More than 75% of students responding to a recent survey said access to high-quality mental health support was now a key factor in choosing their university.
The study also showed that almost a third (29%) of those asked had been identified or self-identified as being neurodivergent.
Furthermore, almost half (47%) identified as having a disability, difference or condition.
The research commissioned by De Montfort University Leicester (DMU) ahead of A-Level results day (August 14), highlights how important inclusivity and support is in helping students thrive at university.
Professor Katie Normington, Vice-Chancellor of DMU, said providing high quality support was an essential university service.
She said: “Our students come from all backgrounds and follow many different routes into higher education.
“By providing a full, inclusive support service, we can help brilliant young people realise their potential no matter what their circumstances.”
Of the students identifying as neurodivergent, 12% had ADHD or ADD, 8% Dyslexia and 9% Autism or an Autism Spectrum Condition.
For these students, time management and meeting deadlines was tough (42%) as was maintaining focus during lectures/seminars (42%), with sensory challenges in classrooms or projects also an issue (21%).
Along with a broad and inclusive range of mental health support – including an award-winning autism team, using an on-campus therapy dog – DMU is one of the few universities in the country to offer the block teaching method, a flexible and simple approach allowing students to tackle complete modules, one at a time. Each module is assessed at the end, avoiding a busy exam period at the end of the year.
Across the UK, around 300,000 students report mental health challenges – a dramatic rise in the last few years.
This rise was reflected in DMU’s survey, with 77% of all respondents saying access to high quality mental health and wellbeing support was either important or very important when choosing university.
Over half (56%) of neurodivergent students said being so increased their stress or anxiety, 40% struggled making friends or dealing with social interactions and 30% felt isolated or excluded from university life.
Some said they were offered online resources and information to help (34%), 27% noted their university supported groups or societies for neurodivergent students and 1 in 5 (22%) acknowledged their university provided staff or student training on neurodiversity.
There is clearly work still to be done however, with easier access to support services (38%), offering more flexible teaching and assessment methods (32%) and integrated mental health support (32%) top of the wish list for neurodivergent.
Mind Matters can support universities and education providers with a range of evidence-based mental health and neurodiversity training courses.