University of Bristol Issues Response Following High Court Appeal Judgment

“At Bristol, we care profoundly for all our students and their mental health and wellbeing is a priority and is at the heart of everything we do. We continue to develop and improve our services and safeguards to support our students who need help.

“In appealing, we were seeking clarity for the Higher Education sector around the application of the Equality Act when staff do not know a student has a disability, or when it has yet to be diagnosed. We will work with colleagues across the sector as we consider the judgment.

“I am grateful to our dedicated colleagues who work tirelessly to support all our students and to those who specifically supported Natasha which included a referral to the NHS. Higher Education staff across the country share our deep concern about the increase of mental health issues amongst young people, and with that rise comes the increasing importance that staff, students, and their families are clear on what support universities can and should provide, and that students receive appropriate specialist care under the NHS should they need it.

“In 2022 Bristol became one of the first universities to receive the University Mental Health Charter Award, which recognises the continued hard work of our staff and students in terms of taking a strong, structured approach towards improving mental health and wellbeing across our university. We know there is always more to do, and we will keep working to achieve the best for everyone in our community.”

Background information

The family of Natasha Abrahart, a 20-year-old Physics student who very sadly took her own life in April 2018, brought a civil action against the University of Bristol. A judgment, handed down on 20 May 2022 by His Honour Judge Ralton at Bristol County Court, found the University was not negligent, but deemed the adjustments made by the University for Natasha’s academic assessment were insufficient.

After carefully considering the judgment and its implications for the higher education sector, the University sought leave from the High Court to appeal the judge’s finding that the University was in breach of the Equality Act. The Abrahart family appealed the judge’s finding that the University was not in breach of its Duty of Care. The appeals were heard by the High Court in December 2023, with the judgment delivered Wednesday 14 February 2024.

The University of Bristol’s approach to mental health and wellbeing

At Bristol, we are committed to a whole university approach to mental health and wellbeing. This includes the provision of appropriate, accessible services and interventions, as well as the creation of an environment and culture that enables students and staff to maintain their wellbeing.

We work with our students to promote good physical and mental health, and to support those who need help. To reflect this, mental health and wellbeing is at the heart of decision making across the University. In recognition of this work, we were one of the first to receive the University Mental Health Charter Award in December 2022.

The University’s Student Mental Health and Wellbeing Strategy, developed in partnership with external advisors, staff and students, is available on the University’s website at: https://www.bristol.ac.uk/university/media/strategies/student-mental-health-wellbeing-strategy.pdf

Key measures in our whole institution approach

• Providing models of support to meet student needs, such as establishing the Residential Life Service, who offer support 24 hours a day in halls of residence; creating the Student Wellbeing Service which works with schools and faculties to support students not in residences; and ‘one at a time’ counselling which has reduced waiting times for therapeutic support.
• Bolstering our Student Health Service by increasing our Mental Health Nurse team who work alongside GPs and local NHS services.
• Strengthening support for our students during their transition into University, including refining our ‘opt-in’ approach for students to share their emergency contacts with the University and working with UCAS to develop a sector-wide approach to early disclosure of mental health issues.
• Being the first university to launch a Science of Happiness course, now running as a credit-bearing optional unit. This draws on the latest results in psychology and neuroscience to get to the root of what happiness is and how to achieve it, as well as teaching tangible practices which students can apply in their everyday lives.
• Having a team of school-based Personal and Senior Tutors to support students with academic and pastoral issues.
• Creating a strong focus on employability with a view to supporting our students during their second challenging transition – moving from student life to the workforce after graduation.
• Reviewing our policies and communications in difficult areas such as withdrawal and fitness-to-study, ensuring students are appropriately supported by the University, their parents, and others during such challenging events.
• Enhancing our provision for underrepresented groups, as well as those who need more support, through staff training and partnerships with external organisations – this includes LGBT+ students and Black, Asian and Ethnic Minority students.
• Strengthening partnerships with external providers such as the NHS, Public Health England and the charitable sector so students in difficulty can be referred and treated promptly.
• Working in partnership with the NHS, Bristol City Council and UWE to develop a shared student liaison service, an NHS-led service which will provide support to students from both universities.

Support for disabled students

• Providing study support, advice and guidance to students through our Disability Services team.
• Creating a new suite of guidance and advice for staff to support disabled students’ learning and assessment, including guidance on inclusive approaches to presentations and group work.
• Improving our use of information sharing to ensure academic colleagues can see and provide students’ reasonable adjustments.
• Developing a new role of Assistant Director of Student Disability to drive the institution’s ongoing work.
• Developing a School Disability Coordinator Network to share best practice
• Increasing our inclusive teaching and assessment practices.