Health, Wellbeing and Support for Study Procedures

The Health, Wellbeing and Support for Study Procedures are intended as a supportive process which can be used by staff when a student’s health, wellbeing and/or behaviour is having a detrimental impact on their ability to progress academically or having a negative impact on those around them.

The Health, Wellbeing and Support for Study Procedures

Introduction
Stage 1 - Emerging Concerns
Stage 2 - Continuing Concerns
Stage 3 - Serious Concerns
Review and Appeal of Decisions
Arrangements for Monitoring and Review of Health, Wellbeing and Support for Study Procedures

1. Introduction

Background

1.1 Central is committed to supporting students and recognises the importance of a student’s health and wellbeing in relation to their academic progression and wider student experience. It has a responsibility to support students to feel and function well in order to maximize their potential whilst at the School.

1.2 The Health, Wellbeing and Support for Study Procedures are intended as a supportive process which can be used by staff when a student’s health, wellbeing and/or behaviour is having a detrimental impact on their ability to progress academically or having a negative impact on those around them.

1.3 These procedures should be used for any student whose ability to study or progress on their course is compromised as the result of their health, wellbeing or a disability.

1.4 Wellbeing cases should, of course, first be considered as a part of a new student being, and choosing to be, admitted to the School, with due consideration of any reasonable adjustments that may be necessary before a Break in Studies is considered.

1.5 It is possible that the use of any formal procedure may increase a student’s experience of stress, particularly if the role and purpose of these procedures is not understood. In order to minimize the risk of causing additional stress, these procedures should be used sensitively, ensuring that the student understands the focus on their best interests. Where appropriate and applicable these procedures may be used in lieu of a disciplinary procedure. All possible steps should be taken to minimize additional concerns and anxieties experienced by the student.

1.6 It is the obligation of the School to foster independence, self-awareness and personal responsibility amongst students. In this context it is also important that students take an active part in the process and take appropriate steps to manage their own mental or physical health and wellbeing in order to fulfill their academic potential. It is important that this emphasis on personal responsibility is clearly communicated to students from the outset.

1.7 Students are advised to approach the Student Advice Service for information and guidance on managing their own mental health and wellbeing. Students receiving support under these Procedures have priority access to a meeting with a Support Advisor, if they wish to have one.

1.8 These procedures may be used for all levels and modes of study: undergraduate, postgraduate taught, postgraduate research, and for full-time and part-time study.

How and when should these Procedures be used?

1.9 Concerns should be acted on promptly as early intervention and support can result in better outcomes for the student and may avoid the situation becoming more complex.

1.10 The Health, Wellbeing and Support for Study Procedures should be considered as an alternative to other means of managing concern about academic conduct or progress where there is sufficient concern that a student’s behaviour, attendance and academic progress could be the result of mental or physical ill health or disability or have an impact on the health and safety of other people.

1.11 These procedures aim to ensure that:

the best interests of the student are considered in relation to their personal situation, their health, wellbeing and/or any disability they may experience;
students are supported to study to the best of their ability and, wherever possible, to meet the required learning outcomes and complete their course;
students who are experiencing difficulties in relation to their health, wellbeing and/or disability are supported to address their difficulties at the earliest appropriate point;
students are able to make informed decisions regarding options available;
any reasonable adjustments that the student may be entitled to are considered and where appropriate put in place;
staff from across Central work together, where appropriate, so that students experience a consistent and fair process.

1.12 If staff are unsure about whether to implement these procedures, they should seek advice and discuss their concerns with the Head of Student Support Services or with staff in the Student Advice Service. In order to work within the boundaries of confidentiality and data protection these initial concerns need to be discussed without using the student’s name.

1.13 Staff are also referred to the guide for staff on supporting students with mental health difficulties and should seek advice from the Neuro Inclusion and Disability Service on individual cases.

Structure of these procedures

1.14 These procedures have 3 Stages. The Stages represent the degree of concern and/or the perceived seriousness of the situation.

1.15 These procedures can be entered at any Stage; however, in most cases Stages 1 and 2 should be used before escalation to Stage 3. If the concerns are not being remedied by the recommended and agreed actions at one Stage, then the next Stage may be instigated. Some student cases may stay at the same Stage, or move between Stages 1 and 2, and may never reach Stage 3.

1.16 A student has the right to appeal against any final decision made at Stage 3 of these procedures.

1.17 A record of all Wellbeing cases is kept, confidentially, by the Student Advice Service and regularly monitored by the Head of Student Support Services.

1.18 All documentation and meeting dates should be sent to the Student Advice Service for recording and tracking.

Who can instigate these procedures?

1.19 Stages 1 and 2 of these procedures will normally be instigated by a member of academic staff from within the student’s course team. Stage 3 can only be instigated by the Head of Student Support Services, or their nominee, following consultation with other relevant staff (this will normally be representatives from the course team, the Neuro Inclusion and Disability Service, the Programmes Office and the Student Advice Service).

1.20 Except in extreme circumstances (such as complete incapacity), students cannot appoint any third party, including parents, to act on their behalf in these procedures.

Precautionary measures

1.21 At any stage of these Procedures, the School may put in place certain proportionate and necessary measures to manage specific risks that it has identified, for example:

risk of serious harm to the health, safety and/or welfare of a student or other individual;
risk of serious disruption to a student’s learning, study, and/or student experience;
risk of serious harm or disruption to Central’s interests, activities, property, or reputation; and/or
risk of serious disruption to or interference with the implementation or operation of these Procedures.

1.22 These measures might include, for example:

exclusion from a specific part/parts of Central’s premises for a specified period of time;
exclusion from specific activities and/or events at the School (for example, tutorials, lectures, assessments, placements, non-curricular events, or graduation, whether in person and/or remotely) for a specified period of time;
suspension of access (whether in person and/or remotely) to Central’s services and/or facilities for a specified period of time;
restrictions and/or prohibitions on contact (whether in person and/or remotely) with a named individual/s for a specified period of time;
suspension of all access/attendance on Central premises, whether in person and/or remotely, or activities, events and/or facilities, and/or on carrying out any School-related role (for example, as a Student Ambassador) for a specified period of time;
such other condition which Central determines is necessary to manage a serious risk of harm or damage posed by the student.

1.23 The imposition of any precautionary measures, for example those set out above, will be to mitigate serious risks determined by the School. Such measures are not intended to pre-empt any decision made at a particular stage of these Procedures. Any breach of such measures on the part of the student, though, would be considered a breach of the School’s conduct rules and could give rise to a disciplinary offence being raised against the student.

1.24 Any such decision will be communicated to a student in writing by the Academic Registrar, and will include details of how long the measures will remain in place and when they will be reviewed.

1.25 A student who is subject to any precautionary condition imposed by the School has the right to request a review, in writing, of the decision. Requests for a review will only be considered on the grounds that:

there has been a material irregularity in the procedures leading to the decision;
that there is evidence of bias in the determination of the decision;
that the decision is demonstrably unreasonable.

1.26 The request for a review will be considered by a senior officer of the School who was not involved in the original decision. The review decision may remove, continue, modify, or add to any precautionary conditions to which the student is subject.

1.27 Central will attempt to mitigate, where reasonably practicable, any disruption to the studies of a student who is subject to any precautionary conditions.

2. Stage 1 - Emerging Concerns

2.1 Stage 1 is intended to be informal and used when there are emerging concerns about a student’s health, wellbeing and/or behaviour and the impact that this has on their ability to progress on their course. Such concerns may include significant deterioration in health, appearance or attitude, particularly where there is an impact on attendance, ability to meet deadlines, succeed academically, or participate in normal student life.

2.2 A member of the relevant course team will act as the ‘lead person’ to instigate Stage 1. For Research Degree candidates the lead person will be the Head of Research Services following consultation with other relevant staff (this will normally be the Supervisor).

2.3 The lead person should clarify the situation, including:

identification of the issue(s) arising;
collation of any other relevant information about the student (e.g. non-attendance, missed deadlines, isolation);
clarification of what action has been taken so far and whether anyone has discussed these concerns/issues with the student;
discussion with their line manager or a member of Student Advice Service staff to consider most appropriate approach.

2.4 The lead person should contact and/or approach the student, in a sensitive and understanding way, to request a meeting, as a result of concerns being raised about them in relation to their health, wellbeing and studying. This could be done by email or letter. The student should be given clear information about these Procedures, with particular emphasis on the fact that it is intended to support them. Templates and guidance on communication can be provided by the Student Advice Service.

2.5 Other relevant members of staff may be invited to the meeting. However as Stage 1 is intended to be relatively informal, it is recommended numbers attending are kept to a minimum and efforts should be made to make sure the student does not find the meeting intimidating. The student should be informed who else will be present and the reason they will be there.

2.6 The student may be accompanied by a friend or a member of the Student Union team (whose name must be notified to the lead person at least 24 hours in advance of the meeting), but any such person attends in a supportive capacity only and is not permitted to speak or otherwise act on behalf of the student. Proxies for students shall not normally be allowed, unless defined by the student’s Reasonable Adjustments Plan.

2.7 The meeting with the student should take place in a private space and the following points should be considered and included as appropriate:

Identification/explanation of the concern being raised (clear examples can be helpful).
Opportunity for the student to give their perspective of what is happening, and (if appropriate) clarification of whether this has happened before and if so what previously was helpful.
Clarification of relevant School rules and regulations of which the student needs to be aware.
Clarification of the student’s personal responsibility (e.g. to be ‘well enough’ to study and to be respectful of others).
Consideration of what would be helpful and make the difference to the student in order to support them and minimize concerns.
Signposting the student to any relevant School support services that they may benefit from.
Clarification of agreed actions and options to support the student and minimise the concern (e.g. accessing Learning Support, taking a Break in Studies).
Agreement of a date to meet again to review the situation and who needs to attend. The length of time between the meeting and the review should be agreed by all present, taking into account relevant academic and personal factors.
Explanation that a continuation of the same or any additional concerns could result in escalation to Stage 2 of these procedures.

2.8 Any agreed actions should be documented by the lead person in the meeting and a copy sent to the student no more than 5 working days after the meeting has taken place.

2.9 A copy of these actions and notification of the outcome of the Stage 1 meeting should also be sent to the Student Advice Service, where it will be kept on a confidential student file for the duration of the student’s course and will enable the Student Advice Service to inform other relevant staff of the outcome.

2.10 The lead person should arrange for a review meeting approximately 1 month after the Stage 1 meeting took place and/or before the end of the current term.

2.11 The Stage 1 review meeting should include:

review of how the student has been since the first meeting;
explanation/exploration of any further concerns arising;
exploration of further/on-going support required;
agreement of whether further action is necessary. If the concern has been resolved no further action may be necessary. If concerns continue or have increased, escalation to Stage 2 should be considered.

2.12 In cases where the student is invited but fails to attend Stage 1 meetings:

the student will be informed that the situation will be discussed in their absence;
if there are straightforward options about how to proceed, agreed expectations, support options and plans should be communicated to the student with a timescale for completion and date of review;
if the situation is more complex or unclear, steps should be taken to escalate to a Stage 2 meeting;
the student should be made aware that if they fail to take the opportunity to meet to discuss concerns about their health and wellbeing then it may be necessary to consider using Disciplinary Procedures as an alternative route, or to require a Break in Studies without further consultation.

3. Stage 2 - Continuing Concerns

3.1 Stage 2 of these procedures are used where there is continued and on-going concern following Stage 1, or when there is significant concern about a student’s health, wellbeing, behaviour, safety and/or ability to study, and where a response from the School is clearly indicated as appropriate.

3.2 A Stage 2 meeting will normally be instigated by a member of academic staff from the student’s programme and will be led by the Head of Student Support Services or their nominated deputy.

3.3 The student should be informed of the meeting and its purpose in a clear, written statement from the lead person (see 1.2 above), normally 4 working days before the meeting.

3.4 The student may be accompanied by a friend or a member of the Student Union team (whose name must be notified to the lead person at least 24 hours in advance of the meeting), but any such person attends in a supportive capacity only and is not permitted to speak or otherwise act on behalf of the student. Proxies for students shall not normally be allowed, unless defined by the student’s Reasonable Adjustments Plan.

3.5 The meeting should cover the following:

Identification/ explanation of the issue/concern (providing clear and specific examples) and any past relevant information.
Opportunity for the student to give their perspective on the issues and if appropriate a history of events, past experiences and helpful strategies or support for managing these issues.
Clarification of relevant School rules and regulations.
Clarification of the student’s responsibilities at the School.
Consideration of what would be helpful or make the difference to the student in relation to their support and in order to minimise the concerns.
Signposting the student to any relevant School support services that they may benefit from.
Clarification of agreed actions and support options to change and improve the current situation (e.g. accessing Learning Support, taking a Break in Studies).
Explicit clarification of the consequences of failing to complete the agreed actions and/or a continuation of the cause for concern.
Agreement of any interim monitoring or measures.
Agreement of a date to meet again to review the situation.

3.6 Agreed actions should be documented by a note taker from the Student Advice Service.

3.7 A copy should be sent to the student, all other attendees of the meeting and logged with the Student Advice Service, no more than 5 working days after the meeting has taken place.

3.8 A copy should be kept in the confidential student file for the duration of the student’s studies.

3.9 The Stage 2 meeting will designate responsibility to monitor the process and ensure the review meeting takes place. This will usually be the lead person in the Stage 2 meeting.

3.10 The lead person should arrange for a review meeting approximately 1 month after the Stage 2 meeting took place and/or before the end of the current term.

3.11 The Stage 2 review meeting should include:

review of how the student has been since the first meeting;
review of whether agreed actions have been undertaken;
explanation/exploration of any further concerns arising;
consideration on new or on-going relevant mitigating evidence;
exploration of further/on-going support/adjustments that may be necessary;
agreement of whether a further action plan is necessary. If the concern has been resolved no further action will be necessary. If concerns continue or have increased a further action plan may be put in place, or a Stage 3 meeting may be suggested.

3.12 If the student does not attend any of the agreed meetings:

the student will be informed that the situation will be discussed in the their absence;
if there are straightforward options about how to proceed, agreed expectations, support options and plans will be communicated to the student with a timescale for completion and date of review;
if the situation is more complex or unclear, steps will be taken to escalate to a Stage 3 Panel meeting;
the student should be made aware that if they fail to take the opportunity to meet to discuss concerns about their health and wellbeing and/or fail to provide any supporting evidence of underlying issues, then there may be no alternative to using Disciplinary Procedures to address the concerns, or to require an immediate Break in Studies without further consultation.

3.13 The Panel may agree a short leave of absence with the student (normally of between 1 and 4 weeks) in order to address immediate health or wellbeing challenges that do not require them to undertake a longer Break in Studies and to delay their academic progression. Before returning the student will meet again with the Panel (or a subset thereof) to confirm that they have completed any agreed actions; failure to do so may require them to undertake a Break in Studies. In cases where a Break in Studies is agreed, those Procedures will be followed. This will include it being made clear what needs to happen in order for a return to study to be considered and the student responsibilities for attending meetings and obtaining required evidence.

3.14 Following their return from a Break in Studies, the Stage 2 panel will normally meet with the student at defined points during their first term in order to support them in their transition back to the School.

4. Stage 3 - Serious Concerns

4.1 Stage 3 of these procedures is used where there is serious and/or persistent concern about a student’s health, wellbeing and/or behaviour, safety and/or fitness to study. In most cases escalation to Stage 3 will follow attempts to address concerns through Stages 1 and 2. However, in some cases it may be appropriate to proceed directly to Stage 3 – examples include, but are not limited to:

where health, wellbeing and fitness to study is seriously and demonstrably compromised;
when all other options to deal with the situations have been explored at course level and a wider School perspective is required;
when a higher level of decision-making and authority is required;
where a student’s behaviour impacts on the learning opportunities and/or college life of other students or staff; where there are serious concerns regarding risk to the health and safety of the student and/or where there is a perceived threat and/or risk to others.

4.2 The decision to convene a Stage 3 Panel meeting will be made by the Head of Student Support Services or their nominee. This decision will be made in consultation with the member of staff raising the concern.

4.3 If the Head of Student Support Services believes that the circumstances leading to Stage 3 of these procedures are so serious that the student’s continued presence in the School poses a serious threat to themselves, staff, other students or property, the School may impose particular precautionary measures on the student (see above).

4.4 Where possible the objective of a Stage 3 Panel meeting will be to ensure that the School considers all possible options to enable the student to continue with their studies. The Panel meeting will consider the student’s present situation, taking into account past relevant experiences, whilst also considering relevant School procedures and regulations. However escalation to Stage 3 signifies real concern about the student’s current ability to continue studying, and the Stage 3 Panel meeting will consider whether it may be in their best interest to consider Suspension or withdrawal from study.

4.5 Ultimately a Stage 3 Panel can require a compulsory Break in Studies, or withdrawal, but this would only ever be taken as aa last resort.

4.6 A Stage 3 Panel will normally consist of the following staff:

either the Academic Registrar, or their nominee, or the Director of Learning, Teaching and Inclusion, or their nominee, acting as Chair;
the Head of Student Support Services;
a representative from the student’s course team;
a representative from the Neuro Inclusion and Disability Service;
a representative from the Students’ Union who has not previously been called upon to act for the student in a supportive capacity;
a note-taker to record the key points and outcomes of the meeting.

In constituting the panel, due regard will be paid to its impartiality.

4.7 The student should be informed, in writing, of the date and time of the Panel meeting and its purpose, normally at least 4 working days before the meeting takes place. The statement should include all the information outlined in section 2.4.

4.8 The student may be accompanied by a friend, family member, or a member of the Students’ Union. Proxies for students shall not normally be allowed, unless defined by the student’s Reasonable Adjustments Plan.

4.9 The student should prepare in advance for the meeting by speaking to key staff and obtaining any necessary documentation and reports, and giving consent for disclosure of medical reports. The Student Advice Service and/or the Neuro Inclusion and Disability Service can, if requested, support the student in identifying and obtaining documentation or evidence (including medical): for example, helping them to identify the appropriate external service or expert and assisting them in communicating with them. The student may wish to write a short summary report for the meeting.

4.10 In preparation for the meeting the key staff involved with the student may be invited to write a summary report of the present and past relevant/key issues. This information will be sent to the Chair and may be circulated to people attending the meeting. All contributions to the meeting will be treated in the strictest of confidence and according to relevant legislation.

4.11 It may be considered helpful to convene the meeting without the student for an initial period of 30 minutes, to allow those who have no prior involvement with the student to familiarize themselves with the process and with relevant information prior to the student’s arrival, in order to understand the issues and the possible options.

4.12 At the meeting the following should be covered:

A declaration of any conflicts of interest on the part of members of the Panel;
Summary of presenting situation, concern(s) being raised, and past relevant information.
Opportunity for the student to give their perspective of current issues and if appropriate history of events, past experiences and helpful strategies or support for managing the issues. Clarification of Fitness to Study by a medical practitioner, if appropriate.
Clarification of relevant School rules and regulations.
Clarification of the student’s personal responsibilities at the School.
Identification of any further information which may be required.
Clarification of the options available to the student at this stage (e.g. Break in Studies, permanent withdrawal).
Consideration of what would be helpful or make the difference to the student in relation to the options available.
Signposting the student to any relevant School support services that they may benefit from.
Clarification of agreed options/actions and support options that the student is encouraged to access.
Explicit clarification of the consequences of failing to complete the agreed actions and/or a continuation of the causes for concern.
Agreement of any interim monitoring or measures.
Agreement of a date to meet again to review the situation.
In cases where Suspension is the outcome, the meeting should talk the student through the relevant procedures and make explicit what is required to happen before the student is permitted to return to study.

4.13 In the event that the student does not attend the meeting, the aspects outlined in 4.11 above should be considered in their absence and those present at the meeting will consider and agree the best course of action. By not attending, a student loses the right to contribute to the decision-making process and will be clearly informed of this.

4.14 A report of the key points discussed in the meeting and agreed actions should be documented by the note-taker of the Stage 3 Panel.

4.15 A copy should be sent, via the Chair, to the student, all other attendees of the meeting and the Student Advice Service, no more than 5 working days after the meeting has taken place.

4.16 Documentation regarding the outcome of the Stage 3 meeting and arrangements for review will be held in the confidential student file.

4.17 The Panel may agree a short leave of absence with the student (normally of between 1 and 4 weeks) in order to address immediate health or wellbeing challenges that do not require them to undertake a longer Break in Studies and to delay their academic progression. Before returning the student will meet again with the Panel (or a subset thereof) to confirm that they have completed any agreed actions; failure to do so may require them to undertake a Break in Studies. In cases where a Break in Studies is agreed, those Procedures will be followed. This will include it being made clear what needs to happen in order for a return to study to be considered and the student responsibilities for attending meetings and obtaining required evidence.

4.18 Following their return from a Break in Studies, the Stage 3 panel will normally meet with the student at defined points during their first term in order to support them in their transition back to the School.

4.19 In cases where withdrawal of the student is the recommended outcome of the Stage 3 meeting, this must be authorised by the Principal, Deputy Principal or Vice Principal.

5. Review and Appeal of Decisions

5.1 A student may appeal against a decision reached at Stage 3 of these Procedures. Where agreement between all involved parties cannot be reached during Stages 1 or 2, then the Procedures will necessarily progress to the next Stage. Students should note that a request for review of a decision will only be accepted if there is evidence of the following:

material procedural irregularity;
bias in the determination of the decision;
the decision is unreasonable;
further material circumstances which could not reasonably have been expected to have been submitted for consideration by the Panel (i.e. an evidenced explanation of why further relevant information is being provided at the review stage and was not provided earlier in the procedures).

These are the only reasons that an appeal will be considered and any such appeal must be accompanied by clear evidence to substantiate it.

5.2 Students should lodge any request for review with the Academic Registrar and Director of Academic Services by submitting a written statement detailing the grounds for request within 10 working days of being notified of a decision at Stage 3.

5.3 The Academic Registrar and Director of Academic Services (or nominee) will establish whether valid grounds for appeal are disclosed. If no valid grounds for appeal are found, they shall reject the request, informing the student in writing of the reasons for doing so.

5.4 If the Academic Registrar and Director of Academic Services determines that the appeal discloses valid grounds for appeal, they will refer the matter to an Appeal panel.

5.5 An Appeal panel shall be chaired by the Vice Principal, and will include another senior member of staff and a representative from the Students’ Union. In constituting the panel, due regard will be paid to its impartiality. The secretary of the Panel will be the Assistant Academic Registrar.

5.6 An Appeal will be by way of a review of the decision made by the Stage 3 panel and not a reconsideration of the circumstances that gave rise to these Procedures being invoked. It may be desk-/paper-based or may involve a meeting at which the Chair of the Stage 3 panel and/or the student is called to attend. Where a student is invited to attend a meeting, they may choose to be accompanied by a friend, relative, or a representative of the Students’ Union. Legal representation is not normally permitted, although the School, at its sole discretion, may permit legal representation in an exceptional case in the interests of fairness. Proxies for students shall not normally be allowed, unless defined by the student’s Reasonable Adjustments Plan. The student will normally be given a minimum notice of 1 week, in writing, if they are invited to attend an appeal meeting.

5.7 Following consideration of an appeal, the Appeal panel may:

reject the appeal and confirm the original decision;
refer the matter back to Stage 3 for reconsideration;
appoint a new Stage 3 panel to reconsider the matter afresh;
revoke a decision of Stage 3 and substitute it with an alternative decision.

5.8 The Secretary of the Panel shall notify the student in writing of the Panel’s decision, giving the reasons for it, within five working days of the meeting.

5.9 Following receipt of a letter from the School confirming that the appeal process has concluded (a Completion of Procedures letter), students may, if they are unhappy with the outcome, complain to The Office of the Independent Adjudicator for Higher Education (OIA). The OIA provides an independent scheme for the review of student complaints about a final decision of a Higher Education Provider’s disciplinary or appeal body. Full details, including further information about what it can and can’t look at and what it can do to put things right, can be found at:

https://www.oiahe.org.uk/students

6. Arrangements for Monitoring and Review of Health, Wellbeing and Support for Study Procedures

6.1 The Health, Wellbeing and Support for Study Procedures will be reviewed annually.

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