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This paper explores the experiences of students with chronic illnesses in UK universities. Sixty-seven students with chronic illnesses completed an online survey with open-ended questions about their experiences in higher education. Questions covered four main topics: academic work; university staff; social and extracurricular activities; and participants' miscellaneous opinions. Using thematic analysis, the data were analysed with references to the social model of disability and social representations of chronic illness. Participants wrote of misconceptions surrounding chronic illnesses, a sense of inequality, and feeling undervalued. Many staff members seemed to lack understanding and so 'policed' academic regulations rather than accommodating for their chronic illnesses. However, some participants wrote of social and academic 'allies' who offered understanding and proactive support. The findings add substance to the chronic illness literature with the focus on students at university, and we offer recommendations to universities for improving inclusivity for students with chronic illnesses. Disabled students with energy-limiting chronic illnesses are frustrated by a lack of support and feel that they have fewer opportunities than non-disabled students. Some university staff may hold negative views of disabled individuals, and so provide inadequate support. This can lead to students' reluctance to disclose chronic illnesses. Students with chronic illnesses felt that some staff and peers did not class chronic illnesses as 'real' disabilities and felt that they were perceived lesser than those with visible disabilities. Some students proudly owned the label of 'disabled' to educate others, including staff, who sometimes used university regulations inappropriately to excuse not adjusting support for disabled students. Some staff and students were perceived as supportive allies. Universities must listen to disabled students and those with chronic illnesses to ensure they fulfil their legal and moral obligations of providing equality of opportunity, enabling all students to succeed. [ABSTRACT FROM AUTHOR]

The present study investigated the utility and validity of the Social Emotional Health Survey-Higher Education (SEHS-HE) among Turkish students (N = 345) in higher education. Confirmatory factor analysis found acceptable data-model fit statistics for a priori SEHS-HE latent measurement models and its second-order covitality latent construct. The covitality latent construct was associated with higher levels of mental wellbeing, higher academic achievement, and lower levels of psychological symptoms. Findings provided preliminary evidence supporting the use of the SEHS-HE to measure Turkish university students' social-emotional strengths. Research is needed to further evaluate how the SEHS-HE can be used to inform prevention and intervention services on university campuses that aim to improve students' social, emotional, and mental health and wellbeing. [ABSTRACT FROM AUTHOR]

There is currently an unmet need in higher education for a structured, pre-emptive programme of support to help students enhance their resilience to stress. This article presents a mixed-methods evaluation of a transferable biopsychosocial resilience intervention for students – the Resilience Enhancement Programme for Students (REP-S). In Study 1, a randomised control trial showed that participating in the intervention was associated with significantly decreased perceived stress, decreased trait neuroticism and enhanced self-esteem over a period of one month. In Study 2, written and focus-group qualitative data from students provided evidence that the intervention led to perceived positive changes, including sleeping better, dealing more effectively with assessments and managing interpersonal challenges. Future steps in the evaluation of the REP-S are discussed. [ABSTRACT FROM AUTHOR]