Towards Success in Tertiary Study
Mental health conditions

This resource aims to assist students who are studying or intend to studying at tertiary level and who have a mental health condition such as:

• Anxiety-related disorders
• Eating disorders
• Personality disorders
• Psychoses
• Mood-related disorders
• Sleep-related disorders
• Substance-related conditions

Strategies for successful study
Information and resources

Strategies for successful study

Tertiary study is challenging. It is important that students undertake a realistic study load and consider disclosure as institutions cannot meet individual needs without an understanding of the issues. Students can maximise their chances of success by developing a range of study strategies and by using the various services available.

Mental health conditions and medications can impact on study and students may find it useful to explain to others the possible effects. For example:

• Poor concentration and/or memory
• Difficulty maintaining motivation
• Difficulty meeting deadlines
• Anxiety about exams and assessments
• Lower attendance
• Episodes of difficulties with communication and relating to others
• Difficulties structuring and writing essays
• Difficulties problem solving
• Poor organisation skills
• Difficulties managing stress.

"...I was always top of my class at high school, I found it useful to remember that when things weren't going so well..."

Preparing for study
Study techniques and tips

Preparing for study

• Talk to other students who have completed or are studying courses of interest.
• Consider studying by stages, for example tertiary bridging or TAFE certificate courses which lead to a university degree.
• Consider on-line subject delivery modes and assessment methods.
• Contact the Disability Liaison Officer (DLO) or Student Centre before the course begins to discuss special arrangements.
• Organise a quiet, interruption-free study zone.
• Explore the available adaptive technology in the library, Study/Academic Skills Unit and Disability Liaison Unit.
• Investigate software: Endnote can simplify tasks like referencing; Dragon and other voice recognition software can help reduce fatigue associated with writing.
• Create a timetable to map out assessment tasks (commencement and due dates), exam dates and include any personal and medical requirements.
• Establish routines and develop filing systems to manage study needs.
• Start assessment tasks early to have some contingency for periods of absence.
• Plan for study using SMART goals: Specific, Measurable, Assignable, Realistic, Time frame.
• Make arrangements for any alternative assessments through the DLO at least five weeks before exams.
• Be aware of the side-effects of any medications and look at ways to overcome them.
• Students who need time off studies to manage their health must inform the institution to maintain their place in the course. Check timelines for refunds or deferral (which may be negotiable) or request ‘Leave of Absence’ until able to confirm arrangements.
• Maintain a life balance: the capacity to study is enhanced by self-care.
• Be prepared for ups and downs during the study year and focus on the positives.

"...I had wanted to do medicine since I was a little kid, but I was hospitalised just before my year 12 exams. I spent most of the following year recovering and stressing out about how to get the score I needed to get into the course I wanted. In the end I took Science; now I'm doing my PhD in genetics, loving it, and wondering what the heck I saw in Med…”

Study techniques and tips

Lectures and tutorials
Memory and concentration
Dealing with stress

Lectures and tutorials

• Attend all lectures, tutorials and laboratory sessions, especially the first ones when most of the important information is given about the course.
• Find out what was covered in any sessions missed. Speak to the lecturer or tutor about downloading lectures and handouts.
• Decide where to sit: there are fewer distractions and it is easier to see and hear close to the front; sit next to an aisle or an exit door if breaks or movement are necessary.
• If concentration is a problem, consider attending repeat lectures and ask lecturers for copies of notes or other material.
• Share notes with other students to check key points and fill any gaps.
• Ask in tutorials for further explanation about anything missed or not understood.
• Do preparatory reading for all lectures and tutorials.
• Be fully prepared for tutorial presentations: practise and time delivery; organise notes and highlight key points; prepare questions to stimulate discussion; control nerves using breathing exercises.

Memory and concentration

Mental health conditions may induce short term memory loss and disassociation. Some medications affect memory and concentration spans too.

• Always have a notepad available to record useful comments or ideas.
• Take frequent breaks and avoid information overload.
• Effective memory is based on understanding material first.
• Take frequent breaks and avoid information overload.
• Study in short intensive bursts rather than long periods of concentration.
• Review material often.
• Explore memory enhancement techniques such as Mind Tools
• Concept maps and software such as Inspiration can facilitate thinking and concentration.

"...If I couldn't remember something in the exams and I felt the beginnings of a panic attack, I would imagine myself back in my room studying. Not only did it help me relax, I found that I would often be able to retrieve the information.."

Dealing with stress
Students need to learn how to recognise stress factors and manage stress levels. Stress factors may include:

• Less flexible timelines or assessment.
• Negative feedback or low marks.
• Campus environment.
• Absenteeism.
• Pace of courses.
• Social isolation and loneliness.

"...I wandered round for a week trying to avoid everyone because I hadn't handed in my assignment. When I saw the lecturer walking towards me I hid in the toilets. I felt a bit silly later because he had been trying to contact me to give me an extension..."

Some suggestions for managing stress include:

• Talk to a counsellor or the Disability Liaison Officer (DLO) about triggers and management techniques.
• Find a space on campus to use as a quiet retreat.
• Exercise regularly and practise relaxation techniques.
• Cultivate friendships: join clubs and study groups.Consider part-time or distance education.
• Don’t quit if feeling overwhelmed or worn out; discuss options with the DLO or a course co-ordinator first.
• Take time off when feeling especially vulnerable.

"...Sometimes I'd feel uncomfortable because I felt people were staring at me. I found staff at the ...Unit were very friendly and they didn't mind me eating my lunch in their waiting room. I felt at ease there and it sort of gave me confidence to face the rest of the day..."

Information and resources

All tertiary institutions offer student support services as well opportunities for extra-curricular and social activities. It is the student’s responsibility to make enquiries and follow up any issues.

Accommodations
Disclosure
Student rights
Resources

Accommodations

Students should initiate any enquiries about adjustments with the Disability Liaison Unit or Student Centre. Possible adjustments include:

• flexible attendance requirements
• extended course completion time
• extended exam time, breaks or alternative location
• provision of note-takers
• additional subject tutoring
• on-going counselling
• quiet retreat area
• alternatives to group task requirements
• assistance negotiating needs during fieldwork placements.

"...I wanted to wait until after I had proved myself but I have found the help in exams really useful. I get really stressed by exams but I'm able to sit in a room with only the supervisor and a couple of other students..."

Disclosure

Many of these suggestions can be implemented without disclosing the illness or condition. However, the institution will not be able to provide special consideration or accommodations without the relevant information. Students may make arrangements themselves or speak with the DLO who can then facilitate special consideration or adjustments while maintaining confidentiality. Advantages of disclosing a mental health condition include:

• access to facilities and services including adjustments
• better understanding from academic staff
• greater emotional support
• advocacy support or support for self-advocacy.
• appropriate staff responses in difficult situations

"...I want people understand when I'm not myself..."
"...I'd rather be open..."
"...Sharing the problem relieves my anxiety..."
"...I think it's a way to help people understand mental illness..."
"...I want to pass and I see this as a fallback position..."
"...If anything goes wrong, staff need to know who to contact..."

Student rights

Students who have a disability or mental health condition have rights under the Disability Discrimination Act. Students who feel their needs are not being met should discuss this with their lecturers or DLO. If dissatisfied, complaints may be first lodged through the institution’s internal procedures then taken to the Australian Human Rights Commission.

Resources

Online resources are very useful and easy to access. Academic/Study Skills Advisers and Library staff can suggest and help source study-related information and references. Students may also refer lecturers and tutors to the Disability Liaison Officer (DLO) at their institution for further information and advice.

A list of peak bodies and peer support groups can be found in the White Pages under Disability Services and Support Organisations or by searching online.

Australian Disability Clearinghouse on Education & Training (ADCET)

Disability Information Network Australia (DINA)

Disability Information Resource Centre (DIRC)

Towards Success series

Original publication (68KB) (The University of Melbourne and Australian Catholic University collaboration) funded by the Commonwealth Department of Education Employment Training and Youth Affairs under the Victorian Co-operative Projects for Higher Education Students with a Disability Committee, 1997.
Written by Reem Al-Mahmoud, Patricia McLean, Elizabeth Powell, Janette Ryan.
Illustration cartoons by Michael Leunig (reproduced with permission from The Age and Michael Leunig).
Revised version funded by the Australian Government Department of Education, Employment and Workplace Relations under the National Disability Coordination Officer Program, 2009.

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