The growing prevalence of mental health challenges among university students has become a major concern for higher education institutions across Europe. Rising levels of anxiety, depression and stress-related disorders affect not only student wellbeing but also academic performance, retention rates and the overall learning environment. Recognising these challenges, the SUNMENTORS project developed a Policy Recommendation Paper that provides guidance for universities on how to integrate student mental health more effectively into institutional governance and teaching practice.

The policy recommendations emphasise that student mental health should not be treated solely as an individual issue handled by counselling services. Instead, it should be recognised as a systemic governance challenge that affects many aspects of university life, including teaching quality, academic success and institutional stability. Universities are therefore encouraged to adopt a more structured and proactive approach to student wellbeing, embedding mental health awareness across institutional policies and practices.

A key focus of the policy paper is the role of teaching staff. Lecturers and academic staff often interact closely with students and are frequently the first to notice signs of distress or disengagement. However, without clear institutional frameworks and guidance, educators may feel uncertain about how to respond or where to refer students for further support. To address this gap, the SUNMENTORS project developed a specialised e-learning training programme that equips teaching staff with essential competences such as mental health literacy, early identification of warning signs, stigma-sensitive communication and knowledge of referral pathways.

The policy paper stresses that training alone is not sufficient. For real impact, mental health competence must be institutionally embedded within universities. This includes integrating training into existing academic development structures such as Centres for Teaching and Learning, staff onboarding programmes and professional development systems. By positioning mental health awareness as part of modern teaching professionalism, universities can ensure that these skills become a natural component of academic practice.

Another important recommendation concerns clear organisational structures and communication channels. Universities should establish transparent referral procedures, crisis protocols and communication guidelines so that teaching staff know how to respond when students need support. Clear institutional policies not only protect students but also increase confidence among educators and reduce uncertainty in difficult situations.

The policy recommendations also highlight the importance of inclusion and equity. Student mental health challenges are often connected to broader social and structural inequalities. Students from disadvantaged backgrounds may face additional pressures related to financial insecurity, housing, cultural barriers or discrimination. Embedding mental health awareness within teaching and governance structures can therefore contribute to more inclusive learning environments and help universities support diverse student populations more effectively.

Finally, the policy paper underlines that sustainable implementation requires long-term strategic commitment from university leadership. Senior leadership teams, deans and institutional decision-makers play a crucial role in ensuring that mental health awareness becomes part of institutional culture. Through coordinated leadership, clear procedures and continuous monitoring, universities can move from isolated initiatives to a stable governance approach that supports student wellbeing.

By providing practical recommendations and governance guidance, the SUNMENTORS Policy Recommendation Paper contributes to ongoing European efforts to strengthen student mental health support in higher education. It encourages universities to view student wellbeing not as an additional responsibility but as a strategic investment in educational quality, inclusion and institutional resilience.