Matthew Wickes

1. 1. lack of awareness of neurodiversity

   “It was accepted that this condition was not known by the university at the relevant time, as he was diagnosed after his commencement on his course and did not disclose his condition to the university. In the circumstances, appropriate actions and case specific assistance which might otherwise have been available to and assisted [the deceased] were neither implemented in response nor accessed by him. Notwithstanding [the deceased]'s neurodiverity - which of itself was a barrier to him being able to reach out”

2. 2. inconsistent mental health training uptake

   “I am concerned that aspects of this are not made compulsory for academic staff. Where a myriad of training options are made available to staff and often required of them, with very little practical time available in which to do it, there is a risk that modules and aids with regard to mental health will not be prioritised, followed through or addressed. There is as I understand it no evident monitoring in respect of which staff have viewed or undertaken what training or indeed in respect of who has completed the modules on offer.”

3. 3. lack of staff guidance on early intervention

   “I am concerned that in not ensuring that academic staff are at least armed with the ability to spot or to know when to make initial enquiries of students or are clearly guided on how best to do so (particularly with regard to an understanding of the needs and skills required to liaise with students with neurodiversity), there is a risk that an over-focus on academic policies and procedures will endure and that those students who are struggling to adhere to them will be missed or overlooked.”

4. 4. gap between academic assessment and pastoral support

   “It was evident to the Court that very positive steps have already been undertaken in planning towards an 'early warning system' for students in the academic year 2023/24. This will allow triggers to be identified and set for academic absence and changes in study or support behaviours (as is to be trialled in 2023/24). Such steps are to be commended and I hope will proceed at pace. However, I do have concerns that there is and remains an evident gap between the academic assessment of students and”

5. 5. ineffective outreach to struggling students

   “Where academic absence or performance issues are identified, I am not convinced, on the evidence heard at this inquest, that enough has yet been done to also consider how 'reaching out' to such students can be most effectively achieved. It was evident that much of the group-focused approaches offered by the university or the initiatives where the onus is placed on the student to come forward, may not work. Practically, how best can students - especially those with neurodiverse needs - be compass”

6. 6. inadequate record-keeping of student progress

   “It was of concern to me that the University was unable to locate or provide clear minutes of supervisory catch ups, progress checks or agreed guidance or actions for [the deceased]. It was of further concern that the academic staff supporting and mentoring him in his third year had not provided written evidence of his progress or agreed minutes of actions etc to him.”

No published response was found on judiciary.uk.