Tag: welfare

  • Welfare reforms will hit disabled students hard

    Welfare reforms will hit disabled students hard

    As political funding decisions continue to pose threats to both the welfare of disabled people and the higher education sector as a whole, disabled students find themselves caught up in a crossfire of financial cuts.

    This was the subject of many coffee-break conversations at this year’s National Association of Disability Practitioners Conference, at which growing concerns around the financial viability of supporting disabled students effectively were shared by a number of specialist staff across the sector.

    As a practitioner, and as a disabled student myself, it’s hard to shake the feeling that current support mechanisms are stretched to their limits. Without urgent investment and reform, it’s disabled students who will continue to bear the brunt.

    Earlier in the year, Jim Dickinson flagged the potential fallout for disabled students arising from reforms to Personal Independence Payment (PIP) proposed in the government’s Pathways to Work Green Paper.

    With over 100 Labour MPs signing an amendment opposing the changes, if rumours about the government’s compromise are to be believed, new students will soon lose out on some of the support that many existing disabled students are entitled to.

    In the months since the reforms were first proposed, I’ve heard from a number of disabled students who shared serious concerns about what these cuts mean for their wellbeing, autonomy, and academic futures.

    “Without PIP, I would have to drop out.”

    That’s what Alex*, a disabled student at the University of Brighton, told me. Alex currently uses their PIP to cover a number of health related costs, from “feeding tube equipment that isn’t covered by the NHS, mobility equipment and repairs, and [support to cover] additional travel costs to get to [their] appointments.”

    Sadly, yet unsurprisingly, considerations of dropping-out of university are not uncommon. Recent data within the Advance HE Student Academic Experience Survey revealed that disabled students are almost twice as likely to have considered quitting, with 83 per cent of disabled students reporting challenges related to the cost-of-living.

    In my day-job, I often encounter the mistaken assumption that Disabled Students’ Allowance has the ability to fill all of the financial gaps that disabled students may face throughout their studies. DSA can act as a vital source of support for study-related costs, but it is not designed to replace social security.

    For many disabled students, Personal Independence Payment is a lifeline for maintaining independence whilst at university. But with persistent delays and restrictions on DSA support and the proposal to restrict PIP even further for young people, many students like Alex are at risk of starting their studies without access to either.

    “I can’t work alongside my course with my health issues…”

    In my own context, full-time students are expected to commit around 50 hours per week to their studies to meet the notional learning hours set by the SCQF. Yet, in the midst of the ongoing cost-of-living crisis, an estimated 68 per cent of undergraduates now work paid jobs alongside full-time study, exposing a continued disconnect between policy expectations and the lived reality of students today. A balancing act of work and study is unsustainable for many, and for disabled students, the pressures are even greater.

    Abi* reflected this in her conversation with me: “I can’t work alongside my course with my health issues […] as student finance is so little, I use my PIP to stay afloat every month,” she says. “I wouldn’t be able to have my car, with my carer driving me – which is the only way I can get out of the house.”

    At last check, Scope estimated that disabled households require an additional £1067 per month to meet basic living costs, as a result of the many financial barriers associated with existing as a disabled person in a society that is not constructed to compensate for a wide variety of access needs. Whilst PIP is not intended as an out-of-work benefit, many disabled students rely on it to fill the gaps left by inadequate financial support. Abi’s experience reflects the additional strain placed on disabled students by the “disability price tag”.

    Accessible accommodation is “more expensive than most private rentals…”

    Systemic barriers were emphasised by a number of the students I spoke with. For Daisy* securing accessible housing has been a particular challenge financially.

    Reflecting on her own living situation, she said: “I live in a very inaccessible city and can only live in university halls,” “it’s more expensive than most private rentals, but there’s no alternative.”

    Back in Brighton, Alex* shared similar concerns: “my only option is to live in university accommodation, which costs significantly more on average than most house shares in my city.”

    These accounts reflect a wider set of structural barriers that have a direct impact on the disabled student experience. Recent data from Disabled Students UK highlighted that affordable, accessible housing is often scarce, with 46 per cent of disabled students reporting that they’ve ended up paying more for housing that met their access needs.

    And housing can’t be considered in isolation – it’s tied to the broader context of inaccessible transport, barriers to timely healthcare, inadequate personal care support, and the high costs associated with assistive equipment.

    When these basic needs go unmet, it becomes significantly harder for disabled students to engage with university life: academically, socially, and beyond. Abi shared this concern, expressing fears that the removal of PIP would prevent her from having a wider student experience: “without my PIP, I wouldn’t be able to do anything extracurricular.”

    If disabled students can’t afford to live independently, how can they fully participate in university life, let alone thrive outside of it?

    “Why can’t they see how hard I’m trying to find work?”

    That’s the question Katie* posed to me when we spoke. Preparing to undertake a PhD in Newcastle, Katie found the transition from university into work daunting and unsupported. “There’s still an expectation that you get your degree, then get a job,” she said. “But there’s very little recognition of how much harder that is for disabled graduates.”

    A recent report from the Shaw Trust highlighted the persistence of the disability employment gap amongst graduates, emphasising that the gap is not about a lack of aspiration, it’s about structural and systemic barriers.

    Katie’s experience reflects a broader trend – while much of the discourse centres around “employability” and economic outcomes, little is said about the lack of disability-informed careers support or the inflexibility of most graduate job opportunities. “Trying to find ‘disability confident’ employers reduces the job pool even further,” she adds. “Half of the jobs which could be hybrid or online aren’t. And trying to find a flexible job that allows time for medical appointments? Nearly impossible.”

    But it isn’t just about work…

    These conversations emphasise access to equitable higher education risks being eroded by benefit restrictions, ongoing delays to DSA support, and widespread cuts to university funding.

    While higher education institutions have made important strides in recent years, through the development of Disabled Student Commitment, and an increased focus on compliance with the Equality Act, service cuts across the sector threaten to undermine that progress.

    According to our research at Disabled Students UK, only 38 per cent of disabled students currently feel that their support needs have been met by their institution. As public funding continues to shrink, many universities are being forced to reassess spending, with many opting to restructure services and streamline provision. But if disabled students are sidelined in these processes, the consequences will be stark.

    In a climate of compounding cuts, institutions must take care to ensure that the interests of disabled students are not excluded from decision-making or deprioritised in budget reviews. Otherwise, we risk further entrenching inequity within a sector that prides itself on widening participation.

    At the heart of all of this is one clear message – disabled students are not asking for luxury. They’re seeking the basic conditions needed to study, participate, and succeed. If we cannot meet even the baseline needs of disabled students, at both an institutional and state level, then we need to seriously question what kind of higher education system we are building, and who it’s truly for.

    Disabled Students UK’s Annual Disabled Student Survey, the largest survey into HE accessibility and the disabled student experience in the UK, is open for responses until the end of July.

     

    Source link

  • A legislative solution to student suicide prevention: advocating for opt-out consent in response to student welfare concerns

    A legislative solution to student suicide prevention: advocating for opt-out consent in response to student welfare concerns

    Authored by Dr Emma Roberts, Head of Law at the University of Salford.

    The loss of a student to suicide is a profound and heartbreaking tragedy, leaving families and loved ones devastated, while exposing critical gaps in the support systems within higher education. Each death is not only a personal tragedy but also a systemic failure, underscoring the urgent need for higher education institutions to strengthen their safeguarding frameworks.

    Recent government data revealed that 5.7% of home students disclosed a mental health condition to their university in 2021/22, a significant rise from under 1% in 2010/11. Despite this growing awareness of mental health challenges, the higher education sector is grappling with the alarming persistence of student suicides.

    The Office for National Statistics (ONS) reported a rate of 3.0 deaths per 100,000 students in England and Wales in the academic year ending 2020, equating to 64 lives lost. Behind each statistic lies a grieving family, unanswered questions and the haunting possibility that more could have been done. These statistics force universities to confront uncomfortable truths about their ability to support vulnerable students.

    The time for piecemeal solutions has passed. To confront this crisis, bold and systemic reforms are required. One such reform – the introduction of an opt-out consent system for welfare contact – has the potential to transform how universities respond to students in crisis.

    An opt-out consent model

    At present, universities typically rely on opt-in systems, where students are asked to nominate a contact to be informed in emergencies. This has come to be known as the Bristol consent model. Where this system exists, they are not always invoked when students face severe mental health challenges. The reluctance often stems from concerns about breaching confidentiality laws and the fear of legal repercussions. This hesitancy can result in critical delays in involving a student’s support network at the time when their wellbeing may be most at risk, leaving universities unable to provide timely, life-saving interventions. Moreover, evidence suggests that many students, particularly those experiencing mental health challenges, fail to engage with these systems, leaving institutions unable to notify loved ones when serious concerns arise.

    Not all universities have such a system in place. And some universities, while they may have a ‘nominated person’ process, lack the infrastructure to appropriately engage the mechanism of connecting with the emergency contact when most needed.

    An opt-out consent model would reverse this default, automatically enrolling students into a system where a trusted individual – such as a parent, guardian or chosen contact – can be notified if their wellbeing raises grave concerns. Inspired by England and Wales’ opt-out system for organ donation, this approach would prioritise safeguarding without undermining student autonomy.

    Confidentiality must be balanced with the need to protect life. An opt-out model offers precisely this balance, creating a proactive safety net that supports students while respecting their independence.

    Legislative provision

    For such a system to succeed, it must be underpinned by robust legislation and practical safeguards. Key measures would include:

    1. Comprehensive communication: universities must clearly explain the purpose and operation of the opt-out system during student onboarding, ensuring that individuals are fully informed of their rights and options.
    2. Defined triggers: criteria for invoking welfare contact must be transparent and consistently applied. This might include extended absences, concerning behavioural patterns or explicit threats of harm.
    3. Regular reviews: students should have opportunities to update or withdraw their consent throughout their studies, ensuring the system remains flexible and respectful of changing personal circumstances.
    4. Privacy protections: institutions must share only essential information with the nominated contact, ensuring the student’s broader confidentiality is preserved.
    5. Staff training: university staff, including academic and professional services personnel, must receive regular training on recognising signs of mental health crises, navigating confidentiality boundaries and ensuring compliance with the opt-out system’s requirements. This training would help ensure interventions are timely, appropriate and aligned with legal and institutional standards.
    6. Reporting and auditing: universities should implement robust reporting and auditing mechanisms to assess the effectiveness of the opt-out system. This should include maintaining records of instances where welfare contact was invoked, monitoring outcomes and conducting periodic audits to identify gaps or areas for improvement. Transparent reporting would not only enhance accountability but also foster trust among stakeholders.

    Lessons from the organ donation model

    The opt-out system for organ donation introduced in both Wales and England demonstrates the effectiveness of reframing consent to drive societal benefit. Following its implementation, public trust was maintained and the number of registered organ donors increased. A similar approach in higher education could establish a proactive baseline for safeguarding without coercing students into participation.

    Addressing legal and cultural barriers

    A common barrier to implementing such reforms is the fear of overstepping legal boundaries. Currently, universities are hesitant to breach confidentiality, even in critical situations, for fear of breaching trust and privacy and prompting litigation. Enshrining the opt-out system in law to include the key measures listed above would provide institutions with the clarity and confidence to act decisively, ensuring consistency across the sector. Culturally, universities must address potential scepticism by engaging students, staff and families in dialogue about the system’s goals and safeguards.

    The need for legislative action

    To ensure the successful implementation of an opt-out consent system, decisive actions are required from both the government and higher education institutions. The government must take the lead by legislating the introduction of this system, creating a consistent, sector-wide approach to safeguarding student wellbeing. Without legislative action, universities will remain hesitant, lacking the legal clarity and confidence needed to adopt such a bold model.

    Legislation is the only way to ensure every student, regardless of where they study, receives the same high standard of protection, ending the current postcode lottery in safeguarding practices across the sector.

    A call for collective action

    Universities, however, must not wait idly for legislation to take shape. They have a moral obligation to begin addressing the gaps in their welfare notification systems now. By expanding or introducing opt-in systems as an interim measure, institutions can begin closing these gaps, gathering critical data and refining their practices in readiness for a sector-wide transition.

    Universities should unite under sector bodies to lobby the government for legislative reform, demonstrating their collective commitment to safeguarding students. Furthermore, institutions must engage their communities – students, staff and families – in a transparent dialogue about the benefits and safeguards of the opt-out model, ensuring a broad base of understanding and support for its eventual implementation.

    This dual approach of immediate institutional action paired with long-term legislative reform represents a pragmatic and proactive path forward. Universities can begin saving lives today while laying the groundwork for a robust, consistent and legally supported safeguarding framework for the future.

    Setting a New Standard for Student Safeguarding

    The rising mental health crisis among students demands more than institutional goodwill – it requires systemic change. While the suicide rate among higher education students is lower than in the general population, this should not be a cause for complacency. Each loss is a profound tragedy and a clear signal that systemic improvements are urgently needed to save lives. Higher education institutions have a duty to prioritise student wellbeing and must ensure that their environments offer the highest standards of safety and support. An opt-out consent system for welfare contact is not a panacea, but it represents a critical step towards creating safer and more supportive university environments.

    The higher education sector has long recognised the importance of student wellbeing, yet its current frameworks remain fragmented and reactive. This proposal is both bold and achievable. It aligns with societal trends towards proactive safeguarding, reflects a compassionate approach to student welfare and offers a legally sound mechanism to prevent future tragedies.

    The loss of 64 students to suicide in a single academic year is a stark reminder that the status quo is failing. By adopting an opt-out consent system, universities can create a culture of care that saves lives, supports grieving families and fulfils their duty to protect students.

    The time to act is now. With legislative backing and sector-wide commitment, this reform could become a cornerstone of a more compassionate and effective national response to student suicide prevention.

    Source link