Marking: Students with mental health difficulties

The self-esteem of some students with mental health difficulties can be extremely fragile. Criticism, whether of them as an individual or of the group as a whole, can have a very damaging effect on mood, self-esteem and motivation. Feedback on assignments is best if it is constructive. Written feedback should avoid short comments that are negative, judgemental or overly critical.

Some students with mental health difficulties may find written feedback anxiety provoking, others may find it difficult to cope with face-to-face feedback.

If you know that receiving feedback is an issue for a particular student, then discuss with then which method they prefer.

Some students may wish to read their feedback and then have an opportunity to discuss it with you in private. Students who have a mentor may find it helpful for them to sit in on feedback sessions in order to provide support or to take notes for them. Be prepared to be as flexible as possible.

1. Inclusive teaching
2. Universal Design for Learning
3. Preparing to teach inclusively
4. Sustaining self-esteem and motivation
5. Barriers to learning
6. Specialist support staff
7. Assistive technologies
8. Learning environments
9. Learning materials
10. Academic assessment
    1. Developing an inclusive assessment strategy
    2. Types of assessment adjustment for disabled students
    3. Written assessment
    4. Practical assessment
    5. Online assessment
    6. Oral assessment
    7. Marking and providing feedback
       1. Marking: Deaf and hard of hearing students
       2. Marking: Blind and visually impaired students
       3. Marking: Students with specific learning difficulties
       4. Marking: Students with mental health difficulties
       5. Marking: Students with mobility and dexterity difficulties