Taking a ‘whole-university’ approach to student mental health: the contribution of academic libraries

As concerns about student mental health have increased, policy aims moved towards a ‘whole-university’ approach. The 2017 Universities UK #Stepchange framework made this principle formal part of initiatives and legitimises it via its calls for action. distributes responsibility support across the institution, highlighting four key reasons intervention: risk, regulation, success policy. However, little is known how has been translated into practice activities adopted everyday work higher education (HE) institutions. This article explores one service common all HE institutions, academic library, interpreted call to contribute health. Using data from national survey alongside analysis, investigates strategic rationale practicalities engaging with whole-university Findings show that local often drove activity, which could be mapped some aspects approach, but boundaries professional expertise resources were considerations in accepting distributed responsibility. More broadly, was recontextualised include wellbeing; easier adopt approach focused on prevention rather than risk regulation. result, being conducted did not align directly