University Mental Health Charter

We are designing and providing a learning environment where all students can flourish and achieve their full potential to become future creative leaders and explorers. We recognise the importance of transition into our University community, throughout the various academic stages and into life after university.  Our curriculum design, pedagogy, assessment strategies and support for learning are designed with our unique student cohort at the core.  

To achieve this, we are:  

• Embedding transition pedagogy and practice to all levels and for all cohorts of students (including entry, foundation, and placements). Recent work describes transition as a social process of connection and wellbeing. As a consequence, universities should move away from the concept of induction being an information–providing process and focus on the felt experience and social and academic integration. Furthermore, induction works best when embedded beyond the first few weeks and managed as a process over the entire first year experience. 
• We will apply the Falmouth Curriculum Ladder: Healthy Curriculum (a bespoke research-informed methodology) to all of our UG courses.  This will provide individual evaluation of wellbeing embedded in our curricula, per course, as well as emerging recommendations for improvement and suggested solutions.  This methodology uses an in-depth review of wellbeing in curriculum as its basis with a core set of 9 theme emerging, each of which have been mapped against the UMHC Learn criteria.  By running the evaluation on a course-by-course basis, we will be able to (at scale) determine where courses meet or require further development on each key wellbeing theme.  The post-evaluation phase of this will then look for common areas of development to explore designed and impactful interventions to aid courses on their development journeys through a clear wellbeing lens. 
• Developing and enhancing Institutional Placement, for developing culture and practice in line with Universities UK guidance.  
• Ensuring transferable skills for progression are more deeply embedded in course delivery and design and included in our annual employability plan.  

Our support services play a vital role in the mental health and wellbeing of our student community.  We are committed to these services being inclusive, connected and as effective as possible and our central Student Support team clinically well governed, properly equipped, qualified, registered and supervised, reflecting the best practice NHS Stepped Care model to address health promotion, illness prevention, early intervention and a range of positive interventions including crisis support.  We recognise the increased risk of those with mental health difficulties and are developing relationships with local NHS and VCSE services as well as mental health care provision in Cornwall - keeping the student at the centre of decision making wherever possible.   

To enhance our current provision, we are:  

• Implementing the Suicide Safer University Plan and risk management policy for Student Support.    
• Reviewing our approach to management of student confidentiality, and information sharing.   
• Developing effective support for academic and associated staff in the form of a staff helpline and enhanced cause for concern/’When To Refer’ guidelines.  
• Developing a staff training requirements matrix for non-clinical teams who deal with mental health related risk (e.g., Accessibility, Chaplains, SU, teaching teams).   
• Developing our evaluation and complaint mechanisms for students engaging with Student Support.  
• Further developing processes for following up and supporting students who are referred into an external service which has a known long wait list.  

The mental health and wellbeing of staff is a crucial component of any whole university approach to mental health.  Our culture and environment, workplace conditions and our day-to-day experiences can have a positive influence on our wellbeing.  

We are:  

• Developing ways to support academics/technicians who are supporting students experiencing mental ill-health.   
• Developing and delivering a mental health training matrix for all roles within a university setting.  
• Undertaking a Staff Wellbeing and Belonging survey, on a regular basis to assess base line and impact.  
• Developing a Leading compassionately and managing collaboratively line manager’s programme.  
• Reviewing our PDR process and culture.  
• Undertaking a staff experience review (Recruitment/Induction/Progression /Retirement, Ways of working, online line managers and employee’s guidance, EAP, Occ Health, Wellbeing initiatives).  
• Reviewing our ED&I Policies/practises to include Dignity at Work Advisors and MH Champions/MHFA.  

Recognising our unique position of sharing a university campus with the University of Exeter, with a shared service provider in Falmouth Exeter Plus and a joint Students Union the LIVE elements of the UMHC will be delivered by the Partnership Wellbeing Programme.   

We are:  

• Ensuring our student accommodation promotes wellbeing and fosters a sense of belonging and is accessible, inclusive, safe, comfortable, connected, and conducive to study and sleep.  
• Exploring all options to provide students with opportunities to make friends and develop a sense of belonging.  Particular attention will be given to groups that have been recognised as needing additional support.  
• Making our campuses and online environments safe, welcoming, diverse, and inclusive - listening to the voices of students and staff.  
• Providing buildings that support positive mental health and wellbeing and developing our beautiful campuses and actively encourage staff and students to enjoy all that they have to offer.  

We will continuously review and improve our approach to mental health and wellbeing, measuring and responding to the impact of our actions and listening to staff and student experiences.