Creative approaches to supporting student mental health and wellbeing in higher education: An arts therapies perspective
DOI:
https://doi.org/10.56433/76mksg48Keywords:
art therapy, higher education, university students, mentoring, mental healthAbstract
This paper critically analyses current mental health support provision within UK higher education institutions (HEIs) and proposes enhancements through art therapy-informed approaches. Driven by the escalating prevalence of student mental health challenges, evidenced by a near tripling of self-reported conditions since 2016/17 (Sanders, 2023), this study investigates the limitations of existing support, such as counselling and mentoring, which students often struggle to access or engage with (Royal College of Psychiatrists, 2021). A mixed-method approach is employed, combining a review of current literature with autoethnographic research drawn from personal experience as a specialist mental health mentor in a HEI. The literature confirms rising mental health struggles amongst students, placing increasing pressure on wellbeing teams within HEIs, local authorities, and the NHS. This paper explores the core tenets of art therapy and their applicability across diverse disciplines, culminating in specific suggestions for their application within HEI settings. By advocating for creative interventions, this paper aims to improve student mental health and alleviate pressure on existing support structures.
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