Access the PDF version of this report here.
Introduction
In October 2024, the University of Bath was proud to be recognised with the University Mental Health Charter Award - an important milestone that reflects our collective commitment to creating a compassionate, inclusive and mentally healthy university community.
This first Be Well at Bath annual report marks a new chapter in our journey. It reflects the collective efforts of our students, staff, and leadership to embed wellbeing into every aspect of university life - from learning and working, to living and leading.
Our ambition to achieve the ‘Award with Merit’ in our 2029 resubmission continues to guide our work in line with the University Mental Health Charter Framework. We are taking a whole-university approach, co-produced with staff and students, and informed by evidence, evaluation and lived experience.
The report outlines our priorities, the progress made during the 2024–25 academic year, and how we are measuring success for each of the five Be Well at Bath principles: Leadership, Learn, Live, Work and Support. Each section is led by a designated colleague, whose name and role are highlighted within the report.
As the Executive sponsor for this work, I am proud of the progress we have made and the commitment shown across our community - thank you to everyone who has contributed. If you would like to get involved or know more, I encourage you to reach out to the relevant lead for each of the five Be Well principles. Together, we are building a university culture where wellbeing is not only supported - it is actively championed.
Professor Cassie Wilson, Pro-Vice-Chancellor (Student Experience & Sport)
Leadership
Principle: Together with staff and students, we aspire to create an organisational culture of care that enhances mental health and wellbeing across our diverse community
Lead: Professor Cassie Wilson, Pro-Vice-Chancellor (Student Experience & Sport)
Current priority areas
Ensure that the University takes a strategic approach to wellbeing, that this is a visible commitment, identified as a priority, and that appropriate resources are allocated
The University’s approach to mental health and wellbeing will respond flexibly to new evidence, research, evaluation, and understanding, to ensure the ongoing development of a healthy environment, interventions, culture and support
Our approach to embedding mental health and wellbeing across the whole University is evident in other strategies, policies, procedures and practice
Our approach to mental health and wellbeing is co-produced with staff and students and seeks to mobilise the whole community
Progress in 2024-25
Professor Phil Taylor appointed Vice-Chancellor & President in August 2024 and actively supported our whole-university approach to mental health and wellbeing, reaffirming the University's dedication to the University Mental Health Charter
Creation and ongoing implementation of a Leadership ‘Be Well’ action plan
Wellbeing embedded into governance/executive report templates and new policy framework
Established a Community & Inclusion operational steering group, making EDI leadership appointments in race equality and digital accessibility
Be Well strategic communications plan has been created, with ongoing implementation to ensure consistent, year-round engagement with our community
Developed an Evaluation Template based on Theory of Change principles to support consistent evaluation across the institution of new or existing Be Well initiatives
How we are measuring our progress for this principle
Achieve ‘Award with Merit’ status in our University Mental Health Charter resubmission by 2029.
Ensure student and staff wellbeing is embedded in the institutional strategic plan, with relevant KPIs monitored by both Executive and Governance Leadership Teams.
Successfully submit and pass our University Mental Health Charter Progress Report with Student Minds each year (Completed for 2025).
Annually track the percentage of Council and University Executive Board papers that meaningfully reference wellbeing considerations (Data will be available in 2025-26)
Increase the percentage of students and staff who feel confident disclosing their wellbeing needs (Data sources: Student Be Well Survey and Staff People Insights Survey).
Learn
Principle: Deliver a rich learning experience that supports wellbeing at every stage of the student’s progression into, through, and on from their studies.
Lead: Professor Nathalia Gjersoe, Associate Pro-Vice-Chancellor (Student Voice) and Professor in the Department of Psychology
Current priority areas
Ensure all groups of students have a positive transition experience to the University
Ongoing evaluation of curriculum-transformed courses and their impact on supporting student wellbeing
Understanding the impact taking a placement or study abroad opportunity has on the wellbeing of all groups of students
Continuing our work towards a more inclusive curriculum that includes a consistent approach to reasonable adjustments and mitigation practices
Ensure we are effectively tracking student engagement and using this data to inform wellbeing support
Progress in 2024-25
Individual Mitigating Circumstances and Disability Access Plan processes reviewed, short-term improvements implemented, institution-wide awareness built through a general and targeted communications campaign as part of the wider Inclusive Education Steering Group project
Be Well Survey aligned with sector best practice and significantly increased response rates through new promotion and oversight. Wellbeing questions embedded into course-level and placement surveys
Consideration of wellbeing embedded in curriculum development decision making and checklists
Creation of departmental Assessment & Feedback roles to make marking criteria clearer and more consistent for students.
Student Voice Strategic Implementation Plan has made progress in enhancing student representation, reducing survey fatigue, and using student feedback more effectively.
How we are measuring our progress for this principle
Transition:
- Within 3-years, further improve the process for tracking the induction experience of all student groups, and maintain at least 80% of UG, PGT, commuter, international, APP, exchange, part-time, distance and PGR students reporting a positive transition experience (Data source: Induction Survey).
Learning, Teaching & Assessment:
Maintain high institutional student positivity scores for academic support and supervision, and reduce variation between departments (Data sources 2025: Course-Level Survey 84%, NSS 90.5%, PTES 81% and PRES 89%).
Year-on-year, ensure no decline in student agreement that their education supports the principles of wellbeing (Data sources : Be Well Survey 2024 84% and Course-level survey 2025 89%).
Reduce the gap in satisfaction ratings between postgraduate students with disabilities and those without (Data sources 2025: PTES No disability 86% vs. Disability 78%; PRES No disability 90% vs. Disability 78%).
Progression:
At least 85% of students undertaking a placement or study abroad year report a positive impact on wellbeing (Data source: PIMs pulse surveys).
Within three years, pilot and implement a new student engagement analytics platform for taught students, and evaluate its effectiveness through feedback from both students and staff, using appropriate success measures.
*Data is disaggregated to understand the experience of students on all modes of study and across a range of student characteristics
Live
Principle: Ensure our physical and virtual spaces and activities promote an inclusive community where everyone can thrive and feels they belong.
Lead: Catherine Bailey, Head of Be Well (Live) and Deputy Director, Student Support
Current priority areas
Students and Staff know about the support and preventative interventions to support their health and wellbeing and are confident to use them
Creating a community where no one feels lonely
Create an environment in which everyone feels welcomed and respected
University Student Accommodation supports wellbeing and belonging
University buildings and design are accessible, support wellbeing and reduce risk
Progress in 2024-25
Wellbeing has been embedded in our Sustainable Building Standards, guided by Fitwel and WELL frameworks.
Recent building refurbishment in the City undergoing Fitwel certification
New R7 accommodation building plans have prioritised inclusion and mental health
Campus Services developed and began to implement a ‘Be Well’ action plan
Accessibility Committee expanded its remit to include UMHC oversight
Introduced ‘quiet hours’ to support neurodiverse students in various buildings/services
Compassionate communication guidance shared university-wide.
Task & Finish Group worked towards full compliance with the Office for Students’ E6 condition of registration.
Strengthened collaboration with local PBSA providers through regular briefings and under the protection of data-sharing agreements.
How we are measuring our progress for this principle
77% of students would be willing to tell someone at the University if they began to experience problems with their mental health
63% of staff confident to disclose a personal mental health or wellbeing concern to a trusted colleague/manager (Staff Work & Wellbeing Survey, June 2024)
National Student Survey (NSS) Q26: Students’ awareness of mental wellbeing support 87.6% positive (NSS June 24) (86.9% in 2023)
10% of students often/always feeling lonely (11% in 2023)
63% of students agreeing that they felt part of a community of staff and students (58% in 2023)
33% of students aware of and confident in Support and Report
Net Promoter Score for ‘I feel a sense of community and belonging in my accommodation’ 15.24 (Investor in Students survey 2023)
‘How often do disability-related access issues cause you stress at university’: 2% all, 4% often, 6% some of the time
Number of Serious Incident Reviews identifying risks in the physical environment: zero
*All data from the 2024 Be Well Survey unless otherwise stated. Some staff equivalent data is not currently collected.
Work
Principle: Create a thriving, sustainable, safe and supportive workplace that proactively enables staff to protect their health and wellbeing.
Lead: Nicola Riley, Staff Health & Wellbeing Manager, HR
Current priority areas
Embed health, safety, and wellbeing into all aspects of the employee experience to influence change and focus on wellbeing culture
Enhance employee engagement with wellbeing initiatives to build literacy and confidence at all levels of the organisation
Enable effective and resilient employee support, to include key staff groups and emergency support
Encourage a healthy work culture and environment where staff are able to adopt healthy behaviours and sustainable lifestyles
Evaluate our initiatives to ensure that we continuously develop
Progress in 2024-25
Mental health and wellbeing e-learning modules have been designed, developed and promoted to staff and managers.
A new SharePoint page is in development to make it easier to find and access the tools needed to embed health, safety and wellbeing into all aspects of the employee experience.
Department Wellbeing Action Plans continue to be embedded, with an additional eight undertaken or renewed, engaging 1,000+ staff with average response rates of 70%.
Applied Suicide Intervention Skills training continues with the last cohort completing in June 2025.
New EAP provider (Health Assured) onboarded. BACP accreditation reinstated and enhanced governance process in place.
Quarterly review process introduced to support Wellbeing Champion activity and continued professional development.
Gap analysis utilising ISO45003 commenced.
How we are measuring our progress for this principle
Embedding health, safety and wellbeing in the employee experience:
75% of departments have a Wellbeing action plan by 2028 (23 departments as of July 2025).
Staff engagement surveys show improved wellbeing measures (annual employee engagement survey) .
Enhanced employee engagement with wellbeing initiatives:
54 Wellbeing Champions represent 23 departments. Inclusion statement added to 2025 registration process to encourage applications from across our community.
Quarterly Wellbeing Champion evaluation cycle introduced from September to measure engagement, activity, impact and opportunities.
8% of staff (n309) participated in self-elected staff wellbeing training. Course outcome measures show significant improvement in confidence in accessing or supporting colleagues with mental health and wellbeing issues.
Enabling effective and resilient employee support:
Quarterly EAP reports tracking service use with reporting and monitoring at University Health and Safety committee.
- Clinical outcomes: GAD 7 and PHQ9 scores show significant pre/post counselling improvements (average improvement measured 66% and 68% respectively).
- Service efficiency / access to service is maintained within agreed performance parameters.
Attendee feedback (in person/ e-learning modules) measuring improvements in confidence and literacy.
Encouraging a Healthy Work Culture:
Support and Report tool usage and outcomes reported at Staff Experience Advisory Board and UEB.
Work and wellbeing surveys record willingness of staff to disclose a disability or mental health issue (reported at Staff Experience Advisory Board and UEB).
Support
Principle: Promote and support good health and wellbeing for all and empower our community to access high-quality services when they need them.
Lead: Nic Streatfield, Director of Student Support & Safeguarding
Current priority areas
Students with a disability, long-term health condition and SpLD, are supported to study and research free from barriers to achieve their full potential
Services delivering interventions are consistently safe and effective, and appropriately resourced
Promote and support good health and wellbeing for all and empower our community to access high quality services when they need them
All risks of harm to self or others are managed and mitigated to enable student success
Progress in 2024-25
Inclusive Education Steering Group workstreams on improving support for students are in progress, including Disability Access Plan Enhancements.
Therapeutic Service pre- and post-Outcome Measures collection rose from 33% to 57%. 86% of those reliably improve.
Reallocation of resources away from quiet weekends to busier weekdays saw over 400 more attended appointments offered by Student Support Advice and Mental Health & Wellbeing teams in Semester 2
Introduced twice-weekly multidisciplinary ‘Students of Concern’ meetings to manage students at risk
University awarded the NNECL Quality Mark, achieving enhanced ratings across all areas and exceptional ratings in two key categories: Wellbeing/Mental Health Support and Student Success for our Care Experienced and Estranged Students
Creation of a new Sexual Violence and Domestic Abuse Response Service
Purchase of Consent Matters training and refresh of #NeverOk training for students
Updated our Suicide Prevention strategy and annual community action plan based on the latest sector guidance.
How we are measuring our progress for this principle
Ensure students with a Disability Access Plan are adequately provided with the adjustments to access their course and assessments (Data source: annual Student DAP Implementation survey)
Mental Health & Wellbeing and Therapeutic Services pre/post outcome measures collection above 60% (Data source: Mental Health & Wellbeing and Therapeutic Services annual report presented to SEAB for scrutiny)
Use the data from the new Mental Health & Wellbeing and the Disability Services user groups to ensure services are safe and effective and relevant to student need (Data source: Mental Health & Wellbeing and Therapeutic Services annual report presented to SEAB for scrutiny)
Annually update and implement the University's Suicide Safer Action Plan in response to national guidance and present it to the Student & Staff Experience Advisory Boards for assurance. (Data source: Suicide Prevention Working Group)
Ensure at least 90% of students have undertaken the #Never OK/Consent Matters training to demonstrate we are meeting that section of the new Condition E6 requirement (Data Source: #NeverOK/Consent Matters training report)
Maintain the continued success of Pastoral Support training for Academic Advisors and Supervisors, with overall staff confidence in responding to students in distress increasing by 1.5 points pre/post training (Data source: Pastoral Support training evaluation report)
Thank you
The Be Well at Bath team know there is more to do, and we remain committed to listening, learning, and improving. Thank you to everyone who has contributed to this work so far. We encourage staff and students to stay engaged and connect with the principle leads to help shape the future of Be Well at Bath.