How can we develop a ‘whole university approach’ to mental health in a neoliberal higher education context?

Student mental health is a high-profile public and political concern. An increase in student and staff mental health challenges have coincided with a marked neoliberalisation of UK higher education policy. With few exceptions however, these trends have been conceptualised in isolation, with a tendency towards individual-level explanations and interventions for distress across research and practice. This seminar will explore the conceptualisation and operationalisation of a whole university approach to student mental health in the context of the neoliberal higher education system, with particular focus on the implications for teaching, learning, and assessment.

Dr Michael Priestley [he/him] joined the School of Education at Durham University as a Lecturer in 2024. Michael teaches on a range of modules across the BA and MA Education Studies programmes. Prior to this, Michael worked as a Research Associate at King’s College London Institute of Psychiatry, Psychology, and Neuroscience. Michael also completed a PhD, MA, and BA at Durham University School of Education between 2013 and 2022.

Michael’s primary research interests and expertise relate to student mental health and wellbeing at university, postmodern educational philosophy, and critical educational psychology. Michael’s research to date spans interdisciplinary and participatory mental health theory, methods, and practice, integrating educational philosophy, political sociology, and health psychology to develop recommendations for a whole university approach to mental health in a neoliberal context. Michael applies his research to collaborate with third sector organisations including the Charlie Waller Trust and Student Minds, where he works freelance as Youth Involvement Coordinator and Assessor for the University Mental Health Charter respectively.