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A two-year London collaboration between three universities and a specialized NHS mental health provider designed, delivered, and evaluated psychoeducation interventions. Co-created with students, the package offers accessible face-to-face workshops, drop-in sessions, and an online resource set to maximize flexibility. Outcomes emphasize co-creation, collaboration, and flexible delivery to protect vulnerable students’ mental health.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-mental-health-designing-support-through-co-creation-a-practice-report/580692/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-mental-health-designing-support-through-co-creation-a-practice-report/580692.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which student groups are reported as being at higher risk in the project context?","Question",{"text":112,"@type":113},"First-in-family university students and students without family support are described as facing increased risk of social isolation, poor mental health, and non-continuation during transition points.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What psychoeducation support package was developed and how was it delivered?",{"text":117,"@type":113},"The project created interventions co-designed and co-delivered with students, including face-to-face workshops, drop-in sessions at each university, and a shared online resource package for flexible engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the project’s main phases and overall aims?",{"text":121,"@type":113},"The work is structured into three phases: a co-design and development stage with needs analysis and resource creation, a delivery stage with four transition-timed interventions plus online resources, and a final evaluation and dissemination stage focused on impact and sustainability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580692,1792341724,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Students’ Mental Health: Designing Support Through Co-Creation. A Practice Report  \nAnna Lise Gordon  \nSt Mary’s University, United Kingdom  \nMarta Ortega Vega  \nMaudsley Learning, South London and Maudsley NHS Foundation Trust, United Kingdom  \nNikki Anghileri  \nSt Mary’s University, United Kingdom  \nJonathan Nassar  \nKing’s College London, United Kingdom  \nOlivia Scott  \nMaudsley Learning, South London and Maudsley NHS Foundation Trust, United Kingdom  \nKatharina Stegmann  \nSt Mary’s University, United Kingdom  \nPatricia A. Zunszain  \nKing’s College London, United Kingdom  \nAbstract  \nStudents who are first-in-family to attend university, and those who are otherwise without family support, are reported to be at increased risk of social isolation, poor mental health and non-continuation through transition points in their higher education journeys. Three London-based universities and a specialist National Health Service mental health provider combined expertise for a two-year project aimed at designing, delivering and evaluating a package of psychoeducation interventions. Co-created and co-designed with students, the project provided innovative transition support including accessible face-to-face workshops, drop-in sessions and an online resource package to maximise flexibility for students. The project combined education and health expertise to strengthen and protect mental health of students who are particularly vulnerable to the stressors that arise at the frequent transition points in a university career. Key outcomes focus on the importance of co-creation, flexibility and collaboration between education and healthcare providers to meet the growing needs of students.  \nKeywords: Student mental health; psychoeducation; co-creation; transitions.   \nIntroduction  \nConcerns about the wellbeing of higher education students abound. Levels of wellbeing are known to affect student achievement, retention and engagement (Pascoe et al., 2019) and are particularly important at key transition points in determining the success of a student’s journey (Dias et al., 2023) . There are compelling reasons to prioritise attention on the wellbeing of potentially vulnerable students in higher education, such as first-in-family (FIF) students and those without family support. FIF students, many of whom are from lower socioeconomic backgrounds, are less likely to have successful university careers than their peers (Jenkins et al., 2013), with lower retention rates compared to other students, and increased vulnerability to mental health challenges (House et al., 2019; McFadden, 2016). Being the first in family to attend university is a significant  \nbarrier to university participation and graduation, over and above other sources of disadvantage (Henderson et al., 2020; Smith & McLellan, 2023) . These students can benefit from social integration programmes at university (Begum et al., 2024) . For other students studying without various forms of familial support, such as care leavers and estranged students, financial and academic barriers have been similarly reported. These students may experience higher concerns relating to debt or homelessness, particularly in the transition between academic years where funding may not be available to cover their needs, and they may struggle to find a sense of belonging with peers as they may face barriers to engaging in social activities due to financial constraints or often being older in age (Stevenson et al., 2020) .  \nIn particular, at key transition points, self-efficacy and a sense of belonging are important. Less confident students who are not proactive are more likely to encounter challenging situations during moments of transition (Azmitia et al., 2018) . A student’s sense of belonging being positively correlated with academic motivation and enjoyment in their studies (Pedler et al., 2022) and with social integration is a particular concern for students at risk of poor mental health (Thomas, 2012: 6) . Fo","cbCaicGm2bPYYfVX","https://ap.wps.com/l/cbCaicGm2bPYYfVX","pdf",267876,"English","# Abstract\n# Introduction\n# Methods","[{\"question\":\"Which student groups are reported as being at higher risk in the project context?\",\"answer\":\"First-in-family university students and students without family support are described as facing increased risk of social isolation, poor mental health, and non-continuation during transition points.\"},{\"question\":\"What psychoeducation support package was developed and how was it delivered?\",\"answer\":\"The project created interventions co-designed and co-delivered with students, including face-to-face workshops, drop-in sessions at each university, and a shared online resource package for flexible engagement.\"},{\"question\":\"What are the project’s main phases and overall aims?\",\"answer\":\"The work is structured into three phases: a co-design and development stage with needs analysis and resource creation, a delivery stage with four transition-timed interventions plus online resources, and a final evaluation and dissemination stage focused on impact and sustainability.\"}]","Students’ Mental Health - Designing Support Through Co-Creation - A Practice Report | PDF",1792038102]