A recent survey by De Montfort University (DMU) reveals that mental health support is a top priority for students selecting universities, with 77% of respondents citing access to high-quality mental health and wellbeing services as either important or very important. Conducted ahead of A-Level results day, the survey highlights the growing emphasis on inclusivity and support for students, particularly those with neurodiverse conditions or disabilities, as they navigate higher education.
The study, which surveyed 1,000 UK adults aged 18 to 24 who are current or former university students, underscores the rising mental health challenges among the student population. Across the UK, approximately 300,000 students report mental health difficulties, a figure that has surged in recent years. This trend is mirrored in DMU’s findings, with mental health support emerging as a critical factor in university choice, reflecting broader concerns about anxiety, stress, and social integration in academic settings.
Key findings from the survey
- Almost a third (29%) of respondents identified as neurodiverse, with 12% reporting ADHD or ADD, 8% Dyslexia, and 9% Autism or an Autism Spectrum Condition.
- Nearly half (47%) of participants identified as having a disability, difference, or condition, indicating a significant portion of students require tailored support.
- Among neurodiverse students, 56% reported increased stress or anxiety due to their condition, 40% struggled with social interactions or making friends, and 30% felt isolated or excluded from university life.
- Common challenges for neurodiverse students included time management and meeting deadlines (42%), maintaining focus during lectures or seminars (42%), and sensory issues in classrooms or projects (21%).
Professor Katie Normington, vice-chancellor of DMU, emphasised the university’s commitment to inclusive support, stating: “Our students come from all backgrounds and follow many different routes into higher education. By providing a full, inclusive support service, we can help brilliant young people realise their potential no matter what their circumstances.” DMU’s initiatives, such as an award-winning autism support team and an on-campus therapy dog, aim to address these needs.
The survey also revealed that universities are taking steps to support neurodiverse students, though gaps remain. Around 34% of respondents noted access to online resources, 27% mentioned university-supported groups or societies for neurodiverse students, and 22% acknowledged staff or student training on neurodiversity. However, students identified key areas for improvement, with 38% calling for easier access to support services, 32% advocating for more flexible teaching and assessment methods, and 32% seeking integrated mental health support.
DMU stands out for its block teaching method, a flexible approach where students focus on one module at a time, with assessments completed at the end of each module. This structure, unique among UK universities, helps reduce the pressure of a congested exam period, which can exacerbate stress and anxiety. The National Student Survey (NSS) results from July 2025 further highlight the positive impact of this method, with DMU students reporting a 10% increase in satisfaction with teaching since its adoption in 2022.
The broader context of student mental health in the UK underscores the urgency of these findings. A 2022 survey by Student Minds found that 57% of students self-reported mental health issues, with 27% having a diagnosed condition. Financial pressures, academic demands, and the transition to independent living further compound these challenges, particularly for neurodiverse and disadvantaged students. DMU’s survey aligns with these trends, reinforcing the need for universities to prioritise mental health and inclusivity.