Much like the rest of Higher Education, Law and Business Schools are changing. In the age of ‘resilience,’ increased expectations are placed on both staff and students to deliver ever more competing demands. For students, the pressure of having to academically succeed, manage finances and their personal life; whilst also securing work experience, alongside a rounded CV that demonstrates the elusive concept of ‘commercial awareness;’ and interests outside of their discipline, can cause anxiety and stress.
Putting to one side the bleak statistics and competition for securing employment in a top firm, an increasing number of students are turning to distance learning programmes as a means of managing the demands of a modern lifestyle and ‘earning whilst learning.’ From September 2020, it is anticipated that even more HE providers will turn to hybrid, or distance learning models in order to ensure social distancing measures are in place during the COVID-19 pandemic. This brings challenges to the design and modification of new and current hybrid/distance learning programmes and their ability to reflect staff and student expectations regarding the intensity, commitment and contact time needed.
However, it is estimated that one in four students will suffer from poor mental health whilst studying at University. The complexity of supporting learners through such hurdles during a pandemic becomes even more challenging when considering the increased diversity and different cultures within an internationalised virtual classroom.
This paper reflects upon an evidence-based framework for encouraging distance learning Law and Business students, at two different institutions, to talk about their mental health. Such explains initiatives that have been adopted to facilitate a student-led approach towards creating a supportive community of learners; as well as the challenges that have been faced in encouraging dialogue with overseas students to facilitate effective internationalisation. In reflecting upon such initiatives, the paper details our experiences of leading pastoral care strategies in a virtual environment, which purposefully put mental wellbeing and support at the centre of the online student experience.