Taking a 'Whole-University' Approach to Student Mental Health: The Contribution of Academic Libraries

Autor/inn/en	Brewster, Liz; Cox, Andrew M.
Titel	Taking a 'Whole-University' Approach to Student Mental Health: The Contribution of Academic Libraries
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brewster, Liz) ORCID (Cox, Andrew M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2043249
Schlagwörter	Foreign Countries; College Students; Mental Health; Academic Libraries; Library Role; School Activities; Educational Policy; Educational Change; Well Being; Educational Practices; Holistic Approach; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Psychohygiene; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Politics of education; Bildungspolitik; Bildungsreform; Well-being; Wellness; Wohlbefinden; Bildungspraxis; Holistischer Ansatz; Großbritannien
Abstract	As concerns about student mental health have increased, policy aims have moved towards a 'whole-university' approach. The 2017 Universities UK #Stepchange framework made this principle a formal part of policy initiatives and legitimises it via its calls for action. The policy distributes responsibility for mental health support across the institution, highlighting four key reasons for intervention: "risk," "regulation," "success" and "policy." However, little is known about how this policy has been translated into practice and how activities for mental health have been adopted into the everyday work of higher education (HE) institutions. This article explores how one service common across all HE institutions, the academic library, has interpreted this call to contribute to student mental health. Using data from a national UK survey alongside policy analysis, this article investigates the strategic rationale and the practicalities of engaging with a whole-university approach. Findings show that local concerns often drove activity, which could be mapped to some aspects of a whole-university approach, but that the boundaries of professional expertise and resources were key considerations in accepting distributed responsibility. More broadly, mental health support was recontextualised to include wellbeing; this made it easier to adopt some aspects of a whole-university approach but focused on prevention rather than "risk" and "regulation." As a result, activities being conducted in practice did not align directly with the whole-university approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01