Session Outline

Introduction

Personal tutors and academic advisors play a central role in fostering student belonging, engagement, and success, and are often the first point of contact for students experiencing distress. Recent evidence indicates a substantial increase in mental health needs among students in UK higher education, with the proportion of undergraduates reporting mental health difficulties rising from 6% in 2016/17 to 16% in 2022/23 (King’s College London & Transforming Access and Student Outcomes, 2024). This escalation has placed increased emotional and relational demands on staff, with high levels of stress and emotional exhaustion linked to expectations to provide empathetic, inclusive, and responsive support (Wray and Kinman, 2021). Qualitative research further highlights the risks of blurred boundaries and sustained emotional labour when staff lack appropriate training and support (Douglas et al., 2024).

This project addresses these challenges by developing mental health training that strengthens relational practice, inclusive communication, and effective collaboration, while safeguarding staff wellbeing.

Goals and Methods

The project aimed to design and implement a mental health training programme using a participatory approach, ensuring relevance to day-to-day advising and tutoring practice. Four online focus groups (n=4; approximately 50 participants) were conducted via Microsoft Teams, each lasting 60 minutes. Participants included tutors, supervisors, and professional services staff engaged in student-facing support roles. A semi-structured interview guide, developed collaboratively with a Staff Mental Health and Wellbeing Expert Working Group, explored experiences of supporting students in distress, confidence in having compassionate and inclusive conversations, and challenges navigating institutional support pathways. Focus groups were recorded, transcribed verbatim, anonymised, and analysed thematically.

Results

Two sets of themes were identified:

(i) Challenges in current practice: staff described anxiety about responding empathetically without “saying the wrong thing”, difficulties maintaining appropriate boundaries while remaining accessible and supportive, emotional burden associated with repeated exposure to student distress, and uncertainty about referral routes and safeguarding responsibilities.

(ii) Training priorities: participants emphasised the need for scenario-based, role-specific learning to support compassionate listening and inclusive communication; clear guidance on escalation and referral processes to strengthen collaboration with specialist services; and explicit strategies to support staff wellbeing and reflective practice. All themes directly informed the design of the training programme.

Conclusions

The findings demonstrate a strong commitment among tutors and advisors to building supportive, inclusive relationships with students, alongside a clear need for structured training that develops confidence in empathetic communication, clarifies role boundaries, and strengthens collaboration with campus services. The resulting training model supports sustainable advising and tutoring practice by equipping staff to respond compassionately, communicate inclusively, and navigate institutional support systems effectively. Embedding this training within departmental culture offers a scalable approach to enhancing staff capability, wellbeing, and the student experience, aligning closely with UKAT professional competencies.

Learning Outcomes

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