participant anonymity. For further information, please contact Dr Nicola Byrom - nicola.byrom@kcl.ac.uk |
| Type Of Material | Database/Collection of data |
| Year Produced | 2021 |
| Provided To Others? | Yes |
| URL | https://figshare.com/articles/dataset/Impact_of_COVID_19_on_Doctoral_and_Early_Career_Researchers/13... |
| Title | Pilot Study of a Student-led Peer Support Wellbeing Programme, 2021 |
| Description | Many students find the transition to university life difficult, and often struggle with their mental health and wellbeing during this time. Ulster University have developed several initiatives to help address this transition. For example, several Schools within Ulster University run a scheme called Peer Assisted Study Sessions (PASS) which is student led and aims to aid the first-year transition into higher education whereby higher year students (mentors) facilitate weekly study sessions with lower year students (mentees). The aim of the current study was to design, develop, implement and evaluate a 12-week student-led peer wellbeing programme for first year undergraduate students attending the PASS programme in the School of Psychology, Ulster University (mentees). These sessions focused on enhancing the wellbeing and resilience of students during semester two. Mentors and mentees were surveyed, and the top 12 wellbeing topics were included in the programme. Trained PASS mentors delivered the programme and sessions were evaluated each week by both mentors and mentees. At the end of the programme, focus groups were held with mentors and mentees to gain feedback on the wellbeing programme. Overall, all those involved reported that they had benefited from the programme and recommended that it should be continued. It is hoped that the findings from this pilot study will lead to the wellbeing sessions being rolled out within the university and other institutions. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | Many students find the transition to university life difficult, and often struggle with their mental health and wellbeing during this time. Ulster University have developed several initiatives to help address this transition. For example, several Schools within Ulster University run a scheme called Peer Assisted Study Sessions (PASS) which is student led and aims to aid the first-year transition into higher education whereby higher year students (mentors) facilitate weekly study sessions with lower year students (mentees). The aim of the current study was to design, develop, implement and evaluate a 12-week student-led peer wellbeing programme for first year undergraduate students attending the PASS programme in the School of Psychology, Ulster University (mentees). These sessions focused on enhancing the wellbeing and resilience of students during semester two. Mentors and mentees were surveyed, and the top 12 wellbeing topics were included in the programme. Trained PASS mentors delivered the programme and sessions were evaluated each week by both mentors and mentees. At the end of the programme, focus groups were held with mentors and mentees to gain feedback on the wellbeing programme. Overall, all those involved reported that they had benefited from the programme and recommended that it should be continued. It is hoped that the findings from this pilot study will lead to the wellbeing sessions being rolled out within the university and other institutions. |
| URL | http://reshare.ukdataservice.ac.uk/id/eprint/855366 |
| Title | Student Loneliness and Social Connectedness Data, 2021 |
| Description | We took a sequential mixed-methods approach. First, drawing upon the principles of Participatory Action Research, we conducted stakeholder-led (i.e. student-led) focus groups with a diverse group of 13 students to explore their experiences of social connectedness at university before, during, and beyond the pandemic (Study 1). We conducted three rounds of focus groups (3-5 participants per group) using a semi-structured template. This yielded qualitative data in the form of transcripts. ***(Focus groups .zip)*** Then, we used themes emerging from the focus group data to inform an online survey about social connectedness to test the generalisability of the focus group results in 44 students (Study 2). This yielded both quantitative (closed question) and qualitative (open question) data. ***(Online survey .zip)*** Raw data, participant briefs, debriefs, and consent forms, templates and questionnaires are all within the zip files. ***Please refer to the READ ME file within each .zip folder*** Qualitative data derived from focus groups conducted with students on their experiences of loneliness and social connectedness at university. Quantitative data from an online survey on student experiences of loneliness and social connectedness. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2023 |
| Provided To Others? | Yes |
| Impact | If we learnt one thing from the Covid-19 pandemic, it is the importance of social connection. Social connectedness and belonging are essential for mental health and wellbeing. Loneliness, however, predicts mental ill-health and has been identified as a main cause of mental ill-health in students. Therefore, the Student Mental Health Charter highlights improving social connectedness at university as a priority. During the Covid-19 pandemic and associated restrictions, it became even more important to understand students' experiences of social connectedness. How did students experience social connection under the Covid-19 restrictions, and what lessons can be taken forward as we move on from the pandemic? It is important to improve social connectedness in all students, not just those experiencing mental ill-health. This is because social connectedness plays a role in *preventing* the onset of mental ill health. As such, Smarten (The Student Mental Health Research Network), funded several projects to develop non-clinical and universal approaches to improving student mental health. This project won funding from Smarten. The project involves pilot research to inform future development of a social campus app for students. We took a sequential mixed-methods approach. First, drawing upon the principles of Participatory Action Research, we conducted stakeholder-led (i.e. student-led) focus groups with a diverse group of 13 students to explore their experiences of social connectedness at university before, during, and beyond the pandemic (Study 1). We conducted three rounds of focus groups (3-5 participants per group) using a semi-structured template (attached). Then, we used themes emerging from the focus group data to inform an online survey about social connectedness to test the generalisability of the focus group results in 44 students (Study 2). Raw data, participant briefs, debriefs, and consent forms, templates and questionnaires are all attached here. Please refer to the READ ME file within each .zip folder. |
| URL | https://doi.org/10.5255/UKDA-SN-856114 |
| Description | 2021 Connaught Global Challenge Award |
| Organisation | University of Toronto |
| Country | Canada |
| Sector | Academic/University |
| PI Contribution | We are working with a team at the University of Toronto who were awarded funding as part of the Connaught Global Challenge fund. They aim to develop a global network collaborating on student mental health research. They are aware of SMaRteN's national activity in this area in the UK and so have invited us to contribute expertise and engage in reciprocal knowledge sharing. A key area of support is facilitation of an online Global Speaker Series and support of student and ECR engagement activities. The project also involves KCL as a partner institution along with the University of Sydney and the National Taiwan University. |
| Collaborator Contribution | The project partners will help to amplify the work of SMaRteN and our researchers and funding from the project will facilitate future students exchanges and staff attendance at an Global Consensus Conference later in 2023. |
| Impact | This is emerging work, but our involvement has so far allowed us to include SMaRteN funded research activity as part of an international speaker series, thereby showcasing our achievement and helping us to reach an international audience. |
| Start Year | 2022 |
| Description | Georgia Walker Churchman - East Anglian Film Archive (EAFA) |
| Organisation | University of East Anglia |
| Department | East Anglian Film Archive |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | One of our funded researchers, Georgia Walker Churchman collaborated with the East Anglian Film Archive (EAFA) to utilise their materials and footage as part of the project. |
| Collaborator Contribution | One of our funded researchers, Georgia Walker Churchman collaborated with the East Anglian Film Archive (EAFA) to utilise their materials and footage as part of the project. |
| Impact | The project developed creative outputs, namely films by the students at the end of the project to reflect on their experiences throughout. The films the students created can be accessed on the EAFA website: Imagining Wellness. Cycle (2021) | East Anglian Film Archive (eafa.org.uk) Imagining Wellness. Comfort in Company (2021) | East Anglian Film Archive (eafa.org.uk) Imagining Wellness. Finding Wounds (2021) | East Anglian Film Archive (eafa.org.uk) Imagining Wellness. Bipolar (2021) | East Anglian Film Archive (eafa.org.uk) This reflects a creative, interdisciplinary approach to research. |
| Start Year | 2020 |
| Description | Georgia Walker Churchman - Norfolk Records Office (NRO) and the East Anglian Film Archive (EAFA) |
| Organisation | Norfolk Record Office |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | One of our funded researchers, Georgia Walker Churchman collaborated with the Norfolk Records Office (NRO) regarding sources and materials to be included within the project. Research conducted by one of the students in the project has also been used by a blogger working at the NRO in their research on inmates at the St Andrew's asylum in Norwich, which can be reached here: https://norfolkrecordofficeblog.org/2022/02/05/hidden-stories-behind-the-asylum-records |
| Collaborator Contribution | One of our funded researchers, Georgia Walker Churchman collaborated with the Norfolk Records Office (NRO) regarding sources and materials to be included within the project. Research conducted by one of the students in the project has also been used by a blogger working at the NRO in their research on inmates at the St Andrew's asylum in Norwich, which can be reached here: https://norfolkrecordofficeblog.org/2022/02/05/hidden-stories-behind-the-asylum-records |
| Impact | Research conducted by one of the students in the project has also been used by a blogger working at the NRO in their research on inmates at the St Andrew's asylum in Norwich, which can be reached here: https://norfolkrecordofficeblog.org/2022/02/05/hidden-stories-behind-the-asylum-records As a general outcome, Georgia's project and the experiences of the students involved were enhanced by access to the NRO materials and, in turn, the NRO was able to be included in an engaging and innovative project shining a new light on their records. |
| Start Year | 2020 |
| Description | Who Cares? Steering Group - Carers Trust |
| Organisation | The Carers Trust |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | A member of the Carers Trust team has been involved in the Rachel Spacey's SMaRteN funded Who Cares? project as a steering group member. This allows Rachel and her team to incorporate the organisation's knowledge and skills to help them develop the project further. |
| Collaborator Contribution | A member of the Carers Trust team has been involved in the Rachel Spacey's SMaRteN funded Who Cares? project as a steering group member. This allows the organisation to share their knowledge and engage with other interested stakeholders. |
| Impact | Shared knowledge exchange. |
| Start Year | 2021 |
| Title | Sophie Homer - MAPP app development |
| Description | Sophie Homer's project 'MAPPing Social Connectedness: Stakeholder-led pilot research supporting the development of a campus app to promote wellbeing through increasing social connectedness' essentially developed a blueprint for a social campus app designed by students, for students (MAPP). It supports, rather than replaces, face-to-face interaction by enabling students to create and join communities, meet new friends, and connect. Using MAPP, students can come together for anything - social or academic - from grabbing a coffee between lectures, to forming a study group or hosting an event. It supports student societies, groups, and causes, as well as more informal gatherings. MAPP ensures students always know what's going on, and never miss a meeting or event that interests them. The MAPPing Social Connectedness project carried out essential pilot research prior to the development of MAPP. They asked: where are the gaps in social connectedness at university, and how might MAPP fill those gaps? Student-led focus groups with a diverse group of students explored experiences of loneliness and social connectedness at university (Study 1). Themes from the focus groups were then included in a large-scale online survey to test their generalisability. The survey also asked for feedback on the initial ideas for MAPP (Study 2). Another round of focus groups asked students to help design a functional specification for MAPP (Study 3) based on the results from the previous studies. A final round of focus groups sought student feedback on some interface design mock-ups. As a result, they now have a blueprint for MAPP. Not only was the blueprint directly informed by students' experiences of loneliness and social connectedness at university, but its design and execution was co-created with students at every stage of development. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2023 |
| Impact | Thus far, the app still only exists as a blueprint, meaning impact is limited. There is huge potential for the project have an impact on student support and engagement at universities across the UK and have a positive impact on student sense of belonging and overall campus wellbeing. |
| Description | AGCAS Heads of Career Service Conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | I presented at the AGCAS conference, reaching an engaged audience of heads of career services. We had a lively Q&A talking about current concerns for student mental health and areas where careers services could focus to maximise the positive impacts for student mental health. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Aja Murray - Education Today |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Aja Murray's research was discussed in an article in Education Today, co-authored with a group of SMaRteN awardees who were brought together by SMaRteN. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.educationtoday.com.au/news-detail/Student-Mental-Health-5620 |
| Description | Aja Murray - Welcome Week Presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | Aja Murray delivered a talk on student mental health as part of her school's welcome week (fresher's week) programme. This is an activity they hope to extend to other schools and departments in the future after piloting it locally this coming academic year. |
| Year(s) Of Engagement Activity | 2023 |
| Description | All in the Mind |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | What's happened to our mental health in 2020; tools to get through the winter All in the Mind More than two-thirds of adults in the UK have reported feeling somewhat or very worried about the effect Covid-19 is having on their life. The most common issues affecting well-being are worry about the future, feeling stressed or anxious and feeling bored. So what does the data say about what has really happened to the nation's mental health during the pandemic? Claudia Hammond hears about the short and potential long-term impacts, possible ways to address the effects, and examines the psychological tools to get through an uncertain winter from so called Awe-Walks to the technique of Decentering. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.bbc.co.uk/programmes/m000p10y |
| Description | Association of University Directors of Estates Conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presented at the AUDE conference, in a session around student mental health. Facilitated a lively Q&A exploring how estates directors can adapt policy and practice at their university to improve student mental health. This presentation was given in conjunction with two students from the SMaRteN student network, ensuring that the student voice was heard in the discussion and shaped thoughts around future estates strategy. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Collecting longitudinal data about student mental health |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | SMaRteN ran a series of focused workshops, bringing together researchers interested in collecting longitudinal data around student mental health. This bought together researchers from across approximately 15 universities to explore how data could be shared in collaboration to allow data around student mental health to be shared across institutions. On the basis of these workshops, we completed a mapping exercise to identify commonalities and differences around measurement approach to develop recommendations for ways to bring alignment in approach. The activity from workshops has been carried forward with SMaRteN plus funding, being led by a collaboration at Sheffield university. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.smarten.org.uk/longitudinal-studies.html |
| Description | Conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | In December 2019 we held our inaugural conference at the University of Cambridge to promote conversation around robust Student Mental Health research and to champion our principles of collaboration between researchers and practitioners and the value of involving students at the heart of research. The conference was co-designed with the Student Research team and featured sixty contributors over a series of twelve sessions and poster displays. 170 delegates attended, of which 70 were students. The remainder were a range of University professionals, both academic and Professional Services and representatives of funding bodies, Higher Education strategic bodies and charities. The event ignited lots of discussion, collaboration and interest in the upcoming funding call and Priority Setting Partnerships. In a feedback survey, 75% of delegates rated 'Strong agree' to a question about their overall experience of the conference, and 90% of delegates stated that the conference provided a good platform to network and collaborate with others. The co-production of the conference was applauded, as was the presence of many students; which is unique for an academic conference. Some feedback comments included; 'Can't believe this was a student-led conference- brilliant and well done to all who helped to organise!', 'Blown away by how great the conference was. My favourite conference of 2019, easily. Massive shout out to the work and effort of the student team who pulled it all together. They did a better job than many events professionals & conference organisers have done. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.smarten.org.uk/conference.html |
| Description | Conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | The conference took place virtually on 16th and 17th December 16th 2020. Over the course of the two days, we ran six live panel sessions that touched on the following topics: Trends and Risk Factors, What Interventions Work, Inclusion and Exclusion, Academic Culture, Future Priorities of Student Mental Health Research, and Mental Health Literacy across The Institution. These themes were chosen in response to the large consultation we ran earlier that year; 'Student Mental Health: What are the Key Questions'. The conference featured 34 panellists and included researchers, student services staff, community partners from organisations such as the Charlie Waller Memorial Trust, Student Minds, Universities UK and the Black Dog Institute. Each panel included an early career researcher and a member of the SMaRteN Student Research Team. High profile speakers included Professor Emeritus Anthony Jorm, Professor Daniel Eisenberg, and Professor Randy Auberbach. The format was highly interactive; It began with an introduction from a member of the Student Research team. Each panellist then spoke for just 2 - 3 minutes before the Chair invited questions from the audience. The chat box was flooded with reactions and exchanging of details. Each session was attended by 120 - 150 people and over a third of participants choose to stay behind after the sessions to network in breakout rooms. The recorded sessions are available to watch here https://www.smarten.org.uk/conference.html Following the conference, we have seen increased membership in our early career researcher and postgraduate student mental health virtual discussion groups. We've received 18 preliminary applications so far for our fourth funding call, promoted heavily at the conference, and we saw 267 applications for the SMaRteN Student research team, an increase of more than 50% compared to the previous year's applications. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.smarten.org.uk/conference.html |
| Description | Dionne Taylor - BCU Event |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | In July of 2022, Dionne Taylor organized and ran BCU's first Black Studies and Youth and Communities Summer School, which was attended by 45 year 10 students. The summer school included a variety of activities, including a Birmingham Black Heritage walk, a visit to Cadbury World, a community project/activity day, a trip to London to visit the Black Cultural Archives and see the Lion King, and a family BBQ and presentations. The students also participated in group talking circles and received training on mental health issues for Black students. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Dionne Taylor - Project Interviews |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | As part of her project, Dionne Taylor led a small working group activity where she held meetings with students and university staff to facilitate discussions around the wellbeing of Black students. Meetings involved the project PI, research assistant, students, partners, and stakeholders, and covered topics such as initiation of student-focused interventions, co-creation of mental health programs, training on mental health issues and practices, and evaluations of training programs. The activities aimed to increase knowledge and attitudes towards mental health, provide a safe space for students to discuss their experiences, and make mental health services more inclusive and accessible to Black and global majority students. Ideas were also discussed with a broader audience when the PI completed of Mental Health First Aider training, as part of this she shared the project plan and ideas with BCU staff and discussed how to incorporate training bespoke for Black, Asian and Minority ethnic students |
| Year(s) Of Engagement Activity | 2022 |
| Description | Doctoral Inductions Toolki |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | To share her findings from her Supporting Inductions research , Dr Jackman and team developed a self-assessment tool to enable doctoral leads to assess their current support provision with respect to the principles and aid the planning of future inductions. They compiled a list of email addresses for doctoral colleges across the UK and shared findings from their project with them via email in December 2021. |
| Year(s) Of Engagement Activity | 2021 |
| Description | External Blog Post - Dr Jackman - 'To support PGR wellbeing, focus on building a strong relationship?' |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | This is an external website (external to the SMaRteN blog) guest post by Dr Trish Jackman Principal Investigator on the Getting Off to a Mentally Healthy Start in Doctoral Study project. The piece coheres around supporting doctoral researchers in the transition to doctoral study, and at key points during the doctoral journey. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://supervisingphds.wordpress.com/2021/09/22/to-support-pgr-wellbeing-focus-on-building-a-strong... |
| Description | Georgia Walker Churchman - Away Day Screenings |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The team working with Georgia Walker Churchman were invited to screen the films created by students involved in the research project at the school of American Studies, Media Studies and Art History's annual 'away-day'. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Georgia Walker Churchman - Film Screenings |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | A screening of the films created by student involved in Georgia Walker Churchman's research took place at UEA in December 2021 which facilitated researchers working on the project to network with other academics at the institution with an interest in creative arts and mental health. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Georgia Walker Churchman - Project Blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Research conducted by one of the students in the project has also been used by a blogger working at the NRO in their research on inmates at the St Andrew's asylum in Norwich, this has helped to raise the profile of the research project itself but also demonstrates how its approach and learning are already having an impact of practice in other settings and inspiring future activities. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://norfolkrecordofficeblog.org/2022/02/05/hidden-stories-behind-the-asylum-records |
| Description | Honest and authentic engagement: a webinar |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | The SMaRteN network are delighted to launch our toolkit How to get engagement right in mental health research: Lessons from the Higher Education sector. Listen to our webinar on honest and authentic student engagement to learn more! Our report focuses on the challenges and benefits of engaging students in mental health research, and is aimed at both researchers and students who are interested in getting involved in research. Our SMaRteN ethos is to ensure that working with students is not tokenistic, but how can this be managed while meeting the expectations of both researchers and students? How can we make sure that engagement is a good experience for all? Our panel will discuss these questions, give hints and tips about engagement, and reflect on how they have approached engagement. We are pleased to be joined by SMaRteN funded researchers, students we worked with across network activities, and the All Things in the Mind podcast team. |
| Year(s) Of Engagement Activity | 2024 |
| URL | https://www.youtube.com/watch?v=qLh4a60Kh9w&t=7s |
| Description | Joanne Worsley - Research Interview Promotional Video |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Joanne Worsley was also interviewed about our SMaRteN research by the SMaRteN network co-ordinator (Laura Beswick) in May 2020 and this interview has been uploaded to the SMaRteN YouTube channel. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Kavita Ramakrishnan - Blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Kavita Ramakrishnan and her team have been invited to contribute a blog post to CreativeUEA about the making of the zine. This blog is an initiative at the University of East Anglia that brings together interdisciplinary creative efforts across the institution to effect change in cultural and economic policies beyond the university. The audience for this blog post is intended to be members of the public, and impact is to widen engagement with the work. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Kavita Ramakrishnan - UEA Education Research Group |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Kavita Ramakrishnan and her team presented initial findings from their project at UEA's Critical Cultural Studies in Education Research Group. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Kavita Ramakrishnan - Zine Launch |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | For the initial publication of the Zine co-created with students as part of Kavita Ramakrishnan's research, an event for the general public was held to celebrate the launch. The even engaged with a range of stakeholders, and emphasised conversation and connection rather than purely dissemination. This launch took place on June 23rd at the Norwich Millennium Library. Individuals from varying levels of the university from both different academic disciplines and student support services were invited. Student collaborators spoke at the event as panellists about the co-creation. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Kavita Ramakrishnan - Zine at Norfolk Black History Month Event |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | The zine created within Kavita Ramakrishnan's project was featured at the Norfolk Black History Month event, 'Culture Connects' held at Great Yarmouth on Saturday, October 22nd. This is a free, all-day event that deals with the themes of belonging, identity, well-being and mental health and is geared towards all ages. The impact will be reaching new audiences and connecting university well-being work to the broader community. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Keeping Students in Mind: Understanding Student Mental Health Research - The SMaRteN and All Things Mental Health Student Podcasts |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | This podcast series is a collaborative outreach/engagement activity with the existing podcast All Things Mental Health and the PhDeets podcast at KCL. All Things Mental Health is a University of Oxford funded podcast discussing Mental Health in Young Minds. They focus on schooling, through to higher education, encouraging their audience to be curious about the mental health and wellbeing of young people during these chapters of change. We worked with the experienced team to develop a framework for a podcast series with student hosts interviewing SMaRteN researchers about their work. We then recruited and trained a small team of passionate students (some at the early stages of their studies into student mental health as well as some from unrelated academic disciplines). As part of recruitment, we asked them to tell us about student priorities and the type of research activity they felt warranted more attention and then 'matched' them with a researcher relevent to their interests. Students did not need podcasting experience as full training was provided and this was also a paid opportunity for the students involved. This means the project was also an important professional development for some ECRs. Further to this, the project enabled us to ensure that we are further integrating the student voice within our work and addressing their priorities. Working with student hosts also helped us to better reach a student audience of listeners and share outputs and findings from SMaRteN research with a public/lay audience. We were also able to utilise All Things Mental Health's existing networks to reach their audience of young people. The project has also been very well received by third sector partners working with young people and with wellbeing/support services at UK HEPs, again broadening our reach and sharing important findings to new stakeholders. Our first series wasin the top 15% most shared globally across Spotify, with listeners in 19 different countries, and we were in the top 20% most followed podcasts. We are currently in the process of developing our second series. Across the project, we have featured the work of Patricia Jackman, Kavita Ramakrishnan, Dionne Taylor, Rachel Spacey, Sarah Crook and Natasa Lackovic. |
| Year(s) Of Engagement Activity | 2021,2022,2023 |
| URL | https://www.smarten.org.uk/student-podcasts.html |
| Description | King's Global Forum |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | This was an informal briefing on the state of student mental health for approximately 20 business leaders, supporters and charitable donor. There was a lively Q&A around the current priority issues for student mental health. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Longitudinal Cohort Network |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | To facilitate their longitudinal, whole-cohort research, Dean McMillan and his team worked to 'recruit' other universities to undertake the same research activity with their own students. To support this they developed a working group, involving academics, students, and individuals with other areas of expertise, were run to establish cross-sector consensus on research design and methods. Consensus was reached on methodological factors, such as how longitudinal studies can select the most appropriate outcomes and measurement tools. A core set of areas to measure were recommended, for example general psychological symptoms, and anxiety symptoms. A wider set of mental-health-related outcome domains are recommended, for example loneliness or sleep difficulties, so that researchers can make informed decisions to measure these domains if relevant to their study. The consensus groups also developed a decision-aid matrix tool to inform the selection of outcome measures for a longitudinal study. For each outcome domain included in a study, researchers can evaluate relevant potential measurement tools against ten criteria, such as psychometric properties, and acceptability to students. A report that was based on the consensus group findings, and is aimed at researchers, has been made publicly-available online. |
| Year(s) Of Engagement Activity | 2022,2023 |
| Description | Lydia Lewis - Blog |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Lydia Lewis' project developed a standalone website - Academic (Un)belonging and the Neoliberal University - Education Observatory where the team provide information on the research and findings, to broaden reach and engage stakeholders. The website also provides a way for other students across the UK to engage with the study and its findings in a way which may help 'validate' their own feelings and thereby improve overall wellbeing and potentially lead them to consider accessing further support within their own institution/ |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://educationobservatory.co.uk/academicunbelonging/ |
| Description | Lydia Lewis - Workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | Findings from Lydia Lewis' research were presented at a doctoral student workshop on the theme of 'Conceptualising research in relation to the education policy arena: student experiences in the neoliberal university' at the University of Wolverhampton in May 2022. This workshop included two presentations from doctoral students at two institutions on their research and helped to network doctoral researchers undertaking research in this area. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Maria Garden - Webinar |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | During her project Maria Gardani and her team ran an online webinar activity in August 2021, in order to corroborate the findings of the project by bringing together stakeholders of postdoctoral wellbeing. The webinar aimed to engage with the extensive PGR and supervisory community and hear their views and experiences with regards to the role of supervisors in safeguarding the wellbeing of PGRs. The workshop was conducted online, due to COVID19 restrictions, and comprised of a small introduction on the topic and the findings by the RA Ms Amy Rodgers followed by small group discussion on the findings. The workshop was very well attended and brought together PGRs, supervisors, Deans of Graduate Studies and members of the Counselling Services at the University of Glasgow. Over 60 members of the academic community attended the event and all contributed widely. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Mental health and Research Culture |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | I led a large webinar discussion around the intersection between mental health and research culture, with a specific focus on supporting PhD student mental health. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.uni-jena.de/forschung/exzellenzstrategie/jena+alliance+life+in+focus/mental+health+day+2... |
| Description | Michelle O'Toole - Poster Presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Michelle O'Toole took part in a Poster presentation at Emerging Minds Conference, St Catherine's College, Oxford University, October 2022. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Michelle O'Toole - WP Working Group |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Michelle O'Toole has established a 'WP working group' of 16 senior academic and professional services staff at The University of Edinburgh Business School. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Natasa Lackovic - ESRC Festival of Science |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Natasa Lackovic organised two online public events within the ESRC Festival of Science that engaged general public and PhD researchers - there were more than 100 online attendees of these two events. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Natasa Lackovic - Lakes International Comic Art Festival |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Natasa Lackovic delivered a Public workshop in collaboration with the Lakes International Comic Art Festival (LICAF) and prominent graphic artist Lucy Sullivan, who published a graphic novel about mental health, where Natasa held a workshop for international artists attended by more than 40 artists worldwide. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Nicola Cogan - Project Vlogs |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Undergraduate students |
| Results and Impact | Nicola Cogan - Developed a series of vlogs to accompany each element of their research (background, aims, findings, implications for policy and practice) which have been publicised through social media to highlight the project itself, but also helping to 'demystify' the research process. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Nicola Cogan and Xi Lui (Co-I) 'live' webinar |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | During COVID-19, Nicola Cogan and Xi Lui (Co-I) delivered 'live' webinar on coping and managing stress and anxiety during lock-down (informed by their preliminary findings) and a specific webinar for Chinese international students delivered in mandarin. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Online Resource - New guidance to support Doctoral researchers' mental health. |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | A website dedicated to sharing the findings from Dr Patricia Jackman's Supporting Doctoral Researchers research. Webpage includes toolkit and guidance along with the option for readers to sign up to a community of practice. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://lili.blogs.lincoln.ac.uk/2021/07/14/new-guidance-to-support-doctoral-researchers-mental-heal... |
| Description | Participation in MentalHealthResearchMatters Campaign |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | As part of the overarching Mental Health Research network 'family' which have been funded by UKRI, we took part in the Mental Health Research Matter campaign, coordinated by McPin. As well as more general online engagement (through twitter) in sharing resources, highlighting good practice, and taking part in online conversations, we facilitated the involvement of SMaRteN funded researchers who contribute to the series of online panel webinars on important topics such as Lived Experience, co-creation, and engaging underrepresented groups. The SMaRteN Network Coordinator also contributed to a webinar on 'partnership working' where she spoke about (and thereby promoted) our podcast series with All Things Mental Health. This campaign was an opportunity to share findings with the sector, other stakeholder, and the general public but also to contribute to powerful discussions helping to shape the future of mental health support, research and funding. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://mentalhealthresearchmatters.org.uk |
| Description | Patricia Jackman - Guest Speaker |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Patricia Jackman was an invited speaker for University of East London Supervisor Mental Health Awareness and Networking Session - Impact of COVID on Doctoral Researchers |
| Year(s) Of Engagement Activity | 2021 |
| Description | Patricia Jackman - Guest Speaker |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Patricia Jackman was invited as a speaker for the Geochemistry Society - COVID-19 Impacts on Geochemistry: What's Next? |
| Year(s) Of Engagement Activity | 2021 |
| Description | Patricia Jackman - Guest Speaker |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Patricia Jackman was an invited speaker for the BEE Conference at Oxford University |
| Year(s) Of Engagement Activity | 2022 |
| Description | Patricia Jackman - Guest Speaker |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Patricia Jackman was invited to speak at the Pathological Society (PathSoc) National Academic Trainees' Network |
| Year(s) Of Engagement Activity | 2021 |
| Description | Patricia Jackman - Guest Speaker |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Patricia Jackman was an invited speaker for National Postgraduate Conference - Impact of COVID on Doctoral Researchers |
| Year(s) Of Engagement Activity | 2022 |
| Description | Patricia Jackman - PhD Mental Health Group |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Patricia Jackman has helped establish a SMaRteN PhD Student Mental Health Special Interest Group/Community of Practice and together they meet online bi-monthly to hear from wider research in the sector and discuss ideas and practice. This has included sessions from colleagues outside of the UK, including researchers from New Zealand. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Quote in the Guardian |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Impact of COVID on mental health discussed in newspaper article. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.theguardian.com/education/2020/jun/20/school-closures-will-trigger-uk-child-mental-healt... |
| Description | Rachel Spacey - EDI Conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Rachel Spacey and her team presented to the University of Lincoln Education, Diversity and Inclusion Conference |
| Year(s) Of Engagement Activity | 2022 |
| Description | Rachel Spacey - Promo Video |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | Rachel Spacey was filmed giving a short introduction to he project, as part of promotional activity for the SMaRteN showcase. This video was disseminated across various social media channels. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Rachel Spacey - Roundtable |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Rachel Spacey and her team took part in a roundtable event facilitated by Caring Together on students who care in Higher Education (October 2022). |
| Year(s) Of Engagement Activity | 2022 |
| Description | Rachel Spacey - WP Community of Practice |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Rachel Spacey and her team presented to the WP Community of Practice at the University of Lincoln |
| Year(s) Of Engagement Activity | 2022 |
| Description | Rachel Spacey Blog Post |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Rachel Spacey and her team contributed. blog post to the widely known WonkHE blog |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://wonkhe.com/blogs/who-cares-about-the-carers/ |
| Description | Recruitment of a Student Research team for the year 2019 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | In December 2018 we recruited a Student Research team of 12 undergraduate and Postgraduate students from a range of UK Universities. The students co-produced the SMaRteN conference, and worked on research projects; Ethnographic case studies and a scoping review of Well-being measures. They proactively engaged their peers in the network's activity and events. Some members of the team belong to the steering group for our research prioritization exercise; Student Mental Health: What are the key questions? |
| Year(s) Of Engagement Activity | 2019 |
| Description | Recruitment of a Student Research team for the year 2020 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | In December 2019 we recruited a Student Research team of 12 undergraduate and Postgraduate students from a range of UK Universities. The students will collaborate with members of our leadership team to explore issues around the ethics and practicalities of using big data to measure Student Mental Health and will engage the student voice in our research prioritization exercise; Student Mental Health: What are the Key Questions? |
| Year(s) Of Engagement Activity | 2020 |
| Description | SMaRteN Newsletter |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Throughout our project lifecycle, we have coordinated a monthly e-newsletter which has enabled us to widen our network, showcase our work and findings, and promote our other engagement opportunities, alongside promoting other opportunities within the secret (PPD events, job roles, funding calls). This has been important for generating impact based on our actual funded research findings, but has also enabled us to support stakeholders and members of our ECR community by providing regular sector updates and important news and opportunities to help them engage. |
| Year(s) Of Engagement Activity | 2018,2019,2020,2021,2022,2023 |
| Description | SMaRteN Showcase |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | As part of our funding requirements, in November 2021 we held a SMaRteN Showcase to disseminate our findings and engage stakeholders. This consisted of four days of online 'thematic' content and a face to face conference at KCL's Science Gallery in London on the Friday. The conference day was live-streamed and live tweeted, allowing us to engage an international audience and face to face attendees included researchers, policy representatives, charity partners, and students of varying levels. The showcase activities are covered in more depth in our Narrative Impact section. As mentioned above, conference events were live streamed and live tweeted and, on the day, we had made over 18.5 million Twitter impressions with our #SMaRteNShowcase hashtag. The sessions were also recorded and so can be watched back on YouTube, to support further engagement and generate lasting impact. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.youtube.com/watch?v=yoltaKaUQ4M |
| Description | SMaRteN Website and Twitter |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | We have developed a website and a Twitter account to support and promote the work of SMaRteN. This has enabled us to share research findings to an incredibly diverse audience of students, policy makers, HE professionals, academic research, third sector partners and the wider public (both nationally and internationally). They have been vital outlets for sharing findings but have also facilitated reciprocal knowledge gathering and 'networking'/collaboration. Throughout the COVID pandemic, these online outlets were an ever more crucial way on engaging with supporters and keeping abreast of developments within the showcase, alongside helping us to shine a spotlight on the state of student mental health throughout. On our Twitter account we currently have just over 4,600 followers and this continues to grow. https://twitter.com/NetworkSmarten; https://www.smarten.org.uk |
| Year(s) Of Engagement Activity | 2018,2019,2020,2021,2022,2023 |
| URL | https://twitter.com/NetworkSmarten |
| Description | Sandpit - What is Distinctive about Student Mental Health |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | A sandpit event in March 2019 to scope questions, connect researchers, encourage collaboration and promote understanding of how to shape proposals to meet the aims of the fund. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.smarten.org.uk/sandpit.html |
| Description | Sarah Crook - Oxford Presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sarah Crook delivered a presentation 'The occupational hazards of a student are principally psychiatric': student mental health in historical perspective' to the Department of Psychiatry, University of Oxford, September 2022 (Invited talk), academic audience, 10 in attendance, including head department of psychiatry, awareness raising, follow up emails about writing a piece for the alumni magazine |
| Year(s) Of Engagement Activity | 2022 |
| Description | Sarah Crook - Risky Hormones Talk |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sarah Crook delivered a presentation 'Student mental health activism in the long 1960s', Risky Hormones Strathclyde-Germany research group, March 2022 (invited talk), academic audience, 15 in attendance, awareness raising |
| Year(s) Of Engagement Activity | 2022 |
| Description | Sarah Crook - Society for Research into Higher Education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sarah Crook delivered a presentation 'Student mental health: the view from history', Society for Research into Higher Education, December 2021 (conference paper), academic audience, 30 in attendance, awareness raising, new collaborative project with heads of counselling at a Canadian university |
| Year(s) Of Engagement Activity | 2021 |
| Description | Sarah Crook - University of Glasgow |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Delivered a presentation '"That wouldn't happen here, we have a student health service": student mental health in post-war Britain', University of Glasgow, March 2022 (invited talk), academic audience, 15 in attendance, awareness raising |
| Year(s) Of Engagement Activity | 2022 |
| Description | Sarah Crook - University of Warwick |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Delivered a presentation 'Student activism and mental health at British universities in the 1960s', University of Warwick, December 2021 (invited seminar paper), academic audience, 20 in attendance, awareness raising |
| Year(s) Of Engagement Activity | 2021 |
| Description | Sarah Crook - Website |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Sarah Crook has created a project website provides a public-facing resource that can be used by interested parties to enrich their understanding of the history of student lives. It has fed into, for example, current discussions among historians around student-focussed histories as part of the NUS100 celebrations. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://studentmentalhealthhistory.swansea.ac.uk |
| Description | Suggestions to Universities, Supervisors and Line Managers from Doctoral and Early Career Researchers |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | When the COVID-19 pandemic hit the UK in March 2020, universities closed their doors with uncertainty over when they would reopen. In the early stages of lockdown, many doctoral and Early Career Researchers (collectively, ECRs) felt their institutions had forgotten them. Vitae and the UKRI-funded Student Mental Health Research Network (SMaRteN) surveyed 5,900 ECRs across 128 UK universities at the end of April 2020, to establish the impact of lockdown on their work. While almost two thirds of respondents agreed that their supervisor/line manager had done all they could to support them, only 38% felt the same way about their institution. A quarter of respondents identified that their relationship with their university had worsened since the pandemic began. Right now, a key question is: what can universities do to support their ECRs? Our survey asked respondents for suggestions of how their supervisors/line manager and institutions could help them to work effectively during lockdown. We have worked with a small team of ECRs to complete thematic analysis on a representative subset of over 1,000 suggestions. We have taken an inductive approach to analysis and have worked at a semantic level with the aim to create a rich description of the dataset. All suggestions were double coded, and the research team worked together to develop themes from codes identified. In summarising our results , we presented a simple set of recommendations for steps institutions and supervisors/line manager to ensure they are providing comprehensive support for ECRs. This guidance was shared across universities and received positively by PhD advisory teams within universities. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.smarten.org.uk/suggestions-following-covid-research.html |
| Description | Thomas Kador - Podcast |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | Thomas Kador and members of his research team were interviewed for KCL's Speak Up podcast, with their research being featured in an upcoming episode. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Thomas Kador - Website |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | Thomas Kador developed a website for the SWELS project, amplifying their project and helping to engage other universities and students. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://culturehealthresearch.wordpress.com/student-wellbeing-and-experiential-learning-spaces-swels... |
| Description | Tomorrow's University: the future of student mental health & wellbeing - Mental Health Question Time panel event |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | We co-hosted this online event as part of the Mental Health Question Time series. The series is a partnership between the UCL Division of Psychiatry, The Lancet Psychiatry and the National Elf Service. Mental Health Question Time is a series of regular free to attend public discussions that take place in London and online. They aim is to bring together patients, service users, carers, health and social care professionals, researchers, policy makers, commissioners, politicians, journalists and others, to talk about important mental health topics. The aim of the event was to approach the question: After a year of remote learning and a great deal of uncertainty over the coming months, how can we take meaningful steps towards improving students' mental health and wellbeing? |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.youtube.com/watch?v=XDZX6vGVM9U |
| Description | UUK Webinar |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | I participated in a panel discussion hosted by Universities UK to talk about how universities needed to support their students through the COVID pandemic and lockdown. We were able to give a clear steer for policy makers and university leaders. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.universitiesuk.ac.uk/events/Pages/Mental-health-and-Covid-19-WeAreTogether.aspx |
| Description | VITAE Online conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | Several hundred PhD students and professional services staff with an interest in supporting PhD students participated in a break out session at the Vitae conference. I led a discussion around supporting mental health for PhD students and particular concerns that have been raised through COVID. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://www.vitae.ac.uk/events/vitae-connections-week-2020 |
| Description | Virtual Lab - PhD Students Mental Health |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A bi-monthly virtual lab series with a varied programme, but a core theme of PhD student mental health. Sessions could, for example, be connected to research or experiences from applied practice. The labs run for 50 minutes, with speakers typically presenting for 25-30 minutes, followed by a Q & A. |
| Year(s) Of Engagement Activity | 2021,2022 |
| URL | https://www.smarten.org.uk/groups |
| Description | Webinar - Enhancing Inductions for Postgraduate Students |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | Dr Patricia Jackman presented evidence from a recent SMaRteN-funded study that can help to inform the development of student-generated induction packages to promote mental health and wellbeing in doctoral researchers. In the webinar we were joined by Dr Maria Gardini, Dr Clio Berry, Owen Gower from UKGCE (UK Council for Graduate Education) and Michael Priestley. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.smarten.org.uk/enhancing-inductions-for-postgraduate-students |
| Description | Webinar - Secondary data analysis |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | A skills webinar was delivered in March 2019 to support thirty Early Career Researchers to engage with secondary data sets and support bid preparation. The webinar was published on the website. Over a third of the participants went on to join an online special interest groups for researchers interested in methods to measure student mental health. One attendee went on to receive a large ESCR grant and remarked how constructive the webinar had been to her application. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.smarten.org.uk/webinar.html |
| Description | Webinar: "Embedding peer-assisted learning to support student mental health, wellbeing and academic progress" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | In November 2021 we held a webinar with SMaRteN researchers talking about a variety of approaches to peer-assisted leaning in Higher Education. Panellists were Kelly Norwood (Ulster University), Margaret McLafferty (Ulster University), Daria Gralewska (Ulster University), Tayla McCloud (University College London), Jo Billings (UCL), and Georgia Walker Churchman (University of East Anglia). Presentations were followed by a panel discussion and opportunity to ask questions, chaired by Rebecca Upsher from King's College London. This allowed us to showcase some of our research funding as well as demonstrate practical approaches universities can take to integrate our learnings and develop mental health interventions for their own institutions, thereby helping to improve general support for student mental health and wellbeing. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Webinar: "Pathways to success: supporting good transitions into university" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | In October 2021 we held a webinar on supporting student mental health through the transition to university. Panellists were Michelle Morgan (University of East London), Kelly Norwood (Ulster University), Margaret McLafferty (Ulster University), Daria Gralewska (Ulster University), and Aja Murray (University of Edinburgh) The session included each panellist giving an overview of their SMaRteN funded activity, with projects including a mixture of research work, data analysis, and interventions currently running at UK universities. This was followed by a panel discussion and opportunity to ask questions. This was part of a series of events all designed to showcase SMaRteN research but to do so in a meaningful, practical way which might facilitate other institutions taking learning on board and planning future activity to support the mental health and wellbeing of their own students. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Webinar: Safer Suicide Policies |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | We are in the process of coordinating a webinar to be held in Spring 2023, with researchers behind recently published 'Safer Suicide Universities' and 'Postvention' guidance documents, all related to how universities should approach student suicides. The aim is to help practitioners and university staff (as well as other stakeholders) better understand the research and findings which have led to these recommendations being made and equip them with the knowledge they mean to consider whether adoption of such policies is suitable for their own institution/cohort. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Who Cares? Social Media |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Rachel Spacey's project created a standalone Twitter account for the project (@SmartenWhoCares) to broaden reach and engagement - helping them grow their network of student cocreators, raise awareness of their project, and disseminate findings through the sector. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://twitter.com/SmartenWhocares |
| Description | Workshop - Arts meets Health |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | On 14th November 2019, Gordon-Nesbitt, Ayton and Litt ran a workshop to build understanding of the creative approach for health researchers and, drawing on the ESRC funded Creative and Credible project, discuss evaluation frameworks appropriate to of arts and health. The workshop was attended by 40 delegates; including Early Career researchers, Academics, arts practioners, Student Support professionals, researchers from the MARCH network and a range of organisations including London School of Hygiene and Tropical Medicine. The event prompted interest in our second funding call to develop further research into creative approaches as a means of improving student mental health, built on a common understanding and a shared evaluation framework. We are working with researchers who attended the workshop to put in place a special interest group to unify work happening in this field, and will collaborate with the MARCH network to group expertise and amplify the impact of this knowledge. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.smarten.org.uk/arts-meets-health.html |
| Description | Workshop - Pedagogy |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | In July 2020, Ecclestone ran a workshop to encourage scholarly engagement with questions about the contribution of curricula and syllabus content, teaching, academic support and assessment in supporting or hindering mental health. Twelve delegates from Professional Services and Academic departments from a range of UK institutions contributed to the day-long discussion, of which the end product was a report and a series of questions to form the basis at a pedagogy session, led by Ecclestone at SMaRteN's inaugural conference on 17th December 2019. The report was be tabled at the SMaRteN leadership team meeting on 27th January 2020, and further activity in line with this strand of work will be planned over the course of the year, including plans for a consultation session with students about the content of the report. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Xi Liu - Blog Post |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Xi Liu and his research team are writing a blog post for 'The Conversation' about their work and research. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Xi Liu- Meet the Researcher event |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Xi Liu and his team will be participating in the annual Explorathon Researchers' Night as part of the interactive 'Meet the Researcher' events that happen across Scotland. |
| Year(s) Of Engagement Activity | 2023 |