Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30650
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Student perspectives on mental health support and services in the UK
Author(s): Batchelor, Rachel
Pitman, Emma
Sharpington, Alex
Stock, Melissa
Cage, Eilidh
Contact Email: eilidh.cage@stir.ac.uk
Keywords: student mental health
student wellbeing
support services
National Health Service (NHS)
peer support
Issue Date: Apr-2020
Citation: Batchelor R, Pitman E, Sharpington A, Stock M & Cage E (2020) Student perspectives on mental health support and services in the UK. Journal of Further and Higher Education, 44 (4), pp. 483-497. https://doi.org/10.1080/0309877x.2019.1579896
Abstract: Student mental health is an issue of growing concern. Past research indicates that many students are not accessing the support they require, which may in part be due to issues surrounding the standards of the available services. Using a participatory framework, the current study utilised a mixed-methods design to examine student experiences of National Health Service (NHS) mental health services and perspectives of peer support. An online survey was completed by 376 UK students to examine their experiences of NHS mental health services, as well as their attitudes towards peer support. Several improvements were identified for future NHS mental health services regarding reduced waiting times, better access to alternative treatments and facilitating more patient-centred communication. Benefits of peer support services were also noted, including the potential to normalise experiences and promote belonging. These findings have implications for understanding how we can best support students experiencing mental health difficulties.
DOI Link: 10.1080/0309877x.2019.1579896
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Further and Higher Education on 1 Mar 2019, available online: http://www.tandfonline.com/10.1080/0309877x.2019.1579896.

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