Mental health, poverty, deprivation: the challenges facing colleges

This content mentions suicide, depression and anxiety. Please read with care.

In recent years, I’ve noticed something deeply unsettling: mental health issues among college students are reaching new and alarming heights, which sadly has led to an increase in level of suicides. More and more, young people are finding themselves overwhelmed by the pressures of academic life, compounded by the day-to-day challenges of simply existing. You can’t escape the “noise”. As well as media coverage of global crises, it’s the conversations happening in classrooms, social spaces, and on social media that accumulate and surround our students.

What’s really heart breaking is how much harder it is for students from poorer backgrounds. It’s as though the weight of poverty and deprivation takes these existing pressures and amplifies them tenfold. Financial hardships, insecurities around food and housing, and the struggle to keep up with the cost of education all pile on, creating a crisis within a crisis; a mental health crisis inextricably tied to financial strain and social inequality.

We know there’s a direct link between poverty, deprivation, and mental health issues. Research by the Joseph Rowntree Foundation backs this up, but it is something I see with my own eyes every day. For students from low-income families, mental health struggles often come from a deep anxiety about things many of us take for granted. Where will the next meal come from? Will there be enough money for rent this month? These pressures can quickly spiral into depression, anxiety and burnout. The mental strain of constantly balancing studies with financial worries leaves students feeling like they are drowning with no way out.

Layer on top health issues, societal pressures, youth violence and in some cases safeguarding needs, and you have a perfect storm. Unlike a storm passing though, these cases are not isolated, and I am seeing continued and increasing serious incidents within our student population.

Senior mental health leads and professionals will be familiar with Maslow’s Hierarchy of Needs. I use this model as a basis for the visual representation of BMet’s Mental Health Strategy and often reference in my practice to help others understand cause and impact. Colleges provide an unseen lifeline for students struggling with ill mental health and often, we are the first place where students seek sanctuary when things feel like they’re falling apart. We provide safe spaces that are inclusive for all students, regardless of background, offering academic, emotional, and financial support and guidance. Whether it’s through bursaries, food banks, or crisis support, these resources are crucial.

Colleges are going above and beyond, seeking creative solutions to fill gaps in healthcare and support students in need, but it’s not enough. While these efforts are admirable, our biggest hurdle is a lack of adequate targeted funding. For all of our creative solutions and a willingness to work collaboratively as a sector, without dedicated financial support, it’s like trying to fill a bucket with a hole in the bottom. It’s time to fund our sector properly and sustainably, to meet the full spectrum of social, emotional, health and wellbeing needs.

Mental health support teams (MHSTs) have been a step in the right direction. These teams, embedded through schools and colleges, aim to provide direct mental health support but it’s a regional lottery. Some colleges benefit from these teams, but others are left without, and this patchy rollout only widens the gap for students in areas of high deprivation.

It’s also vital that staff are supported and trained to effectively support students with their health and wellbeing. Poverty-informed and trauma-informed practice is more relevant than ever before and should be resourced to ensure we can impactfully respond to this mental health crisis. I see how a lack of training can add further pressure onto already stretched pastoral and safeguarding teams who are often seen as the ‘experts’ because there isn’t anywhere else to go for support. Targeted and sustainable funding is needed to invest in professional development, to ensure staff can recognise and respond to mental health challenges with empathy and understanding.

For many students, especially those from disadvantaged backgrounds, mental health issues carry an added layer of stigma. In some communities, admitting you’re struggling mentally is seen as a weakness, something to be ashamed of. We must work harder to create environments where mental health can be openly discussed, and students feel empowered to seek help without the fear of judgment or rejection.

A positive step would be the integration of mental health education into all curriculum delivery, not just via tutorials. If we can teach students about mental health, coping strategies and stress management, we can equip them with the tools to handle the pressures they face, and, crucially, challenge the stigma that may prevent them seeking help when they need it.

Finally, collaboration with external services is also part of the solution. We need to partner with local mental health organisations, charities and social services to provide a wider range of support for students. No one institution can do it all alone, but together, we can build a stronger safety net for those in need.

Colleges are on the frontline of the mental health crisis facing young people today, especially those from disadvantaged backgrounds. We all want to play our part to support our students, but there are clear challenges with funding constraints and gaps in staff training, on top of increasing societal challenges impacting our learning communities, that highlight just how much more must be done. We can’t afford to ignore this crisis any longer. If we want all students to thrive, regardless of their socioeconomic status, we need to take action now as a collective voice to ensure we see the change we need.

Kay Burton-Williams is the Director of Student Experience, Designated Safeguarding Lead, Senior Mental Health Lead at Birmingham Metropolitan College (BMet).

This blog is part of the ETF Mental Health and Wellbeing project, delivered by the AoC commissioned by the Education and Training Foundation on behalf of the Department for Education. The project is running a series of webinars, to spotlight effective practice in the sector and to support dialogue on the current issues impacting FE providers. You can book here.

Further resources

Anna Freud Mentally Healthy Schools: resource bank for all staff to access quality assured mental health resources, information and advice, containing further education specific materials.

Anna Freud Senior Mental Health Lead resource hub created in partnership with and funded by the DfE, and features resources based on the DfE's eight whole college approach principles.

Ripple Suicide Prevention Browser Extension: suicide digital crisis intervention tool (free for colleges).

Further reading

Joseph Rountree Foundation: UK Poverty 2024: The essential guide to understanding poverty in the UK

NHS: Mental Health Support in schools and colleges

Mental Health Foundation: Views after the riots: counting the toll of discrimination and dehumanising language