World events and our wellbeing

When we talk about wellbeing in Higher Education our focus is often on the individual:

• What's happening to them
• How they feel
• What they want to do

All of which is very sensible if you want to appreciate what someone's going through.

And, with the remits and limitations of universities wellbeing advice and further signposting inevitably centres around immediate issues. Things like work problems, loneliness, study issues, bullying, finance, housing, or progress.

It may also include problems or challenges with family or friends; relationship breakdown; violence and abuse; being a parent or carer; prejudice; or health and disability (to name a few).

Depending on who's asking for help - and who's giving it - the advice shared may vary both in what's discussed and the quality and relevance of assistance provided.

All of this is pretty standard. We know those working or studying in universities have a wide range of life events going on that relate directly to their college experiences and also to their lives outside and personal histories.

But beyond all these things is a wider cultural backdrop that's often hugely influential on how people are feeling, reacting, or coping. Some of which they may be acutely aware of and other parts may be there in the background and hard to verbalise, but having an impact nonetheless.

Whether it's in individual pastoral care sessions, group work, advocacy, or training there are frequent mentions of wider, contextual, issues.

How often do we shut these down, or park them for another time, or someone else to deal with?

I deliberately ask people to share (if comfortable) what things are happening outside universities that they're directly affected by, or concerned about.

These are the kind of things that, if mentioned during help seeking, those offering advice often suggest are 'too big' to focus on or 'not directly relevant to the immediate problem'. Which both closes off conversations while also ignoring how issues, events, news and other factors intertwine and influence one-another.

The top issues raised by people in my wellbeing work are shown in the image above and described briefly below. You may find, depending on who you're working with that different topics are raised (although I suspect many on this list will feature).

Remember, with this list below, the issues causing trauma and distress or practical problems are not just immediately experienced or worried about by individuals. Often their concerns are magnified by the fact that others seem not to care or are actively participating in whatever is causing them harm.

Climate Change

This may be a direct concern based on environmental changes affecting people's lives or that of wider families and communities. Perhaps observed through where people live, or with site visits, fieldwork, or other research. Biodiversity loss, changing environments, waste, pollution, fires, floods, or adverse weather events may be experienced immediately or at a distance but still cause major concern or trauma. In some cases all that's needed is to listen to worries or encourage activism and advocacy around environmental concerns. But in others there may be specific issues addressing the loss of housing, relocation, extreme trauma, or witnessing terrible things. Knowing how to respond to this is very much beyond most people's abilities, so those who are affected often give up trying to get help or talk about it because in spite of being a huge issue, nobody seems to appreciate the gravity of the situation.

Poverty

Whether it's financial hardship affecting the ability to support oneself (or dependents) and all the limitations and difficulties this brings, through to additional 'taxes' that arise through poverty there may be many reasons why students or staff are not coping. Often these may be hidden through shame or stigma - or simply go unnoticed if it's assumed everyone employed by or studying at a university has to be solvent by virtue of being there. Additionally, many working in universities that DO notice these things may find it difficult to manage or feel powerless to help; or struggle if poverty is a feature of their research or professional practice. Poverty also makes a difference to funding of institutions and certainly cuts to healthcare, wellbeing services and other support has placed a huge burden on schools and colleges and (to a lesser extent) universities to become the fourth emergency service. Places to refer onto are fast disappearing as well.

War, Conflict and Displacement

Many of us, thankfully, are not directly impacted by war. But all of us can carry a warzone in our pocket and tune in daily, thanks to rolling news accessible on our phones. For many there is trauma related to what they see, particularly if they feel unable to assist. Others have more direct experience - perhaps terrified for the safety of loved ones in a conflict zone; or having experienced war and displacement as a refugee or asylum seeker. Provision for supporting those who've directly or indirectly experienced war and conflict and displacement due to these (or to climate change) is often lacking in institutions with those responsible for care unsure what to provide. And, given how often war and conflict leads to disagreements elsewhere and, along with displacement being politicised for far-right propaganda, it may mean issues are downplayed or silenced. Which, in turn, can isolate people further. It's also not unusual that people experiencing trauma in one area will also fixate on an unrelated issue that doesn't directly affect them (e.g. the plight of refugees from a completely different part of the world) which may be entirely understandable, but also confuse and exacerbate things further in terms of care.

Increased Awareness

We have become much better at acknowledging mental health, disability and wider health issues. In the global north there's great encouragement to 'reach out', to 'share', to 'disclose' and to 'tell our stories'. All of which relies on services and support being readily available. Often this is not the case. And in many parts of the world such assistance and understanding is limited. While greater awareness is most certainly a positive in many ways it has the additional affect of encouraging more people to seek professionalised support - and to expect this to be provided. It can also blur understandings so everyday struggles and worries are magnified into individualised crises in need of clinical or other professional care. This, combined with cuts to services (see 'poverty' above) and increased demand means rather than using awareness for solidarity, support and self-care, it's directed towards systems that are breaking under strain. In conversations with those struggling to access care you may often meet a mix of being glad many issues can now be spoken of more openly and greater understanding, but frustration over the lack of support and a belief that less-deserving others are blocking the way.

Political Instability

Alongside war, conflict and displacement there have been huge shifts politically in many countries over the last few years; many of which have specifically targeted minorities or put communities at risk. As with war, conflict, and displacement distress over these issues may be indirectly observed through news reports or frustrations about political actions (or lack of them). While for others there may be direct issues around forcible relocation, job losses, limited opportunities, or worries about their general security and future. Negative changes around funding cuts, visa restrictions, curtailing projects, or other systemic overhauls may not just impact on people's financial security, but also fears for wider communities they're from or have been supporting. Political instability and populism may also make particular students or staff at more risk of being abused or targeted (for example over their gender, ethnicity, or disability). Resistance at an institutional level has been mixed in many locations, with staff and students who've chosen to challenge political structures finding themselves at risk of expulsion, incarceration, or even deportation.

Accessing Help

As noted with 'awareness' and 'poverty' above, more people want help from fewer, overstretched services. Alongside this, those within universities who'd traditionally give help are having to meet unprecedented demand, while facing new challenges they've little or no experience, training, or support to manage. Suggestions of 'reaching out' may be insufficient for many - not least if there is nowhere to 'reach out' to. What is offered is often not suitable for purpose, either because it does not reach diverse need, or because the expectations of those seeking help have not been well managed. You may notice this in conversations around supporting students or staff where people feel too exhausted to get or give help. Or where people have not been able to access care due to lengthy waiting lists or high costs. Or where help is available but requires consent, effort and engagement that people are currently unable to match. It's also not unusual that those who're not experienced in seeking wellbeing support in ways it's typically offered (individualised talking therapies) will also feel there's nothing available for them or they do not qualify for care.

Widening Inequality

The interactions of all the above issues (and more) mean those who're already marginalised by gender, sexuality, ethnicity, faith, economic background, or disability (to name a few) are finding it even harder to cope. Attainment gaps within education are one example of this, with students not being able to reach university due to multiple inequalities they've experienced. And the nature of how these interact both practically and psychologically are a huge access barrier for those who're working or studying in universities.

Pandemic and its legacy

Bereavement, job losses, changing circumstances, memories, trauma and so much more are a feature of the pandemic that is still ongoing yet we are expected to act as if never happened. In many universities staff are baffled over student behaviour that's entirely understandable if you track back five years and consider what was happening. Alongside increased illness, long Covid, disabilities and mental health issues, there are practical considerations around managing work/life, asking for help, and navigating university spaces that were all affected by the pandemic but are treated as unimportant. You'll notice this by people who seek to ask for help, want to wear masks, require ventilation, or have other access needs, or refer back to the pandemic will be shamed, ridiculed, or shut down. All of which makes a huge difference to trust, confidence and care.

Schools to Seniors

All of the above issues affect people of all ages. Not just schools to seniors, in fact, but for infants to the very elderly. As there's so much need in so many places (particularly due to austerity, political changes, conflict, climate and Covid) it makes demand harder to meet. It also has the effect of pushing people into categories rather than noticing the interactivity of problems and unmet need. People will be experiencing struggles due to their age and stage but universities may not be noticing this. Or, if they do, it will be addressed in terms of competition or triaging. So certain cohorts (based on age and stage) may get more help than others. First year undergraduates, for example, will need specific help. But that does not mean those who're at the end of their careers, mid careers, or perhaps have dependents at their own life stages don't also require understanding, accommodations, and specific care.

Conspiracy theories

Many of the above issues are fuelled and worsened by conspiracies. Be that climate denial, or anti-refugee propaganda. You may notice this in messaging shared on campus. Or it may manifest with specific demands for people to be excluded from support, or requests to provide forms of assistance and care that are entirely inappropriate. Universities have had a mixed response to this, in part due to assuming such issues aren't affecting them and missing often they may be originating in institutions where, for example, Covid-denialism, anti-vaccination messaging, or pseudoscientific racism have been allowed to thrive. You may notice this in things colleagues or students say, but it may be harder to detect and can often manifest in refusal to engage with help if support being signposted to does not fit with someone's particular world views.

How you can use this in practice

You may find the diagram at the top of this page helps generate personal reflections or conversations in pastoral care or wider advocacy.

It may be people's reactions (including yours) are 'these are not priorities' or to suggest other local, national, or global concerns that are affecting or worrying them.

That's fine. This isn't a specific list of issues. It's a tool to get people thinking about the context in which they're living and the many different things that might be having an impact on their safety, security and welfare.

An alternative way of using this approach is to ask people to describe what things worry them and note them in a similar diagram and then invite reactions and discussions.

Or you can give people a blank diagram like the one above (or design one of your own) and get them to note their own worries. It may be useful to share some examples first, so people recognise this task involves reflecting on wider collective local, national, or international issues that are causing concern. Rather than immediate, individualised worries.

As a prompt you can give this to people to complete before you meet, or during any pastoral care sessions. It may be a means of opening up conversation or simply acknowledging to someone there are wider issues happening that you are prepared to listen to, or will help signposting to reputable assistance.

It may be people don't want to talk. But can simply point to the issue if you display it as above and show what the problem affecting them might be. From that you can indicate you are aware and make allowances and accommodations accordingly, building trust and offering gentle support as you go.

If an issue is indicated (for example, someone points to 'war, conflict and displacement') you can ask if they'd like to talk or if you have their permission to suggest some ways you and the university could assist. They can indicate, even with a nod or shake of the head, what is needed. Some might want to write down how they feel. Or show this is a problem for them but it is being addressed externally.

Knowing all this can help appreciate things that may explain why a staff member or student is acting the way they are (for example, a drop in grades, or becoming withdrawn or angry). It can also mean other staff can be alerted to be aware and give assistance - without breaching confidentiality or over-diagnosing, gossping and speculating.

I've found this works a lot better one-to-one or with small groups of people I know are similarly affected by an issue (for example with refugee scholars or students experiencing hardship). That avoids it degenerating into an abstract conversation or debate.

But, if well moderated, it can be a helpful way to flag there may be very good reasons we are all struggling, even if our lives seem generally okay. If we focus on how these issues make us feel and affect our lives rather than as a debate it may open up wider conversations or allow for deeper reflections and actions.

If you plan on doing this you will need to be very clear on boundaries, respect and care. Noting that discussions do not lead to targeting of minorities who're already adversely affected. It may be this leads to disclosures of abuse, bullying, harassment, violence or other targeting of students or staff, in which case you should be prepared to escalate via the appropriate channels as needed.

Explaining the limitations of confidentiality and importance of safeguarding becomes key in these instances.

And you will need to know where to signpost. You don't have to be an expert on things you've no experience of, but you do need to know where to send someone who requires specialist support.

Finally, you'll need support for yourself as covering these big issues in a care-centred way is not the same as presiding over a debate and requires multiple, sensitive and complex skills. It's okay to recognise if this is beyond you so long as you can respond empathically and signpost effectively. But if you are planning on discussing or supporting in more depth ensure you have someone to supervise and debrief with as many of these topics are harrowing to hear about, particularly when you're one step removed.

As ever, if you'd like to discuss how to do this in practice, just ask! And please share your experiences of managing these complex issues in practice. All resources and successful approaches welcome.