Fitness to study Policy

1. Introduction

1.1 ��logo�� is committed to providing a safe, inclusive, supportive environment that enables all students to safely engage in their studies and fulfil their potential. It recognises that all students have the potential to succeed, including those living with complex disabilities or mental health issues.

1.2 This policy is concerned with students’ ability to participate effectively, appropriately, and safely in the ��logo�� community and activities and adhere to ��logo��’s Terms and Conditions of Study, including the Principles of Dignity at Work and Study and Being a Member of the ��logo�� Community.

1.3 The policy outlines the University’s response in situations where there are concerns that students may not be able to meet academic and/or behavioural expectations and requirements due to a known or suspected disability. This includes circumstances where a student discloses that engaging in studies is having a negative impact in their health. The policy should not, however, be used before a student has been offered reasonable adjustments to support their studies unless there is serious concern for safety.

1.4 It is expected that students can, with appropriate and reasonable adjustments and support, demonstrate the below:

1.4.1 awareness of their own physical or psychological health, disability and safety and that of others
1.4.2 ability to attend and engage effectively, appropriately, and safely in in-person and/or remote activities
1.4.3 ability to safely and effectively undertake private and self-directed study
1.4.4 ability to study at the level and intensity required of their programme
1.4.5 ability to communicate and engage effectively and appropriately with members of our community
1.4.6 willingness and ability to seek and engage in appropriate support as required
1.4.7 willingness and ability to engage actively, appropriately, safely, and as expected in relevant processes.

1.5 ��logo�� has policies, procedures and services to support students to engage with appropriately, affectively and safely with their studies. Students are expected to engage actively with the available support.

1.6 Where a student’s behaviour or academic engagement is falling below required standards because of difficulties managing disabilities or mental health conditions, they may be referred to this Fitness to Study process.

1.7 If a student is attending as required, has reasonable adjustments in place, and is submitting work in line with deadlines, but not reaching the required academic standard, this should be managed in line with usual processes for academic progression.

1.8 Students with disabilities and mental health issues are expected to abide by the usual standards of behaviour expected among members of the ��logo�� community. Behaviour such as harassment, aggression towards other members of the ��logo�� community or other acts which contravene the Dignity at Work and Study principles should be managed through student conduct.

1.9 Students experiencing short term emotional difficulties owing to personal circumstances should be supported to access counselling or other pastoral support.

1.10 It should be noted that the Fitness to Study policy is an assessment, based on observable evidence, of whether a student is fit to study at a given moment in time. It is not a clinical assessment, and makes no assumptions about a student’s ability to engage in study in a general sense in the future.

2. Scope and purpose

2.1 The policy is applicable to all levels, stages, and modes of study from the point of receipt of an offer to study through to completion, with the following exceptions:

2.1.1 students who are registered on a Professional, Statutory and Regulatory Bodies (PSRB) programme where fitness to practice applies
2.1.2 students who are currently overseas on a Study Abroad Programme
2.1.3 students who are studying at ��logo�� on an inter-collegiate basis where registration is with another university
2.1.4 students studying on programmes where the expected duration is less than one academic year.

2.2 This policy operates in three stages. Students may be referred into any of the three stages depending on the circumstances. The focus at all stages is to enable students to fulfil their potential whilst staying well, by working collaboratively with the student to do the following:

2.2.1 consider the student’s needs and any reasonable adjustments, support, and options available to help them to make informed decisions, and to jointly develop an action plan
2.2.2 assess whether the University can support a student to continue to succeed in their studies; this includes course-related activities that take place outside of the traditional theory-based learning environment e.g. study abroad opportunities, placements or field trips.

Any recommendations or action taken are done so with the best interests of the student’s wellbeing, health, safety, studies, and that of others in mind.

2.3 Student Support and Wellbeing Services will liaise with any relevant external services involved in the student’s care and/or the emergency contact where appropriate, to help manage any unintended distress that might arise at any point during the process.

3. Referral process

3.1 Staff should refer students to Stages Two and Three by completing the form available on the Student Support and Wellbeing Connect site. Student Support and Wellbeing Services will respond within five working days to inform the referring party of the outcome of the referral. This may result in consideration under the Fitness to Study Policy or referral to other processes.

4. Stage One: Emerging Concerns

4.1 Stage One can be initiated by a Personal Tutor, Programme Director, PGR School Lead (for research students), or Disability and Mental Health Advisor. Other members of staff who might become aware of emerging concerns can contact the Student Support and Wellbeing team to alert them about concerns.

4.2 Criteria:

4.2.1 The examples listed below are illustrative of the types of criteria which might trigger the process. This list is not exhaustive, and a student does not have to meet all criteria in order for it to be started.
- a. Student has failed to attend classes for a period of two to four weeks and/or has failed to submit an assessment and has not applied for Mitigating Circumstances.
- b. A research student is failing to attend supervisory meetings or to submit work according to required assessment points or milestones.
- c. Persistent reliance on Mitigating Circumstances to manage assessments e.g. using them for more assessments than not, or consistently applying after the deadline for submission of an assessment has passed.
- d. Failure to engage with agreed Reasonable Adjustments and/or support agreed between the student and the university.
- e. Student is displaying concerning and/or disruptive behaviour in teaching, or other University locations which gives rise to concern, but which falls short of formal disciplinary.

4.3 Action:

4.3.1 The Personal Tutor, Programme Director, PGR School Lead (for research students), or Disability and Mental Health Advisor meets formally with the student at the earliest opportunity to inform them that they are triggering Stage One of the policy.
4.3.2 The first meeting sets out the concerns and reaches agreement on improvements to be made, and the timeframe within which the improvement needs to occur.
4.3.3 Should a student disclose short-term adverse life circumstances, such as temporary homelessness or bereavement, the student should be referred to the relevant team for support instead of being entered into the Fitness to Study process.
4.3.4 If there are no short-term issues, then the Fitness to Study Process can proceed.
4.3.5 Students would normally be expected to make immediate improvements, but should be given a period of two to four weeks to show consistent change.
4.3.6 The staff member who called the meeting should make a written note of what was agreed, which must be emailed to the student, Student Support and Wellbeing Services, and the Personal Tutor, if they are not already involved in the process, within two working days of the meeting taking place. The email should make the student aware that this meeting represents the first stage of the Fitness to Study process. Student Support and Wellbeing Services will record this on the student’s case record.
4.3.7 The member of staff who called the meeting should monitor and follow up on the agreed improvements.
4.3.8 If the student is in receipt of any kind of funded support, including studentships or scholarships, guidance should be sought from the administrative lead for the source of funding in order to consider consequences for funding or entitlements to funded support.
4.3.9 If the student meets the agreed improvements, then this should be formally confirmed to them in writing by the staff member who called the initial meeting and copied to Student Support and Wellbeing Services, and the Personal Tutor (if not already involved in this process). The process is then closed for this instance and Student Support and Wellbeing Services will record this on the student’s case record.
4.3.10 If the student does not meet the agreed improvements, then they should be informed in writing by the person who initiated Stage One that they will be progressed to Stage Two.

5. Stage Two: Ongoing concerns and formal action plan

5.1 Stage Two must be approved by the relevant Disability and Mental Health Adviser.

5.2 A Programme Director, PGR School Lead (for research students), Personal Tutor or Senior Tutor may request a Stage Two process by completing the relevant referral form on the Student Support and Wellbeing Connect site.

5.3 A student does not have to have been subject to Stage One in order to be referred in at Stage Two, although ideally, early action will have been taken.

5.4 Criteria:

5.4.1 This list is not exhaustive and students do not have to display all of them for the process to be started. Students may also present with other behaviours which could trigger the process.
- a. Failure to meet agreed improvements at Fitness to Study Stage One.
- b. A student has fallen behind in their studies to a point that they require a formal plan with their faculty in order to be able to catch up with their work.
- c. A student’s behaviour or presentation is causing significant concern for wellbeing to relevant staff members.

5.5 Action:

5.5.1 The Programme Director, PGR School Lead (for research students), Senior Tutor or Personal Tutor completes the Stage Two referral form.

5.5.2 The Disability and Mental Health Advisor approves the move to Stage Two and ensures the Programme Director is informed if not already involved in the process. NB referrals will only be accepted where a student is known to have a relevant condition. If a student has not previously disclosed any condition, they will instead be invited to an initial appointment with the relevant Disability and Mental Health Advisor.

5.5.3 If the Fitness to Study referral is accepted, the Programme Director/Personal Tutor/Senior Tutor/PGR School Lead (for research students) or other appropriate member of staff meet with the Disability and Mental Health Adviser to discuss available options to support the student. At this stage, it may be decided that an alternative route is preferable.

5.5.4 Having agreed the options, the Disability and Mental Health adviser, and one other relevant member of staff, will meet with the student to set out concerns, hear the student’s point of view, and agree the action plan.

5.5.5 The student must be advised when invited to attend that the meeting represents the beginning of the second stage of the formal Fitness to Study process.

5.5.6 A student will be given at least five working days’ notice of the time and date of the meeting and may be accompanied by a Students’ Union representative, support worker, guardian or family member. The companion is there to support the student, but not to contribute to the meeting or advocate on a student’s behalf. Students must provide the University with the name of their companion and their relationship to them at least 48 hours in advance of the meeting. The University reserves the right to refuse companions who do not meet the criteria set out above.

5.5.7 The meeting will agree actions to be taken by the student, which the Disability and Mental Health Advisor will convert into a formal action plan, setting out expectations and timeframes for review and improvement. The action plan may include (this list is not exhaustive):

attendance requirements at taught sessions and/or wellbeing or support appointments
regular contact with Personal Tutor or other nominated member of staff
engagement with supervision for research students
engagement with support such as online wellbeing or finance modules, academic or study skills sessions
requirements about appropriate behaviours
details on submission of work and/or the process for Mitigating Circumstances.

5.5.8 The student must agree to the action plan, and may suggest ways in which they can demonstrate change, but agreed actions must be sufficient to ensure academic progress.

5.5.9 A student will usually be given six to eight teaching weeks to show consistent engagement with the improvements required in the action plan. These weeks may fall either side of academic holidays.

5.5.10 The action plan will be circulated by the Disability and Mental Health Advisor within five working days to the student, the Personal Tutor and Programme Director or PGR School Lead (for research students). The master copy of the plan will be held by Student Support and Wellbeing Services.

5.5.11 The plan will be reviewed by relevant staff with the student at agreed intervals.

5.5.12 If the student meets the required improvements, the plan will be concluded, and the student and relevant staff formally notified in writing by the Disability and Mental Health Advisor that the process has closed.

5.5.13 If the student does not meet the required improvement, they must be informed in writing that they will be progressed to Stage Three.

6. Stage Three - Critical Concerns for Academic Progress and Panel Hearing

6.1 Only the Disability and Mental Health Manager (or their nominee) can approve a Stage Three process.

6.1.1 If a student has not been through Stage Two, then a Stage Three process can be requested by using the relevant referral form.
6.1.2 If a student has been through Stage Two, the Disability and Mental Health Adviser will provide a written summary of the reasons why it is now necessary to progress the student to Stage Three.

6.2 Criteria:

6.2.1 This list is not exhaustive but reasons to move to Stage Three might include:
- a. failure to comply with the agreed action plan at Stage Two
- b. at the Stage Two pre-meeting, it is determined that the support and adjustment needs exceed what can be reasonably and appropriately provided
- c. there is sufficiently significant concern about a student’s safety and/or their ability to study and engage appropriately in the University community to require an immediate referral to Stage Three
- d. there are serious concerns regarding risk to the education, health, wellbeing, or safety of others.

6.3 At this stage, the Students’ Union will be notified that the student is subject to a Stage Three Fitness to Study process. The information shared with the Students’ Union will be confined to the student’s name, student number and the fact that they are subject to the process with the purpose of ensuring that the student’s interests are protected during the process. The student is free to refuse assistance from the Students’ Union.

6.4 Action - Initial panel meeting

6.4.1 The panel will have the power to:
- allow the student to continue studying with no further interventions
- extend the Stage Two action plan either in length or scope
- impose a break in studies on the student.
6.4.2 The panel will be made up of the following staff members:
- Disability and Mental Health Manager (or the Head of Support and Wellbeing if not available), who chairs the panel
- Head of School (or delegated representative from the School Leadership Team)
- Programme Director or PGR School Lead (for research students)
- An independent member who holds an academic position in a different School.
6.4.3 The panel will be supported by either written evidence from, or the attendance at the meeting of:
- Disability and Mental Health Advisor
- Personal Tutor
- Supervisor (for research students)
- Any other relevant staff member.
6.4.4 Student Support and Wellbeing will provide a recorder for the meeting.
6.4.5 The panel will meet within ten working days of the student being notified of the transition to Stage Three and will receive:
- a copy of the Stage Two action plan (where it exists) annotated to show where it has not been met, and
- a written summary of interaction and engagement with the student.
6.4.6 The panel will not receive nor consider any medical documents. Their decisions will be based on assessing the risk as determined by the presenting behaviour.
6.4.7 The panel will initially meet without the student, and will discuss the information received. If they determine that a break in studies is a probable outcome, they will then move to a meeting with the student.
6.4.8 If the panel determine that a break in studies is not likely to be an outcome, they may refer the student back to Stage One or Two of this policy, or take other action as they deem necessary.

6.5 Action - Panel meeting with student

6.5.1 The student’s meeting with the panel will take place as soon as practicable, and in any case no longer than five working days after the initial panel meeting. The student may be accompanied by:
- a Students’ Union representative and either
- a support worker or
- a guardian or family member.
6.5.2 Students must provide the University with the name of their companion and their relationship to them at least 48 hours in advance of the meeting. The University reserves the right to reject companions who do not meet the criteria set out in 5.5.6.
6.5.3 Ideally, the panel will meet with the student in person, but it may convene by Microsoft Teams or any other meeting facilitation platform provided by the University.
6.5.4 The student (and their Students’ Union representative if nominated) will be provided with the same material that the panel has been able to review when they are invited to the meeting. They may also share this with their companion.
6.5.5 In the meeting, the student will be able to offer any further mitigation or explanation for the situation which has arisen.
6.5.6 The student’s companion may help them to remember points to raise, and may ask questions of the panel, but may not answer questions on the student’s behalf.
6.5.7 If the student is unable to attend the panel because of illness, or does not indicate whether they are able to attend, the panel will reconvene on one further occasion only at a time agreed with the student. If the student fails to attend the reconvened meeting, the panel will proceed in their absence.

6.6 Potential outcomes

6.6.1 Following the meeting with the student, the panel will make its final decision on the appropriate action.

6.6.2 If the student is to be permitted to continue studying with no further action, they will be notified in writing by the panel Chair.

6.6.3 If an enhanced Stage Two action plan is recommended, the student will be invited to a meeting in the same way as set out in 5.5.4 above and the Stage Two process will continue from there.

6.6.4 In general, a break in studies shall be imposed where:

in the view of relevant academics, a student has already missed too much to be able to progress successfully to the next year and/or to award
in the view of the panel, allowing the student to continue to study at that time would not be in the best interests of the student and/or the wider student community.

6.6.5 If a break in studies is to be imposed, the student shall be notified in writing within two working days of the panel meeting. This will usually be via email, and a student will be deemed to have received the notification on the day it is sent. The notification will contain details of any conditions of re-enrolment and the process by which a student may appeal the decision.

6.6.6 Students may be required to complete actions during a break in studies in order to demonstrate readiness to return to study. These actions will be confirmed to them, and they will be required to evidence that they have been undertaken should they wish to re-enrol.

6.7 After the meeting

6.7.1 An outline of agreed outcomes will be shared with the student, their companion, and all relevant staff members within ten working days. In some instances, this may take longer.

6.7.2 If Student Support and Wellbeing considers that the outcome of the process might lead to risk to self they will action the relevant protocol to mitigate risk.

6.7.3 In the instance of a break in studies, a note will also be placed on the student’s profile. This will require the student to contact Student Support and Wellbeing Services if they wish to reapply to the University in the future.

6.7.4 In cases where the panel imposes a break in studies, the Head of Student Support and Wellbeing and the relevant Head of Operations for Education and Student Experience will be notified. The Faculty is responsible for ensuring that all relevant staff in programme administration are informed of this outcome.

6.7.5 Students on an imposed break in studies under Fitness to Study who wish to re-enrol should contact Student Support and Wellbeing Services three months prior to the enrolment deadline to allow sufficient time for follow up appointments to take place and for support to be actioned in advance of their expected return. Failure to observe this timeline might mean that processes cannot be completed in time to support enrolment.

7. Precautionary action

7.1 Criteria:

7.1.1 Student Support and Wellbeing Services may take precautionary action pending a meeting with a Disability and Mental Health Advisor; this will not exceed one month in the first instance, and is subject to review. Circumstances in which this might apply include, but are not limited to:

7.2 Precautionary action outcomes may include but are not limited to the following:

7.2.1 the student may be prevented from enrolling on specific modules
7.2.2 the student may be suspended from classes. Students will not be able to access ��logo�� premises or participate in activities without prior written agreement. This is not intended to be punitive but to ensure the University fulfils its responsibilities to the student and the wider community.
7.2.3 the student may be prevented from accessing research facilities or supervision
7.2.4 the student may be prevented from participating in academic and non-academic activities including but not limited to, field trips, placements and study abroad programmes.

7.2.5 The student may be excluded from any or all parts of ��logo�� facilities, grounds and/or premises.

7.2.6 Students who are hospitalised under the Mental Health Act will be placed on a break in studies pending a meeting with the Disability and Mental Health Advisor where reasonable adjustments and support will be discussed.

7.2.7 Students will be notified in writing of any precautionary action and terms

7.2.8 The relevant Head of Operations for Education and Student Experience will be notified of any precautionary action. It is the Faculty’s responsibility to ensure that any other relevant members of staff are notified.

8. Appeals

8.1 A student may appeal against a Stage Three panel decision to impose a break in studies on either or both of the following grounds:

8.1.1 there is new evidence that could not have been, or for good reason was not, made available at the time of the Panel, and the case warrants further consideration
8.1.2 evidence can be produced of significant procedural error on the part of the University before or during the Panel, and the case warrants further consideration.

8.2 Appeals should be lodged within ten working days of receipt of the Stage Three Panel outcome. This process is distinct from the academic appeals process. To raise an appeal, students should submit a written statement detailing the grounds for request along with any supporting evidence. This should be emailed to the Student Appeals team

8.3 The appeal will be considered by the Deputy Vice Chancellor, Education and Student Experience or their nominee (or the Deputy Vice Chancellor, Research Innovation and Knowledge Exchange for research students), having reviewed the meetings minutes and evidence, and the outcome sent to the student within 15 working days.

8.4 If the Deputy Vice Chancellor, Education and Student Experience (or the Deputy Vice Chancellor, Research Innovation and Knowledge Exchange for research students) or nominee considers the appeal should be heard, it will be referred to an Appeals Panel.

8.5 The Appeals Panel will, where possible, comprise staff who are familiar with the student and may include members from Panel who made the decision at Stage Three (the Original Panel) where there is new information which was not considered at the time. Where there is a question of procedural unfairness but no new information, a wholly new panel will be convened. The outcome from the Deputy Vice Chancellor, Education and Student Experience (or the Deputy Vice Chancellor, Research Innovation and Knowledge Exchange for research students) or their nominee will set out the appropriate composition of the Appeal Panel.

8.6 The Appeal Panel may also invite an observer from the Students’ Union to attend their review meeting(s).

8.7 The Appeal Panel may reject, partially uphold or uphold the appeal. Where the Appeal Panel upholds the appeal, the Panel may make one or more of the following decisions:

8.7.1 modify or reverse the decision of Original Panel
8.7.2 uphold the decision of the Original Panel.

8.8 Where an Appeal Panel rejects the appeal, the decision of the Original Panel stands. The University will send the student a letter called a Completion of Procedures Letter.

8.9 If the appeal is not upheld, If the appeal is upheld or partly upheld, the university will issue a Completion of Procedures letter once all aspects are concluded.

8.10 A decision of an Appeal Panel will be final.

9. Monitoring and review

9.1 This policy and related procedure are subject to review every three years, led by Student Support and Wellbeing Services.

9.2 ��logo�� will maintain anonymised records on the use of this policy for monitoring, reporting and review.

Policy review

Created: June 2012 (Fitness to Study Policy)
Latest update: July 2026
Date of next review: 2029-30 academic year
Owner: Head of Student Support and Wellbeing Services
SLT owner: DVC Education and Student Experience
Committee oversight: Education and Student Experience Committee for Academic Board

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