Its difficult to admit you have a problem: undisclosed mental health problems in the GEES disciplines Faith Tucker and John Horton School of Social Sciences.

‘It’s difficult to admit you have a problem’: undisclosed mental health

problems in the GEES disciplines

Faith Tucker and John Horton

School of Social Sciences

The University of Northampton

Structure of Presentation

• Background

• Research project

• Findings

– Disclosure and non-disclosure

– Impacts on teaching and learning

– Impacts on research

– Impacts on career development

• Recommendations

Background

• Estimated that 1-in-14 HE professionals have ‘disabling’ conditions (Equality Challenge Unit, 2004)

• But “systemic failure” in HE “has led to widespread institutional discrimination against disabled staff” (NIACE, 2008, p.1)

Background

Disability Discrimination Act (1995/2005)

– ‘Disability’ as “a physical or mental impairment that has a substantial and long-term adverse effect on… [one’s] ability to carry out normal day-to-day activities” (Section 1.1)

– Employers/Institutions required to make “reasonable adjustments” to ensure that disabled people are not placed at “substantial disadvantage” (Section 6.1)

Background

Post-DDA guidance

– Substantial body of guidance/research on needs of students with ‘disabling’ conditions (NB re. fieldwork)

– But very limited guidance/research on needs/experiences of HE lecturers/researchers with ‘disabling’ conditions

Structure of Presentation

• Background

• Research project

• Findings

– Disclosure and non-disclosure

– Impacts on teaching and learning

– Impacts on research

– Impacts on career development

• Recommendations

Research project

• Anonymous online survey of GEES teaching staff with ‘disabling conditions’

• 75 responses, representing diverse disciplinary backgrounds, institutions, length of service and type of ‘disabling’ condition

Structure of Presentation

• Background

• Research project

• Findings

– Disclosure and non-disclosure

– Impacts on teaching and learning

– Impacts on research

– Impacts on career development

• Recommendations

Disclosure and non-disclosure

Disclosed Non-disclosed

Total 44 31

Frequency

Disclosure and non-disclosure

Disclosed Non-disclosed

Mental health 17 31

Sensory impairment 6 0

Mobility impairment 6 0

Long-term illness/condition 15 0

Total 44 31

Frequency

Impacts on role

Disclosed Non-disclosed Total

Condition has adverse effect on teaching

68

Condition has adverse effect on research

80

Condition has adverse effect on career development

90

Per cent

Impacts on role

Disclosed Non-disclosed Total

Condition has adverse effect on teaching

45 100 68

Condition has adverse effect on research

73 90 80

Condition has adverse effect on career development

81 100 90

Per cent

Impacts on role

Adverse effect on teaching practice

Adverse effect on research

Adverse effect on career

development

Mental health

Sensory impairment

Mobility impairment

Long-term illness/condition

Total 68 80 90

Per cent

Impacts on role

Adverse effect on teaching practice

Adverse effect on research

Adverse effect on career

development

Mental health 85 84 100

Sensory impairment 25 75 67

Mobility impairment 0 100 33

Long-term illness/condition

43 70 73

Total 68 80 90

Per cent

Impacts on teaching and learning

• some positive impacts identified by participants with a range of ‘disabling’ conditions

– curriculum development

– improved accessibility for all

– greater awareness of ‘disabled’ students’ needs

Impacts on teaching and learning

• but for those with mental health conditions, teaching was generally seen to be an ordeal

• off-site activities (such as fieldwork) were often described as being particularly challenging

“Teaching and depression do not mix! Practically my whole teaching practice is about dealing with my anxieties. Teaching can play on my mind for long afterwards. I am particularly affected by tutorials and feel that I will never be any good at this aspect of my job.”

UK, Lecturer, Physical Geography, 5-9 years, mental health condition

“Some days I am literally unable to function. I literally can’t teach. I have to cancel classes and tutorials.”

UK, Lecturer, Human Geography, 5-9 years, mental health condition

“My ability to teach and the quality of my teaching is almost entirely dependent on the state of my depression.”

UK, Lecturer, Earth Sciences, 5-9 years, mental health condition

“There is no way I can approach lecturing with the confidence and panache of others who are at the same stage as me. My teaching practice is more about my coping strategies than what is good for the students.”

UK, Researcher, Environmental Sciences, 0-4 years, mental health condition

“I find fieldwork an ordeal - forced into social interactions with colleagues and students. I find the drinking games unbearable, but tolerate it out of a kind of peer pressure. A number of times, I have just had to get away to find some space for myself.”

UK, Lecturer, Human Geography, 5-9 years, mental health condition

“Fieldwork can be a nightmare for a self-doubting, antisocial self-harmer!!”

UK, Lecturer, Physical Geography, 5-9 years, mental health condition

Impacts on research

• those with a ‘disabling’ mental health condition identified a range of negative impacts on research:

– poor productivity

– difficulties networking

– loss of opportunities

– disruption to/non-completion of projects

“Even the most straightforward task can become a marathon. Worse, I sometimes can’t confront writing or organising research, so just avoid it.”UK, Lecturer, Physical Geography, 0-4 years, mental health conditions

“I have stopped putting myself forward for grant applications, some collaborative projects etc. I have seriously let people down in the last few years because of my condition - and knowing that people are disappointed makes matters worse.”UK, Lecturer, Human Geography, 0-4 years, mental health condition

Impacts on career development

• all participants with ‘disabling’ mental health conditions noted adverse effects on career development

“I feel that I have let myself down. Promotion would have come more easily had I been more reliable as a lecturer and more effective as a collaborator.”

UK, Senior Lecturer, Physical Geography, 15-19 years, mental health condition

Impacts on career development

• chances of promotion were seen to be hindered by:

– the demands of academia

– low self-esteem

– reliance on existing support networks

– stigma of disclosure

“Not sure I am cut out for this career. Plan to leave ASAP. Academia messes with your head! I'm not being flippant - I really think there are a series of pressures and strains which are conducive to poor mental health. It is practically the norm to be sleep-deprived, working ‘til the early hours, behind with deadlines, underpaid, on short contracts, full of caffeine and alcohol...”

UK, Researcher, 0-4 years, mental health condition

“I am very reliant on hometown links and support group. I'm not sure I could move elsewhere... I also find conferences, socialising, meeting & greeting etc very difficult so I doubt I will ever climb the greasy pole that way!”

UK, Lecturer, Physical Geography, 5-9 years, mental health condition

“Have watched contemporaries sail past me in terms of promotion. I am terrible at 'selling myself' at conferences, seminars, promotion committees etc...”

UK, Lecturer, Environmental Sciences, 5-9 years, mental health condition

Structure of Presentation

• Background

• Research project

• Findings

– Disclosure and non-disclosure

– Impacts on teaching and learning

– Impacts on research

– Impacts on career development

• Recommendations

Recommendations

• Participants with mental health conditions identified three ways in which departments/institutions could better support staff with their condition:

– improving understanding of mental health conditions

– changes to working practices

– enhancing support network

“I feel my condition is not taken seriously - people think I'm a silly little girl. Awareness of mental health issues [is needed]. Not sympathy, just acceptance that not everyone is the same. Not everyone finds it easy.”

UK, Researcher, Human Geography, 0-4 years, mental health condition

“There is so much pressure in every aspect of academic life: teaching, admin, writing, conferences. All of these things can seem like an impossible burden if you have a condition like mine.”

UK, Researcher, Human Geography, 0-4 years, mental health condition

“More supportive procedures to support us, and facilitate disclosure (safe in the knowledge that it won’t result in problems).”

UK, Lecturer, Human Geography, Pre-1992 University, 5-9 years, mental health condition