Mental health support service for mathematics and statistics students in Scotland

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1566

Keywords:

mental health, higher education, student support services, SDG 4: quality education

Abstract

Mental health conditions are increasing among young people in Scotland, with universities experiencing rising demand for support services. Long waiting times and limited resources have highlighted the need for innovative approaches. This article presents a case study of a Mental Health Support Service (MHSS) embedded within the Mathematics and Statistics department at a Scottish university. Since its launch in 2021, the service has facilitated over 100 appointments, providing confidential listening and signposting support for students. Analysis of service usage reveals engagement across all year groups and demographics, with common issues including anxiety, low mood, and stress. Feedback indicates that students valued the subject-specific understanding, accessibility, and responsiveness of the service. These findings suggest that departmental-level support can complement university-wide provision, enhance early intervention, and improve student wellbeing, offering a model for other faculties seeking to address mental health challenges in higher education.

Author Biography

Ainsley Miller, University of Strathclyde

Ainsley Miller is a Teaching Fellow in the Department of Mathematics and Statistics at the University of Strathclyde. Her work focuses on student mental health, statistical anxiety, and supporting the transition into higher education. She has particular interests in authentic assessment and in embedding scientific learning strategies within disciplinary teaching to enhance student engagement and success. Ainsley is a Senior Fellow of Advance HE (SFHEA).

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Published

27-03-2026

How to Cite

Miller, A. (2026). Mental health support service for mathematics and statistics students in Scotland. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1566

Issue

No. 39 (2026)

Section

Case Studies

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