Mental health is a critical aspect of overall well-being, and as awareness grows, the need for effective mental health care provision becomes increasingly evident. 

There is concern about the lack of observation and support at university for young people. This is coming from the place of where they are treated like adults and live independently. However, some of the safety mechanisms that come with the responsibility of work are not in place, but neither are the nurturing mechanisms of support of being a young person at school. 

If a child does not attend school, there are many points that trigger certain professional actions to ascertain what the cause of non-attendance can be. It could be for a variety of reasons as well as health but if the education professional is asking the child or parent why they are not attending school they may discover that the child is unwell. 

If you do not turn up to work, without ringing your manager explaining the urgent need for time off or you have not requested leave, it may be reasonable for your manager or someone from your work to contact you. 

If you are an undergraduate student and you do not attend seminars, lectures and tutorials, what mechanism is there in place to ask why? There is disquiet as some say as an adult, managing their own time the university will not contact them. What if this person lives with others who do not know them or lives alone? 

Universities are where students embark on a journey of self-discovery, academic growth, and personal development. The challenges they face are diverse, ranging from academic stress to social pressures. 

University mental health care provision is usually good and involves counselling services, workshops, and support groups. Mental health professionals work closely with university staff to create a supportive environment.  

Many universities have dedicated mental health professionals for staff and students. Supervision of students incorporates professional development and clinical training, improving skills and knowledge. 

However, the high student-to-staff ratios can limit supervision time and frequency and budget pressures may restrict access to external specialist supervision. The focus might mainly be on student-related stress, which is very common and not on personal wellbeing. 

Each environment (school, university and work) plays a unique role in an individual’s life, and understanding the nuances of mental health support in these contexts is essential for fostering a holistic approach to well-being. 

In school, counsellors or designated staff provide easily accessible supervision. There is also an understanding of child development and educational stressors. There are opportunities for team-based supervision and support from different professionals. 

In schools, too, there is limited time and resources, and the staff may not have training and experience in mental health. There are also confidentiality concerns, sharing with others on a need-to-know basis, such as other staff or the child’s parents. 

At work in larger organisations there will be supervision to assist with challenges and burnout. If the mental health treatment and support is delivered by an external company, there should be anonymity and objectivity. 

However, at work there are still concerns about confidentiality and objectivity. The service may be busy leading to waiting lists and personal issues may not be addressed. 

Universities require better resources to ensure there are permanent and qualified staff to deliver mental health assessments and treatments. There needs to be an understanding that young people at university are adults and independent but there will be intrusion into their personal lives and well-being if there are concerns for their health. This needs to be scoped and in everyone’s understanding, as is every child must be in education and all working people are contacted about unauthorised leave. 

We need to continue to create a culture where seeking help is encouraged and supported. 

By acknowledging the differences and advocating for improvements, we can ensure that professionals supporting young people at university have the resources they need to provide effective care and maintain their own well-being. A healthy workforce translates to a healthier future for the next generation.