Most students will experience challenges during their time at university. Difficulties with wellbeing, engagement, attendance, finances, personal circumstances, relationships or health can all affect a student's ability to participate fully in their studies.
Often, concerns can be addressed through supportive conversations, academic guidance and signposting to available services.
However, there may be occasions when concerns persist, escalate or become sufficiently significant that a coordinated University response is needed.
The Support to Study process exists to help identify students who may benefit from additional support, review or intervention before difficulties become more serious.
What Is Support to Study?
Support to Study is a supportive, student-centred process that enables the University to:
- identify concerns early;
- understand barriers to engagement and success;
- coordinate support across services;
- reduce risks to the student and others;
- support informed decision-making;
- promote student wellbeing and academic success.
It is not a disciplinary process.
Its purpose is to support students, not punish them.
When Should I Consider a Support to Study Referral?
A referral may be appropriate where you have concerns that a student's circumstances are significantly affecting their ability to engage safely or effectively with their studies.
Examples may include:
Wellbeing Concerns
- Deteriorating mental health.
- Persistent distress or emotional difficulties.
- Significant changes in presentation or behaviour.
- Concerns regarding self-neglect.
Engagement Concerns
- Repeated non-attendance.
- Significant disengagement from learning activities.
- Failure to respond to attempts at contact.
- Declining academic engagement.
Welfare Concerns
- Housing difficulties.
- Financial hardship.
- Family or relationship difficulties.
- Significant personal circumstances affecting study.
Repeated Concerns
- Multiple concerns raised by different staff members.
- Concerns that continue despite support being offered.
- Situations where a coordinated response may be beneficial.
Complex Situations
- Circumstances involving several support services.
- Situations requiring a formal support plan.
- Concerns about a student's ability to continue engaging safely and successfully without additional intervention.
What Steps Should I Take Before Making a Referral?
In many situations, a supportive conversation should be the first step.
Consider:
Speak With the Student
Where appropriate, have a compassionate and supportive conversation.
You might explore:
- How are they doing?
- Whether they are aware of available support.
- What barriers are they experiencing?
- What help might be useful?
Signpost Support
Encourage the student to access relevant support services, such as:
- Mental Health and Wellbeing Services
- Ask@WLV
- Accessibility, Disability and Inclusion Team
- Student Money and Hardship Support
Record Concerns
Keep an appropriate record of concerns, actions taken and support offered.
When Should I Not Wait?
You should make a referral promptly where:
- concerns are escalating;
- the student appears unable to access support independently;
- previous interventions have not been effective;
- there are multiple concerns from different sources;
- a coordinated response is likely to be beneficial.
Early referrals are often more effective than waiting until a situation reaches crisis point.
What Is the Difference Between Support to Study and Safeguarding?
This is one of the most common questions staff ask.
Whilst there is some overlap, the two processes serve different purposes.
Support to Study
Support to Study is primarily concerned with:
- student wellbeing;
- engagement with studies;
- barriers to success;
- coordinated support planning;
- helping students continue studying safely and effectively.
Examples may include:
- declining attendance;
- deteriorating wellbeing;
- disengagement;
- significant personal circumstances;
- concerns regarding academic participation.
The focus is support, engagement and success.
Safeguarding
Safeguarding is concerned with:
- abuse;
- neglect;
- exploitation;
- risk of significant harm;
- safety and welfare concerns;
- protection of children and adults at risk.
Examples may include:
- self-harm concerns;
- suicide risk;
- domestic abuse;
- sexual violence;
- stalking;
- exploitation;
- modern slavery;
- forced marriage;
- honour-based abuse;
- significant welfare concerns.
The focus is protection, risk management and safety.
Can a Situation Be Both?
Yes.
In fact, many situations involve both Support to Study and safeguarding considerations.
For example:
A student experiencing domestic abuse may:
- require safeguarding intervention;
- need wellbeing support;
- experience declining attendance;
- require academic adjustments.
In such circumstances, both processes may be appropriate. You only need to refer in to one pathway.
If you are unsure, seek advice and make the referral. It is better to raise a concern early than to delay because you are uncertain which process applies.
What Happens After I Make a Referral?
Referrals are reviewed by the appropriate University team.
Depending on the circumstances, this may result in:
- contact with the student;
- support planning;
- review meetings;
- referrals to specialist services;
- coordinated case management;
- safeguarding assessment where required.
You may be contacted if further information is needed.
What If the Student Does Not Want Support?
Students have autonomy and may not always engage with support offered.
However, staff should still raise concerns where:
- significant risks exist;
- wellbeing is deteriorating;
- concerns persist;
- safeguarding considerations are present.
Making a referral does not remove student choice, but it allows the University to assess whether further support or intervention may be required.
Key Principle
If you find yourself thinking:
"I am increasingly worried about this student."
or
"I don't think I should be managing this concern on my own anymore."
then a Support to Study referral is often appropriate.
You do not need to be certain that something is wrong before seeking support.
Early conversations and early referrals are often the most effective way to help students succeed safely, engage effectively and access the support they need.