# The University Mental Health Charter 2019 ![rw-book-cover](https://readwise-assets.s3.amazonaws.com/static/images/article2.74d541386bbf.png) ## Metadata - Author: [[studentminds.org.uk]] - Full Title: The_University_Mental_Health_Charter_2019 - Category: #Source/articles - URL: https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/191208_umhc_artwork.pdf ## Highlights on loneliness - Perceived loneliness has been shown to be a ==heightened risk factor for the development of mental illness in the general population== (9). - Research has clearly demonstrated that ==belonging and social integration are important, not just for student wellbeing, but also for academic achievement and persistence== to graduation (1, 2, 3). - A study by Kleiber, at al, (2018) indicated that early friendship formation may have long term health implications that are still evident in a student’s final year at university (11). - It is equally important that individuals feel safe in their community. ==Discrimination, harassment, and bullying have all been shown to have short and long term negative impacts on mental health== (12, 13). - ==Student loneliness has been shown to be the strongest overall predictor of mental distress in the student population== (6). - Research does suggest that disabled students, BAME students, international students, students living at home, online students, and first in family students may be more likely to experience social isolation (14). - We know that ==perceived loneliness reduces cognitive function, mood, and immunity== (7), and ==loneliness has a direct negative effect on academic performance== (8). - Creating a culture of bland conformity is likely to be exclusionary for many and potentially robs students of the opportunity to learn and grow. - Little work has been done to establish how student friendship groups form, how and why students become socially isolated, and how student loneliness can be prevented. Much work to support social integration and the creation of friendship groups, within universities, is often ad hoc and unevaluated. - ==A number of philosophers have suggested that the main challenge of all societies and communities is to have stable social rules which can ensure cohesion and general belonging but also accommodate difference and individualism== (e.g. 17). - Within this, there is clearly a need for considered collaboration between universities and students’ unions. ==There is emerging evidence that, for some students, membership of a club or society can increase their sense of belonging (16)==. Principles of good practice: 1. Universities take considered action to ensure a diverse, safe community. 2. Universities actively and systematically support the social integration of all students. 3. Universities take action to tackle the causes and effects of social isolation. 4. Universities provide support for those experiencing loneliness. 5. Universities work to prevent and address marginalisation, discrimination, or harassment of individual students and groups. 6. Universities ensure social cohesion and individual differences exist alongside each other, taking account of power dynamics and imbalances. ## References - (1) Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, 45(1), pp. 89–125 - (2) Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: Final report from the What Works? Student retention and success programme. London: Paul Hamlyn Foundation. - (3) ==Kahu, E.R. & Nelson, K (2018)== Student engagement in the educational interface: understanding the mechanisms of student success, Higher Education Research & Development, 37:1, pp. 58–71, DOI: 10.1080/07294360.2017.1344197 - (4) Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self–determination in human behavior (3rd Ed.). New York: Plenum Publishing Co. N.Y. - (5) Griffin, J. and Tyrrell, I. (2003). Human Givens. Great Britain: HG Publishing - (6) ==McIntyre, J.C., Worsley, J., Corcoran, R., Harrison Woods, P. & Bentall, R. (2018)== Academic and non–academic predictors of student psychological distress: the role of social identity and loneliness, Journal of Mental Health, 27:3, pp. 230–239, DOI: 10.1080/09638237.2018.1437608 - (7) Cacioppo, J.T. & Patrick, W. (2008) Loneliness. New York: Norton. - (8) ==Baumeister, R., Twenge & Nuss, C. K. (2002)==. Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of personality and social psychology. 83, pp. 817–827. - (9) Mushtaq, R., Shoib, S., Shah, T. & Mushtaq, S, (2014) Relationship Between Loneliness, Psychiatric Disorders and Physical Health? A Review on the Psychological Aspects of Loneliness. Journal of Clinical & Diagnostic Research, 8(9). - (10) Mansfield, L., Daykin, N., Meads, C., Tomlinson, A., Gray, K., Lane, J. & Victor, C. (2019). A conceptual review of loneliness across the adult life course (16+ years). Online: What Works Wellbeing https://whatworkswellbeing.org/product/loneliness–conceptual–review/ [Accessed 11/11/19] - (11) Kleiber, P., Whillans, A.V. & Chen, F.S. (2018). Long–Term Health Implications of Students’ Friendship Formation during the Transition to University. Applied psychology: health and well–being, 10 (2), pp. 290–308 doi:10.1111/aphw.12131 - (12) Bhui, K., Nazroo, J., Francis, J., Halvorsrud, K & Rhodes J. (2018) The impact of racism on mental health. The Synergi Collaborative Centre. - (13) Smithies, D. & Byrom, N. (2018). LGBTQ+ Student Mental Health: The challenges and needs of gender, sexual and romantic minorities in Higher Education. Leeds: Student Minds https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/180730_lgbtq_report_final.pdf - (14) WONKHE, (2019). Only The Lonely. https://wonkhe.com/wp–content/wonkhe–uploads/2019/03/Only–the–lonely–8–Page_v2–003.pdf [Accessed 8/11/19] - (15) Brown, J., Volk, F. & Spratto, E.M. (2019) The Hidden Structure: The Influence of Residence Hall Design on Academic Outcomes, Journal of Student Affairs Research and Practice, 56:3, 267–283, DOI: 10.1080/19496591.2019.1611590 - (16) Wonkhe, (2019). Opportunity blocked: how student opportunities and SUs relate to student life, belonging and outcomes. Online: UKtrendence research. https://wonkhe.com/wp–content/wonkhe–uploads/2019/10/Opportunity–blocked–FINAL–min.pdf [Accessed 14/11/19] - (17) Rousseau, J–J. (2004). The Social Contract. London: Penguin.