Resource library

In this session, the Charlie Waller Trust introduced the updated CREATE mental health policy toolkit.

In this session, Bath Spa University explored how their Disability Service raised the bar for inclusive teaching and learning practice by tackling the challenges of significantly increased numbers of students with individualised reasonable adjustment plans. 

In this session, ServiceNow introduced Agentic AI, showing how autonomous AI assistants can transform student support.

In this session, Howden showcased Lancaster University’s transformation of its Student Counselling Service into a Student Mental Health Service using single session therapy.

In this session, Uwill explored the unique mental health and wellbeing needs of the new generation of UK university students with a focus on out of hours and crisis support.

In this session, Epigeum explored their collaborative model for creating meaningful online training on harassment and sexual misconduct, aligned with Office for Students Condition E6 requirements.

In this session, Togetherall provided a brief overview of the mental health crisis narrative and its negative impact on treatment and support systems.

In this session, Randstad Student Support addressed how higher education leaders can meet rising student support demands.

In this session, the speakers covered one key output from HEMHIT: mental health governance frameworks.

In this session, speakers covered one key output from HEMHIT: findings from the national review of higher education student suicide deaths.

In this session, the speakers presented key findings from a forthcoming HEMHIT (Higher education mental health implementation taskforce) report exploring how higher education and NHS partnerships can be designed to better support student mental health.

In this session, Julie Hall explored the balance leaders in education must strike between day-to-day management (the dance floor) and strategic oversight (the balcony).

In this session, AMOSSHE, Nottingham Trent University and Unite Students explored two recent outputs from HEMHIT (Higher Education Mental Health Implementation Taskforce): the Competency Framework for responding to students in distress, and the sector report on student support case management systems. 

As part of the AMOSSHE National Conference 2025, the University of Salford presented findings from the first national survey of disabled staff in UK higher education.

In his final address as Higher Education Student Support Champion, Professor Edward Peck shared reflections from his work with HEMHIT (Higher education mental health implementation taskforce) and across the sector since 2022.

In this session, the University of Winchester shared insights from a research project exploring the impact of positive affect journaling (PAJ) on student and staff wellbeing.

In this session, King’s College London presented their Health Advisor for Mandarin Speaking Students pilot programme, and in the session they shared their reflections and findings from 18 months of supporting Mandarin-speaking international students with tailored mental health guidance, service navigation, and culturally aware psycho-education.

In this session, University College London and SOS-UK reflected on the year since Universities UK’s ‘Enabling student health and success’ report.

In this session, the AMOSSHE Scotland lead members group showcased their collaborative approach to addressing common challenges in Scottish universities.

In this session, Middlesex University shared their experience of transforming their Wellbeing Service within four months.

In this session, the University of Northampton shared the development and implementation of their dedicated safeguarding team and framework.

In this session, Leeds Trinity University presented their out-of-hours support model, featuring Support Duty Managers working varied shifts, and facilitated discussion on its benefits, challenges, scalability, and collaboration with security and mental health teams.

In this session, Keele University shared insights from establishing their pioneering Domestic Abuse Liaison Officer team.

In this session, King’s College London presented their Eating Disorder Support Coordinator project, launched in 2024 to provide early intervention and support for students with eating disorders, sharing project outcomes, training efforts, and future goals to improve awareness and connection to specialised services.

In this session, the University of York shared their toolkit for managing complex student cases involving risk of harm.

In this session, Cardiff University and Newcastle University presented their progress on standardising student mental health data through Wales’ Severity Index and Reason Codes (SevRes) and Newcastle University’s Impact Measurement Scale (IMS).

In this session, the University of Westminster and Mills & Reeve explored the legal obligations universities have to reduce the risk of student death, particularly relating to mental health, and examined practical approaches to risk management, incident response, and inter-agency collaboration, guided by legal experts and university practitioners.

In this session, University College London outlined the principles behind their new student support and wellbeing strategy.

In this session, Trinity College Dublin presented the newly published Irish National Best Practice Guidelines for Peer-Led Transition Programmes.

In this session, the University of Bristol explored how Student Services can better engage students from different ethnicities and backgrounds through student-led initiatives, using their Race Inclusion Advocate programme and Belonging Fund as case studies to demonstrate a creative, collaborative model for inclusive service design.

In this session, Ulster University introduced their new whole-institution bystander intervention campaign, shared research insights, and participants engaged in a Green Dot workshop to explore practical strategies for challenging gender-based violence and harassment.

In this session, the University of East London explored their approach to encouraging student disclosure and addressing the barriers students face in accessing support, particularly during start-of-year activities and clearing.

In this session, the University of Edinburgh showcased a multi-university collaboration piloting the Reduce Digital Distraction (ReDD) workshop that highlighted its impact on student wellbeing and focus, and explored how it could be delivered effectively by non-expert facilitators across higher education institutions.

In this session, Danny Mirza explored how Generative AI can help tackle key challenges in Student Services, including inefficiencies, communication hurdles, and resource constraints.

In this session, the University of Northampton shared their frontline experience within diverse communities, supporting victims of domestic and honour-based abuse in refuge and justice settings.

In this session, Middlesex University shared their experience of transforming a Wellbeing Service within just four months.

In this session, the University of Birmingham explored how their programme 'Student Content Shaper' empowers students by providing them with part-time work during their studies, whilst enabling the institution to share key themes and messages delivered by students.

In this session, the University of Chester discussed aspects of a pilot project by the university as a means of enabling students to showcase digital certificate accolades to prospective employers.

In this session by the University of Leeds explored the needs and experiences of students seeking support and information.

In this session, Unite Foundation shared findings from a national report on care experienced and estranged students in higher education and explored practical steps and policy changes to improve their access, retention, and success.

In this session, the University of Portsmouth and the University of Nottingham explored findings from two profiling questionnaires on support and learning needs of autistic and non-autistic university students, and discuss their implications for improving inclusive support practices in higher education.