The link between student mental health and learner analytics
According to UUK, data might be able to tell an important story about individual students and their wellbeing.
Institutions are able to use learning analytics to support retention and progression to spot students who are at risk of dropping out of university so that they can be supported to either continue with their studies or, at the very least, helped through a managed withdrawal process.
The data which flags a student at risk of dropping out of university could also indicate that a student is suffering from wellbeing challenges or mental health difficulties. For example, if a student has little or no attendance, or has suddenly reduced attendance (combined with little time spent in the library or on their virtual learning environment, for example) could indicate that the student feels disengaged from their course, or that they could be suffering from depression or anxiety. However it could also indicate that the student could have just gone home for a visit and has been studying from printed books – the data only ever tells a partial story.
The picture painted by the data is enough to enable personal academic tutors and student support advisers to have data-informed conversations about how the student is engaging and progressing. These conversations have a better chance at uncovering important issues, with studies and wellbeing, as tutors can ask questions from an informed – though partial – picture of the student’s engagement rather than a blank page.
Demographic spike in higher education
From 2021 it is expected that there will be a higher number of 18 year olds in the UK
Further education has already seen an increase in the number of 16 year olds attending colleges and FE institutions. The government has had to spend a smaller unit of resource on a larger cohort of students in schools, and now FE institutions, due to this demographic spike. Media stories about schools having to close early, enrichment provision vanishing, and even head teachers cleaning toilets to save money have all come to the surface over the last few years.
Rapid growth in student population also has consequences for cities and towns, including accommodation standards down and costs up. This growth will also mean a greater student loan liability for the government (hence Augar’s post-18 funding review). In England, tuition fees replaced public funding to universities, and the fee level has not kept pace with inflation. Cutting this fee level, without a commitment to make up the shortfall with public funding will see bigger class sizes, poorer facilities, and less advice and support services for students.
Deductions from the media and leaks from the Augar review have suggested a restriction on access to higher education through differential fees in order to save costs. Differential fees means that if students take STEM subjects they would have higher fees than those who study humanities and arts related subjects. This is concerning for the sector because it would be taking a complete u-turn in the progress made for access and inclusion within the higher education system over the last few years. There are currently no real limits on student numbers and no fee payments up-front and this has generated real progress on narrowing the gap in participation between the most disadvantaged and the least. Over the last few years, the sector has seen records in the percentages of young people applying to university from the most disadvantaged areas.
Augar’s post-18 review is to publish a set of recommendations for the future funding for the higher education sector. It is paramount that the funding system is clear and simple in order to promote access and to ensure that students understand the financial support available to them.
Put it to the People
On 23 March an estimated one million people marched in London demanding a People’s Vote on the final Brexit deal.
Many university students would have been too young to vote in the referendum three years ago and the People’s Vote campaign is an example of young people and students getting involved in politics and national campaigns. Thousands of students and Students’ Unions across the country led the march in London on Saturday.
What happens next?
On 25 March the PM told MPs that she did not have enough support from the House to win a vote on her EU withdrawal deal. She insisted that she would continue to try and get MPs to back the deal before putting it to the House for the third time this week. The government have arranged indicative votes on 27 March. This will give MPs the opportunity to vote on a series of options designed to test the will of Parliament to see what commands a majority.
On 27 March the PM confirmed that the government will seek to change the UK’s 29 March departure date through a piece of secondary legislation, which will make 11pm on 12 April the earliest Brexit date.
Pieces of note
The secret life of students – live blog, WonkHE
International students – we couldn’t do without them – WonkHE
Notes and guidance for Reform – NUS Connect
Loneliness, student activities, and mental wellbeing - WonkHE