Development Monthly | #36 October 2024 | Mind & Matter: Nurturing Wellbeing & Mental Health in HE

While much of the recent conversation surrounding mental health in education has centred on students (thanks to the pandemic, online learning upheavals, and the relentless cost of living crisis) there’s a vital element that often gets overlooked: the mental health and wellbeing of staff. Yet, this aspect is just as crucial. Because to effectively deliver a world-class education and provide the support that students need, you also need to be mentally healthy at work. 

Staff Mental Health: Research into staff mental health in HE is scant, but emerging data highlights a concerning picture. Our report, ‘Supporting Staff Wellbeing in Higher Education’ revealed that 78% of staff felt the psychological health of employees was not considered as important as productivity. This lack of recognition places staff at a higher risk of work related stress and poor mental health. Additionally, stigma surrounding mental health support was shown to be prevalent in many HE settings. Over half of staff expressed concerns about being perceived as ‘weak’ if they sought help, and over 70% believed it could harm their career prospects.

Further evidence from national surveys using the The Warwick-Edinburgh Mental Wellbeing Scale (WEHMS) risk assessment framework indicates that wellbeing related to job demands, managerial support, relationships, and role management falls significantly below recommended levels. 

But before we look at ways to tackle this issue, it’s important to acknowledge some of the unique challenges you face in the sector.

Challenges Faced by HE Staff

As HE staff, we know your main focus may be helping your students to thrive. But often there are factors affecting the sector that can make you feel under pressure, or pull your focus in other directions. These pressures may also lead to heightened stress levels among HE staff. Below are some of the common pressures we hear from HE staff:

Financial strain: The financial instability of many HE settings, combined with the cost of living crisis can exacerbate stress. Income and student loans do not always cover basic needs, leading to the emergence of food banks and pantries on campus.

Pressure to deliver excellence: The demand for high-quality teaching and research outputs is immense. This pressure often leads to long hours and a constant need to feel like you must perform at peak levels.

Misconceptions about work hours: Contrary to popular belief, many HE staff work through the summer and are at risk of burnout. Our report found that 62% of further education staff regularly work over 40 hours a week, with 21% working more than 50 hours.

Insecure contracts: We know many HE staff members are on term based or research funding dependent contracts, which can lead to job insecurity and frequent restructures.

Adapting to remote or hybrid working: The pandemic forced many to adapt to new ways of working, which included remote teaching and other roles to hybrid work environments. We know this transition has been full of challenges (as well as benefits), including anxiety about returning to campus and reconnecting with colleagues. 

Emotional demand/secondary trauma: HE staff often encounter students facing a range of issues from mental health struggles to the impact of war in their home countries. Witnessing these challenges can lead to secondary trauma, particularly for staff who are also experiencing their own difficulties.

Marketisation: Students have been repositioned as consumers and there is evidence that they view themselves, and behave, as customers rather than just learners. HE staff face increased competition between settings and shifting public perceptions can add to this pressure.

Other external pressures: Between 1980 and 2010, student numbers grew from 800,000 to over 2.5 million (now 2.34 million), alongside a tripling of tuition fees in 2012 and the removal of the cap on undergraduate admissions. There is also increasing focus on metrics like the National Student Survey, putting pressure on courses with low employment outcomes.

Retaining Perspective: What is in Your Control?

When we work in high pressure environments, it is easy to become overwhelmed and stressed. It takes discipline, and the support of others, to stay grounded and to continue to work in a way that feels like you are making a difference. Small changes in how we operate can have a disproportionately positive effect. Some areas that may be helpful to consider are…

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For more information, visit: Education Support.

Sources:

Supporting Staff Wellbeing in Higher Education Report, Education Support 
Leading through crisis, a guide for FE leaders and managers, Education Support
Tipping point: the staff mental health crisis in higher education, Frontiers in Education
Mental health at work commitment for higher education, Mind 
UMHC framework – staff wellbeing, Student Minds
Are universities losing the culture war?, Hepi
Supporting international staff during times of conflict, EAIE
Mental health and higher education podcast, Emerald Publishing 

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