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University Sport
& Mental Health
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Supporting student
mental health through
sport & physical activity
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Why is mental
health important?
Physical activity is proven to have a positive
eect on wellbeing, with higher levels of
activity associated with improved quality
of life and wellbeing, as well as reduced
anxiety, depression and body dissatisfaction.
Using participation in sport and physical
activity, students and sta across Higher
Education can support students’ mental
health, enhancing their university experience
and improving their psychological wellbeing.
Empowering sports staff and student
leaders to provide peers support networks
within student clubs, university sport can
provide peer support networks within
university clubs can provide students with
a shared identity, increased self-condence
and improved mental health and wellbeing.
This resource has been designed by
British Universities & Colleges Sport (BUCS)
and Student Minds to help you:
1
Increase your knowledge of student
mental health.
2
Develop your understanding of how to
design sport programmes for students
experiencing mental health diculties
and how participation in sport can
enhance peer-to-peer support.
3
Understand best practice from
universities working to improve
mental health through sport.
We know that taking part in sport
and physical activity is a major part
of many students’ time at university,
and gives institutions an opportunity
to support students’ physical and
mental wellbeing.
“Universitysportislittledierentfromtheschoolplayground,everybody
wantingtobepickedandpopular,anundisputedmemberofthein-crowd.
Butwhensuddenlyadriftoftheupbringingthatmadeyouwhoyouare,
failuretoaccomplishthiscanleaveayoungpersonfeelingmorevulnerable
thanthey’veeverknown,withoutthecognitivetoolstomakeitbetter.
Participationinsportcanmakeauniversitycareer,butthatdoesn’tmean
itcan’tbreakit.”
Ed Tarlton, University of Nottingham alumnus
“Physicalactivitystands
apartfrommoretraditional
treatmentsandtherapies
formentalhealthproblems
becauseithasthepotential
tosimultaneouslyimprove
healthandwellbeingand
tacklementalillness.”
Journal of Mental Health
and Physical Activity
1
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Understanding the challenges
in student mental health
Think about mental health as a continuum
encompassing mental health difficulties
and mental wellbeing:
Mental Health First Aid England builds on
the ideas of the Mental Health Continuum
in their training courses.
A student’s journey through university
sees young people adjust to new systems and
lifestyles, nancial and academic pressures,
and for students participating in sport at
university, periods such as trials, competitions
and injury can contribute to additional stresses.
Read the ‘How to cope with student life’
guide published by Mind and Student Minds
to support your mental wellbeing throughout
your time at university.
Students’ mental health is often referred
to as an invisible problem, and we must
all work together to support staff and
students who are experiencing mental
health diculties.
Organisations continue to research how
we can eectively support students who
struggle with their mental health – read
the Grand Challenges report from
Student Minds for more information.
1 in 4 people experience mental
health diculties each year
A person experiencing signicant
mental health diculties, can
manage these well and have good
support in place, allowing optimal
mental wellbeing.
Challenges managing mental health
diculties, and lack of support can
lead to minimal mental wellbeing
People who are not experiencing
mental health diculties still
benet from looking after their
mental wellbeing
The challenges of University life can lead
us to have minimal mental wellbeing, in
the absence of mental health diculties
1 in 6 workers experience depression,
anxiety or problems relating to stress
29% of students experience clinical
levels of psychological distress associated
with increased risk of anxiety, depression,
substance use and personality disorders
Most lifetime mental health
diculties rst begin by
24 years old
2
years
old
24
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Mental Health
diculties
Minimal mental
Health Diculties
Optimal Mental
Wellbeing
Minimal mental
Wellbeing
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Types of mental
health diagnosis
There are many dierent mental health diculties which students might
struggle with throughout their time at university; these can take varying forms
and might aect individuals in a number of ways.
Understanding the breadth of mental health diculties students might be going
through can help you to recognise the symptoms, so that you are better able
to provide eective signposting to support their mental health and wellbeing.
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Understanding dierent types of
mental health diculties can be helpful
in identifying when someone is struggling
and what they might be going through.
It’s important to recognise that most
identiers are linked to changes in:
• Behaviour
• Physical appearance
• Mood
Students may experience symptoms without
having a medical diagnosis; equally they
may have a diagnosis but not have obvious
symptoms. Mental health difficulties are
common, but there are variations in
students’ ability to manage the symptoms.
Types of mental health diagnosis can include:
Depression
Signs can include a persistently sad, anxious
or generally low mood and a loss of interest
in activities. Watch out for decreased energy
levels, irregular sleeping patterns, poor
concentration and increased tearfulness;
feelings of worthlessness and suicidal
thoughts or feelings can also be present.
Elite athletes have struggled with depression
at times throughout their careers.
“Ihadstartedmycareerat12andfrom
age14itwasmyaspirationtobeanOlympic
champion.IlovedwhatIdidand
Ialwayshadmygoalsbutitwasahellish
journey,theillnesses,theinjuries,the
depressionayearbeforetheOlympics.
Itwasthehardesttimeofmylife.”
Kelly Holmes
Anxiety
Fearing the worst and dwelling on negative
experiences can be signs of anxiety, as can
light-headedness, nausea, a fast or irregular
heartbeat and raised blood pressure.
In November 2013, England Test cricketer
Johnathan Trott left England’s Ashes team,
citing stress and anxiety as the cause; since
his departure he has encouraged others to
recognise it is okay to ask for help.
Obsessive Compulsive Disorder (OCD)
This is an anxiety-related condition where
an individual experiences frequent
obsessional thoughts, often followed
by repetitive compulsions, impulses
or urges used to reduce the anxiety.
Signs can include obsessive thoughts such
as fear of contamination, and performing
compulsions including rituals, correcting
thoughts or repeatedly seeking reassurance
from others.
“Ihavetohaveeverythinginastraight
lineoreverythinghastobeinpairs.”
David Beckham
Psychosis
Manifesting itself in experiences of
hallucinations or delusions which stop a
person from thinking clearly, the dierence
between reality and an individual’s
imagination can become blurred.
Types of mental
health diagnosis
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Behaviours associated with
mental health diculties
Self-harm
Individuals who struggle with negative
feelings such as fear, anger or shame
sometimes nd self-harm to be a coping
strategy or may nd that they harm
themselves when they are experiencing
particularly intense feelings. Commonly
associated with cutting, self-harm can also
include scratching, burning, over-exercising,
abusing alcohol and drugs, and hair-pulling.
Victoria Pendleton, jockey and former
track cyclist, has spoken about self-harming
throughout her competitive career, seeking
to send a message to other people that
you could have experiences like these,
get past them, and succeed.
Panic Attacks
A panic attack is a rush of intense anxiety,
with physical symptoms including shortness
of breath, nausea and dizziness. Panic attacks
always pass, but reassuring someone going
through a panic attack can help - encourage
them to focus on their surroundings.
Suicide
When particularly struggling with their
mental health, people can experience
thoughts that their life is not worth living.
Often these feelings are eeting and only
rarely result in an action to take one’s own
life; while many students feel very low at
times, few will actually attempt to take
their own life.
Asking about suicidal thoughts does not
increase the risk of a person taking their own
life. In fact, asking about suicidal thoughts
can be helpful, giving those who are
struggling the opportunity to talk about their
feelings and consider taking positive action.
Contact Papyrus HOPELineUK on
0800 068 41 41 or take a look at this
resource’s Contacts page for more help.
Make sure you are informed – nd out
more about the dierent forms of mental
health difficulties and how to be aware
of these in sport. Further support for
student mental health diculties can be
found on the Student Minds website.
Types of mental
health diagnosis
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Body Image
“Althoughtheissueofbodyimageis
mostoftenassociatedwithteenagegirls
andyoungwomen,theconcernsmay
besharedbymenandwomenofallages.
Muchoftheabuseandunwelcomeattention
comesfromthoseoutsidesportand
isoutsideourcontrol.
Whatwehavedone,andwecancontinue
todo,istohelpandencouragecoaches
tounderstandtheproblem,recognisethe
insecuritiesfeltbymanyparticipantsand
actinsuchawayastosupporttheir
athletesintheirenjoymentofsport.”
sports coach UK
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Binge eating disorder
Those with binge eating disorder might be
overweight or obese, suer from joint or
mobility issues or shortness of breath and
will be at increased risk of type 2 diabetes.
Where weight restrictions apply, look at how
you can support a student through access
to a sport dietitian and psychologist, or
work with the student to ensure they have
time to achieve their goal weight - a slow
steady weight loss through a small decit
in energy and a small increase in physical
activity is the best and most sustainable
method of weight loss.
Considerations within sport
Watch for any sudden weight loss,
fainting or dizziness, and discuss any
concerns with the student themselves
and any expert practitioners. Focus on
facts rather than assumptions, reecting
upon any health screening which may
have been completed prior to joining.
What signs or symptons can
you watch out for if you are
worried that someone might
have an eating disorder?
Anorexia
Signs to notice can include continuing
weight loss, distorted perception of body
image and weight, changes in mood
or emotions and compulsive excessive
exercise. Those with purging forms of
anorexia will often experience the signs
of bulimia as well.
Bulimia
Those with bulimia will likely be at or near
their normal weight, but you might notice
frequent dehydration and complaints of
muscle cramps and weakness, bad breath
or swollen salivary glands.
“InmymindtheonlywayIcouldkeepmy
weightdownwasbymakingmyselfvomit.
AtrstIwasjustvery,verylean.Ibecame
skinandbone,butIweighedmyselfevery
morning,noonandnight-intheeveningif
Iwasheavier,I’dgetinthepoolandswim.”
David Coulthard
How appropriate is it to encourage
sport for those with eating disorders?
While exercise is important for healthy
living, it can become obsessional for those
with eating disorders. It can be a form of
perfectionism; another way for people to
punish their bodies and control their feelings.
Excessive exercise can be dangerous, with
potential risks to the heart, bones, fertility
and in the possibility of thoughts of suicide.
The information in this section was provided
by Anorexia & Bulimia Care (ABC).
For more information
about supporting
people with an eating
disorder, visit their
website or Student
Minds guidance
on understanding
eating disorders.
Body image
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Good practice for
club committees
Students leading university sport are ultimately responsible for leading
the creation of a club and team environment where their peers feel included,
valued and able to be honest about any mental health diculties which they
might be struggling with.
The next section shares a number of suggestions which club committees might
consider as they seek to support their members throughout their time at university.
5
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comply with group behaviour. Whether
students are experiencing mental health
diculties or not, social situations may
sometimes feel dicult or exhausting, and
additional social pressures can be isolating.
Social events can often focus on alcohol,
but focusing on putting on alcohol-free
social activities, using spaces in university
buildings or mixing with other student clubs
can give members the opportunity to meet
new people and socialise in a safe space.
Be active in tackling
anti-social behaviour
and discrimination,
and Take a Stand.
3
Include members in the
club through injury periods
Missing training, competitions or xtures
through injury, demanding study or personal
circumstances can lead to isolation. Keep
members involved through social activities
or coaching to make sure that they don’t
lose their support network, and maintain a
sense of purpose through dicult times.
Sports clubs can oer a sense of
belonging and support to their members,
and for a lot of students their main social
group can be found on the pitch, in the
pool or on the court.
Follow these tips to help promote a positive
club culture that supports students’ wellbeing:
1
Encourage supportive conversations
about mental health
Mental health diculties might not be
immediately obvious, so be aware and take
an interest in club members’ wellbeing –
establishing a committee member responsible
for members’ welfare can help with this.
Set the standard for each other, listening
and responding to the needs of others to
ensure they feel valued, whilst maintaining
appropriate boundaries.
Take a look at the Look After Your Mate
guide for guidance around boundaries
and signposting.
2
Organise socials which are
inclusive of all members
Social situations can be dicult at university,
and students can often feel pressured to
Good practice for
club committees
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6
Prioritise the individual during
competition periods
The adrenaline-fuelled nature of competitive
sport is thrilling for some students, but can
be distressing to others, especially those
experiencing mental health diculties.
Discuss expectations; encourage; do not
blame and keep any criticism constructive.
Following a period of high pressure and
energy, or after losing a place on a team,
a reduced intensity of training can see
students feel lonely and without purpose.
Focus on the wellbeing of club members
and always oer available opportunities
to get involved in other university sport
and physical activity.
4
Remove nancial barriers
to participation
The nancial pressures of university can
be a signicant contributor to students’
stress. Reducing these concerns by
being transparent about membership
costs, keeping social activities diverse
and sharing information about hardship
funds can reduce the extent to which
students worry about money.
5
Plan a thorough and
inclusive induction
Share plenty of information about the club
online, through social media and at induction
events, including committee members’ details,
the exibility of students’involvement and
what someone should bring to a rst session.
Make sure to introduce appropriate
individuals and explain how to contact them,
providing information on what to expect and
encourage existing members to talk to new
members. Why not split the session up to
give students the opportunity to ask
questions in a less focused environment?
Good practice for
club committees
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Establishing accessible
opportunities
“Peoplewithmentalhealthproblemsshould
haveaccesstothesameactivitiesasanyone
else.However,somepeoplewithmentalhealth
problemsmaybenetfromtheprovisionof
sportsprojectsspecicallydesignedforthem.”
Time to Change
6
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Regular participation in sport & physical
activity has been shown to have benets
for students’ mental health, but making
sport programmes accessible can
be dicult.
There can be various barriers to participation,
but recognising these and designing
programmes to optimise access, ensures
students can get involved and enjoy your
university sport oer.
1
How do you support students
during your session?
Consider how you can help students to set
goals and self-monitor their achievements in
order to successfully change their behaviour
– pairing students with a buddy who has
more experience with the sport can motivate
them to support each other.
Are you co-ordinating with Student Services?
Counselling or wellbeing services can refer
students to sport projects and include this in
their regular provision, or online signposting
can allow students to self-refer. Take a look
at some university case studies for ideas
on how your university could implement this.
2
Are the programmes accessible
to dierent groups of students?
Students are a diverse group with
dierent experiences, needs or barriers
to engaging with physical activity.
Language barriers may prevent international
students from nding out details about
sessions, and certain sports may have
limited appeal due to cultural dierences.
Mature students or parents may have
added time commitments or childcare
requirements, and are less likely to live in
student accommodation or local to regular
activities, whilst postgraduate students’
study commitments may require sessions
to take place in the evening.
Students with disabilities might have
specic accessibility requirements and
require specialist equipment to take part in
sports. Take a look at Time to Get Inclusive
for tips on how to adapt your club’s activity
for disabled students.
Students who identify as Lesbian, Gay,
Bisexual or Transgender (LGBTQ+) or are
from Black and Minority Ethnic (BME)
backgrounds could experience
discrimination in sport, though BUCS
are working with universities across the
country to tackle anti-social behaviour
and discrimination through the
#TakeAStand campaign .
Private changing facilities should be
accessible for students who cannot,
or would prefer not, to change in public
for reasons including body image,
religion or gender identity. Be aware of
preferences students may have regarding
unisex clothing and the gender pronouns
they use. If in doubt ask.
Gender can play a part in how people
talk about mental health and engage
in physical activity. Universities across
the country are working to get more
female students active through the
#ThisBUCSGirlCan campaign, with
Time to Change’s Wolfpack campaign
a great example of how you can empower
men to talk about their mental health.
Establishing accessible
programmes
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“Inotherwork,coachesmightbe
assertiveintheirapproachwhendealing
withpoorattendanceorpoorperformance-
thisisunlikelytobeappropriatein
mentalhealthprojects.”
The Football Association
3
How well publicised is your activity?
Make sure your advertising details all the
information students might require, including
what kit or equipment might be needed,
and level of ability required for the session.
Consider the existing networks available
to you to market your activity, such as
department or university mailing lists,
and incentivise students to recommend
friends to increase access.
Remember that the word ‘sport’ can hold
negative connotations for some students
as well, so adapt your language where
possible to ensure your activity is attractive
to all potential members.
4
What nancial support is available?
Charging a nominal fee can increase
commitment, but seek to limit the cost
required to take part wherever possible.
Where the cost is higher, and you are
seeking to support students’ mental
wellbeing, are there opportunities for
cross-departmental funding with your
Student Services department or any
local organisation working to support
young peoples’ mental health?
5
How exible is the schedule?
Look to maintain a regular schedule for
sessions throughout the week to ensure
repeated attendance, but oer a range
of opportunities throughout the week to
give students exibility to t around other
commitments. Emphasise where sessions
are open to students of any ability and seek
to run taster sessions regularly throughout
the academic year.
6
Have you thought about how you
will evaluate the programme?
It is important to measure the impact
of your referral programme on the mental
wellbeing of the students that attend.
Student Services or the Counselling Service
may be able to help you by providing a
Wellbeing Scale.
Consider how you can follow
Sport England’s EAST framework:
E
Make it Easy
Tell me everything I need to know.
Can it be adapted to make it easier
for me to join in?
A
Make it Attractive
Is the marketing appealing and
relevant to me? Do I trust the partners?
S
Make it Social
Encourage me to make a
commitment to others. Is it
delivered in a familiar space?
T
Make it Timely
Help me plan my actions, and
prompt me when I’m most likely to
be receptive. Please recognise that
I might not turn up for a few weeks
if I’m struggling.
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Establishing accessible
programmes
15 / 26
Empowering sta and
students with training
7
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“Lackofawarenessandgeneralmental
healthliteracymeansthatmanypeople
don’tfeelcondentinknowingwhattodo…
Bylearningtorecognisethesignsand
symptomsofmentalhealth,youwillincrease
yourcondenceinfeelingabletoapproach,
assessandassistsomeonewhomightbe
experiencingamentalhealthissueand
encouragethemtothesupporttheyneed.”
MHFA England
16 / 26
The understanding of student mental
health varies across Higher Education,
with mental health awareness training
enabling sta and students to build
condence in responding appropriately
to mental health diculties, supporting
and signposting students as required.
Basic mental health training can help
develop understanding of the best routes
to support those experiencing mental health
diculties, how to signpost to appropriate
support services and how to eectively
challenge the stigma around mental health.
Available training opportunities
In association with BUCS, Student
Minds have developed a two-day course -
Mental Health in Sport – to equip sta
involved in HE sport with the knowledge,
condence and skills to make sport at
their university inclusive for students
experiencing mental health diculties.
Sta are trained in Mental Health First Aid,
and learn how to set up physical activity
programmes with a focus on mental health
as well as being trained to deliver a “Mental
Health in Sport” workshop to student
sports clubs.
Information about a range of additional mental
health training courses is also available via
the Alliance for Student-Led Wellbeing.
Engaging internal experts such as
university counsellors and Student Services
departments can raise the prole of student-
facing services, but clarify expectations for
student care so that sta and students
understand the boundaries of their role,
the most direct pathways to student
support and emergency contacts for
when more urgent support is required.
Peer networks within sports clubs can help
to create a supportive culture, with students
more likely to speak to a friend about a
mental health difficulty than a member
of staff, so involve student leaders in
training delivery to enable students to relate
to peer experiences and change negative
attitudes towards mental health.
3
Empowering sta and
students with training
“Universitycanactasaboiling
potforfactorsaectingmental
health.Ourfocusistomake
committeemembersaware
thattheirclubmembersmay
begoingthroughissueswith
theirmentalhealth,howthey
canspottheseandhowto
approachandsignpostto
professionalhelp.”
Lawrence Uttley,
Participation Sport Development Officer,
Nottingham Trent University
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Find out more about BUCS & Student
Minds’ Mental Health in Sport course.
17 / 26
“Wewanttoencouragepeopletodiscuss
mentalhealthandalsotoseekhelpand
supportwhenitisneeded.”
Mental Health Charter for Sport & Recreation
Taking a proactive approach to tackling
stigma in student communities
8
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18 / 26
The stigma associated with having
a mental health diculty can be more
debilitating than the diculty itself,
so having an understanding of what
stigma is, how it is maintained, and how
to reduce its eects is vital to changing
attitudes towards mental health.
How should you talk about mental health?
How students talk about mental health
within their club can have a big impact
– talking openly about stress and the
diculties you are facing shows how
welcoming and supportive the environment
is to others, so that they are willing to
talk through their own diculties.
Remember, we all have mental health, so
everyone has a responsibility to encourage
changes in the stigma surrounding mental
health. People with mental health diculties
should not be painted as victims, and
language should reect this.
People experience mental health diculties
rather than suering them - with good
wellbeing, people can thrive with mental
health diculties. Make sure to talk about
mental health as a continuum rather than
as a problem, disorder, illness or disease.
Mental Health Charter for Sport
and Recreation
The Mental Health Charter for Sport and
Recreation sets out how sport can use its
collective power to tackle mental health
and the stigma that surrounds it. Sport
organisations can sign the Charter to commit
to take positive steps to address and
encourage people to be open about
mental health diculties.
Why not take a look at the national
campaigns below to see how you can
support students and sta in tackling
mental health diculties at your university?
Taking a proactive approach to tackling
stigma in student communities
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19 / 26
Universities across the UK are leading the way in
making sport more inclusive and accessible to young
people experiencing mental health diculties.
The next series of pages share some examples of best
practice which you may be able to learn from. Why not
look to implement similar activity at your university?
University
case studies
9
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20 / 26
5
Accessible
programmes
University of Birmingham
Mental Health Badminton Project
The University Badminton Club have
collaborated with Birmingham’s Mental
Health Advisory Service since January
2015 to deliver an hour-long session to
students once per week. The programme is
open and advertised to anyone registered
with the Advisory Service, with sessions
attended by specialist mental health advisors
to oer a safe, supportive atmosphere.
Glasgow Caledonian University
Active Lifestyles
Glasgow Caledonian’s Active Lifestyles
programme emphasises the importance
of being physically active for a healthy
body and mind, reiterating the contributions
of sport and physical activity for students’
mental wellbeing. With all activities free
and requiring zero experience, the exibility
of the diverse programme ensures that
students have an opportunity to drop in
and out of sessions as they please.
University of Gloucestershire
Sport Buddy Programme
At Gloucestershire, students receiving
counselling sessions through the university
are referred to the UNIversal Sport
programme, or can self-refer if they wish,
before being assigned a ‘Sport Buddy’.
Students discuss their motivations and
goals with their buddy and then keep in
touch across the academic year, meeting
regularly. The volunteer buddies also
provide feedback to the UNIversal Sport
team and share best practice to support
future students further.
Nottingham Trent University
Sport Access Scheme
Nottingham Trent oers students who
have been referred by Student Support
Services, the opportunity to apply to the
university’s Sport Access Scheme which
provides a choice of gym sessions of
access to club sports. The student meets
an instructor following their referral to
discuss any concerns and what they are
looking to get out of the session, with
the instructor provided with condential
information regarding the student’s
support needs prior to this initial meeting.
The university also promotes mental
health during exams by means of a series
of challenges and exercises including free
sports sessions and engaging with charity
campaign events.
“I’vebeentothegrouptwice:
it’snotbeenalotbutithas
beenwhenI’vefeltquitelow.
It’sbeencomfortingtoknow
thatthereissomewhereIcan
goandspend”
Participant from the University
of Birmingham’s project
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21 / 26
Imperial College London
The sport committee training at Imperial
College London includes the delivery of
a Mental Health in Sport workshop to
all incoming committee members. The
university is also developing activities to
reduce stress around exam times, as well
as providing regular drop-in sessions for
students who have concerns or questions
about mental health.
Nottingham Trent University
At NTU Sport, each club now has a
Social and Wellbeing Ocer who are
required to attend a Mental Health in
Sport workshop, with these sessions also
available to all other committee members
across the academic year. The focus is
to give committee members the skills to
identify when their peers are struggling
with their mental health and to eectively
signpost to professional help within the
university’s Wellbeing Department.
Edge Hill University
In 2013, Edge Hill’s Sport & Physical
Activity Department became the rst in
the UK to oer its’ students mental health
training. Students are trained in Mental
Health First Aid and safeTALK suicide
awareness, collaborating with professional
bodies on sport-based mental health
projects including Everton FC’s Tackling
the Blues and Everton in the Community.
The training is funded by the Department,
with students attending the course
showing continuously improved NSS
scores, improved student retention and
engagement, and increased 6-month
employability and graduate level outcomes.
Sta and
student training
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22 / 26
University of Nottingham
Welfare in Sport launched in June 2015,
the Welfare in Sport pledge is a commitment
made by University of Nottingham sports
clubs, following training about how they will
improve welfare support within their clubs.
The student-led Welfare in Sport committee
supports clubs in delivering their pledges
and in raising awareness of the campaign
across the university community.
Clubs are encouraged to take ownership
of the campaign and create something
specic and benecial to their members,
with 55 sports clubs taking part in the
initiative, including pledges to make their
club more inclusive and introducing
student welfare representatives onto
their committees.
University of York Staying on Track
The University of York kick-started their
Staying on Track mental health awareness
campaign with a PLAY week, focusing on
helping students to get active and have
fun outdoors. They hosted activities
including Rave Aerobics, Yoga and Water
Polo, encouraging students to get involved
in physical activity in a relaxed atmosphere
to improve their wellbeing alongside
their tness.
BUCS – Take A
Stand campaign
BUCS’ #TakeAStand
campaign aims to make
sport across the HE sector
as inclusive and accessible as possible
by tackling anti-social behaviour and
discrimination within student sport.
Leading this campaign activity, BUCS has
also established a Mental Health network
to inform priorities across Higher Education
and to share best practice across universities.
Campaign
activity
Top Tip:
Campaigning for change in the way
mental health is viewed on campus
can encourage positive attitudes
towards mental health diculties
and reduce stigma:
1
Work from student opinions, so
research attitudes across campus
to guide your campaigning.
2
Collaborate with relevant services
to ensure capacity management.
3
Deliver regular campaign activity
across the academic year to
optimise the level of action.
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23 / 26
So what can you do to ensure sport
at your university is as inclusive and
accessible as possible for students
struggling with their mental health
and wellbeing?
Summary of
recommendations
10
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Check o these recommendations as
you implement them at your university:
Body Image
Ensure student-facing sta are aware
of protocol for sensitively determining
if students are experiencing an eating
disorder and how to respond
appropriately.
Watch for any sudden weight loss,
fainting or dizziness, and discuss any
concerns with the student and available
expert practitioners.
Consider introducing a health
questionnaire for all club members to
screen for potential eating diculties.
Ensure sta and students coordinating
sports with weight restrictions know
how to safely set goal weights.
Good practice for club committees
Set the standard for your peers and
encourage supportive conversations
about mental health.
Organise social activities which are
inclusive of all members, and include
members in the club throughout periods
of injury.
Minimise students’ concerns about
the cost of taking part by seeking
to diversify your club’s funding.
Welcome new members to your
clubs by delivering a thorough
and inclusive induction.
If you don’t have capacity to
accommodate all students who
want to get involved with your activity,
make sure you signpost them to other
available opportunities so that they
still use sport and physical activity
to support their mental wellbeing.
Establishing accessible programmes
Support students during your club
sessions by developing a buddy scheme
in coordination with your Students’
Union or the university’s Student
Services department.
Emphasise where sessions are open
to students of any ability and seek to
run taster sessions regularly throughout
the academic year.
Make the schedule regular to ensure
repeated attendance, but exible with
a range of opportunities throughout
the week.
Review session’s attendance to
evaluate the accessibility of your
programme, making use of support
from your Student Services department
as required.
Remember Sport England’s EAST
framework make it easy, attractive,
sociable and timely.
Summary of
recommendations
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Empowering sta and students
with training
Encourage sta to attend mental health
awareness training and run sessions
for student leaders at your university.
Clarify the expectations for student
care so that sta and students alike
understand the boundaries of their role.
Taking a proactive approach to tackling
stigma in student communities
Use positive mental health language
- remember that we all have mental
health. Speak to your Students’ Union
or your Sport Department about signing
up your institution to the Mental Health
Charter for Sport.
Launch an awareness campaign about
mental health awareness and support
national campaigns such as University
Mental Health Day.
Educating yourself
Consider attending Student Minds’
Mental Health in Sport training
workshop to learn more about how
can sport can support students
struggling with their mental health.
Read up on how you can look after
your own mental health throughout
your time at university.
Find out more about the dierent forms of
mental health difficulties which can aect
people throughout their lives.
Reach out to the experts.
“Everystudentwhowishes
totakepartinsportatany
levelandinanycapacity
shouldbeabletodosowithout
fearofdiscriminationonany
groundsandfeelsafein
anyenvironment”
BUCS’ Take A Stand campaign
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Summary of
recommendations
BUCS
British Universities & Colleges Sport (BUCS)
20–24 Kings Bench Street
London SE1 0QX
Tel: 020 7633 5080
Web: www.bucs.org.uk
Email: info@bucs.org.uk
Student Minds
16 – 17 Turl Street,
Oxford, OX1 3DH
Tel: 01865 264168
Web: www.studentminds.org.uk
Email: info@studentminds.org.uk
Further support
Anorexia & Bulimia Care
Anxiety UK
Bipolar UK
Mind
Nightline
OCD Action
Papyrus - Prevention
of Young Suicide
Samaritans
Students Against Depression
Student Minds at your University
Talk to Frank
Access further support
via Student Minds
This guidance resource has been
developed in partnership by Student
Minds & British Universities & Colleges
Sport, with support from a number of
wider partners and member universities.
Thanks to Sport England, Mind, Anorexia
& Bulimia Care & NUS for their support.
Thanks also go to the University of
Birmingham, Edge Hill University,
Glasgow Caledonian University, the
University of Gloucestershire, Heriot-Watt
University, Imperial College London, the
University of Nottingham, Nottingham
Trent University & the University of York
for their contributions to this resource.
Contacts
26 / 26
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Photo credit: FineTime Photography
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