How well do current teaching and learning strategies support the learning of students with mental health problems?
The current emphasis on widening participation in higher education and disability equality is part of wider policy developments aimed at promoting social inclusion of disadvantaged groups in society. The Social Exclusion Unit (2004) has noted that people with mental health problems are considered to be amongst the most socially excluded groups in society, and access to education and training has been identified as a key area for development in combating this. The Pedagogic research project initiative has helped to fund a project to investigate the extent to which Middlesex University has taken on board these policy developments with regards to recognising and providing learning support for students with mental health problems and experiences, and to explore ways in which this could be developed. The project used a variety of research approaches over 3 key stages: • A comprehensive search for university policies and guidance followed by contextual analysis of available documents to expl