�ʹڲ�Ʊ

Strategic Priority A: Prepare

Theme A1: Policy

�ʹڲ�Ʊ will actively include mental health and wellbeing consideration in its policies and procedures, especially those directly affecting students. This will require processes and procedures that are mindful of the potential impacts on students, and actively promote positive mental health and wellbeing. This consideration will extend to curriculum and assessment design and implementation, with recognition of the significant impact this can have on student mental health and wellbeing.

Theme A2: Decision-Making

The implications for student mental health and wellbeing will be given due consideration in decision-making processes at all levels of the university. �ʹڲ�Ʊ will recognise that decisions, such as the decision of a building, can have a significant impact on the mental health and wellbeing of students. This will require a university-wide understanding of student mental health and wellbeing, and the thoughtful development and application of decision-making criteria that promote positive mental health and wellbeing.

Theme A3: Planning

Throughout �ʹڲ�Ʊ, all planning activities (new initiatives, buildings, processes, structures etc.) are undertaken in consideration of their impact on student mental health and wellbeing. This will require embedding a clear process within policies and procedures, and assessment of best practice to provide frameworks and guidance on implementation. Planning will involve co-design with staff, students and mental health subject matter experts regarding evidence-based practice.

Strategic Priority B: Prevent

Theme B1: Culture

The culture at �ʹڲ�Ʊ is one which:

1. Promotes positive mental health and wellbeing
2. Recognises and responds compassionately to students who are struggling with mental ill-health.

There is an open discussion about mental ill-health, the tools that can help prevent it and the means to respond effectively to it. Students are able to seek help without fear of stigma or reprisal and can be comforted by �ʹڲ�Ʊ's supportive community. In terms of the wellbeing dimension, there are promotions of curricular and extracurricular strategies to create learning environments that support students to succeed academically, including opportunities to improve student self-management capability.

Theme B2: Mental Health Literacy

All students at �ʹڲ�Ʊ are equipped with evidence-based resources and information to:

1. Recognise and seek help for, mental health 
2. Recognise and seek help, when they are low on the wellbeing dimension.

They are educated in how to access resources relating to mental health and wellbeing, whether for themselves or others. Additionally, staff, decision-makers, and gatekeepers are literate regarding student mental health and wellbeing and can understand the impact of their actions. Student-facing staff are well versed in available resources, services and appropriate referrals, and feel supported in their capacity to assist students. Training and educational programs will be evidence-based, with a focus on practical skills underpinned by the �ʹڲ�Ʊ stepped care model.

Theme B3: Early Intervention

�ʹڲ�Ʊ is able to intervene early when students are at risk of mental ill-health and encourages early student self-presentation. �ʹڲ�Ʊ uses innovative tools and systems to identify and reach at-risk students as early as possible. This results in better outcomes for students and a reduced burden on university resources.

Strategic Priority C: Respond

Theme C1: Coordinated

�ʹڲ�Ʊ's response to student mental ill-health and low wellbeing is coordinated and collaborative, both across the university and in partnership with external service providers. A range of internal stakeholders including Arc Student Life @�ʹڲ�Ʊ can be coordinated and mobilised for effective response to, and case management of, students with mental ill-health and low wellbeing. In addition, a strong partnership and referral network with external service-providers will enable students to have timely access to appropriate care.

Theme C2: Accessible

Any student, regardless of their background and financial circumstances, can access mental health and wellbeing services and resources when needed, in a timely and feasible manner. The principles of equity, diversity and inclusion will be fundamental to �ʹڲ�Ʊ's service-offering. In addition, �ʹڲ�Ʊ will aim to specifically improve access for the most vulnerable groups of students, recognising the unique challenges they may face. �ʹڲ�Ʊ will take a multi-modal approach, understanding that individuals have different preferences with mental health and wellbeing services.

Theme C3: Effective

The �ʹڲ�Ʊ services and referrals provided to students will be evidence-based and effective methods of promoting positive mental health and wellbeing, and addressing mental ill-health and low wellbeing. Students will receive timely, effective and evidence-based care. Empirical evidence will form the basis of services provided, and partnerships will be created with the best providers in the field. Responses will be appropriate for the specific needs of the student and �ʹڲ�Ʊ will collect and use data to continuously evaluate how to improve its offering.