Find your digital balance on University Mental Health day

Written by Souwoon Cho, Digital Education Developer and new team member of the Digital Education Office.

If you haven’t heard this phrase recently, here it is: ‘Unprecedented times’. Of course, this was the go-to phrase to try and describe the impact of the pandemic on a global and personal level. A lot has changed since 2020 including more teaching and social events taking place in-person. However, the dilemma we face trying to manage the digital world and our wellbeing remains.  

You may hear of some approaches to this such as getting rid of your smartphone, deleting all social media, and not looking at e-mails for an extended period. But these approaches to eliminate screen time are not realistic for a student navigating day-to-day university life.  

So, what digital tools can help you achieve digital balance on University Mental Health Day and beyond? 

Man looking at his phone
Man looking at his phone

Digital tools for focus and motivation.

Do you ever feel distracted and constantly switching between different screens and digital tools? You are not alone! Rather than making you feel less productive, there are digital tools and apps available to help you focus on the task at hand. The list of great apps to help student’s focus and motivation by AbilityNet is a great summary of some of the tools for you to try.  

Dark mode for a better nights sleep.

Student Minds recommends avoiding your use of screen devices at least an hour before you intend to sleep as one of their tips to improve your sleep. This can be easier said than done. Another approach to ease your transition from screen to pillow is to reduce the blue light being emitted from your screens.   

You can set your screens to night or dark mode a few hours before you intend to go to sleep. Steps on how to set your display for night time mode are available for Windows and Mac. Most smartphone will also have this mode available, so check your phone’s user manual for further information.  

Image of lit up laptop in a dark room
Image of lit up laptop in a dark room

Free Yoga, HIIT, and Meditation.

Cat stretching
Cat stretching

Being physically active is one of the NHS’s 5 steps to wellbeing, but going for a run or attending an online dance class can seem like a lot of effort despite the obvious benefits. Fitness apps such as Downdog offer guided Yoga, HIIT, Meditation and even Ballet Barre sessions at your convenience. You can set the time, level and intensity of the session which gives you control to fit it around your schedule. Even a 5-minute session of chair yoga is better than nothing right? Since the pandemic, Downdog has been and is currently still available free for students. Of course, there are other similar apps available, so if this isn’t for you, explore different apps or digital tools until you find one that works for you.  

Looking after the mental health of university students and staff is not a conversation just for University Mental health day. We hope these tips will help you create ongoing positive change to the future of your mental health.  

If you have any comments or further tips to share. Post them in the comments below! We would love to hear from you.  

Further support and resources
Whether you are a staff member or student, if you feel like you are struggling, it is always good to tell someone about how you are feeling. If you don’t feel able to do this, the University has wellbeing support for staff and students. We’ve also listed some further resources below.

Student minds mental health day poster

Why the student voice is so important, and how I am using mine to shape the digital learning experience for others

Written by Helena Thornton

Student Digital Champion and Undergraduate student of Psychology


When I began at the University of Bristol in September 2020, I had no idea what to expect. If university at all is a big step to take, moving across the country to start my degree in the middle of a pandemic felt like a giant leap. There were so many unknowns: of course, I had the more usual university concerns of whether I would like my flatmates, learning to cook for myself, and working out how to write a university-style essay. However, alongside these I faced Covid-specific questions: How I would receive my teaching? What would online teaching look like? Would it be accessible and engaging, or isolating and frustrating? Could I still build a social life with impending lockdowns and restrictions? 

A year on, many of these questions have been answered in some way or another. And, I am pleased to say that, while my first year of university was certainly a strange one, there were definitely positive elements of the experience. A lot of this has been down to how the university has managed to facilitate learning and even social opportunities online over the past year. 

Online learning took a while to get used to. One of my favourite things about it has been the flexibility it provides: I have enjoyed being able to watch pre-recorded lectures wherever and whenever during the week! This has been particularly helpful for me as someone with a disability: being able to break a lecture up across a longer period of time when needed, or spend a bit of time re-playing a part I didn’t understand, has definitely made the content more accessible.  

As expected, there have also been difficulties associated with learning almost completely online: from the more general problems, such as feeling more isolated from others on the course, to the more specific confusions around how to get Blackboard and other pieces of software to work!  

As the year progressed, I began to realise that, despite having almost exclusively online learning, there were still a lot of ways I could get involved with the University, and with other students. I started off by joining societies, and as I had an interest in Accessibility and Inclusivity, I sat on various committees as a Disability & Equalities Representative. This was a great way to meet people, and to help to build student communities online, by organising virtual events and participating in campaigns.  

It also made me realise the huge variation in student experiences of online learning, and of university as a whole. The switch to remote learning and online assessments has been much easier for some than others. It’s so important that anyone disadvantaged by the new systems, or struggling to adapt to them, is given a voice, and access to the support and resources that can improve their experience.  

With this in mind, this year I have started as Chair of the University’s Disability and Accessibility Network, leading the student platform for students with a disability, mental health condition or neurodivergence. This is an exciting opportunity to work with other students, finding ways to amplify their voices and improve their experience. 

As well as this, this role – alongside the others I have had in the past year – have (and continue to) offers fantastic opportunities to work with University members of staff, particularly those focussed on improving the student experience. As someone both with a disability and in a representation role for other disabled students, it has been really great to get involved in this type of work, being able to feed back about the different experiences students have had, and looking at ways to resolve the difficulties that come up.  

When students are placed in a position where they can speak and be listened to about the problems – and successes – of university learning, powerful changes can be made. For example, last year the Disability & Accessibility Network worked with the University to highlight the gaps in disability accommodations being provided in online assessment formats. As a result, new solutions were found, which have had an important impact across the University to the student assessment process. 

Going into second year, I have also started working with the Digital Education Office as a Student Digital Champion, a student role where I can give feedback, work on projects, and create resources alongside the DEO staff members. Although I haven’t been in the role very long, working with the DEO has been a really positive experience: it not only gives students a voice, but also provides a channel through which to collaborate with staff at the University to improve the resources available to students ourselves.  

The Student Digital Champions, alongside the DEO, are able to work together to improve the online learning experience for students. As we all have unique experiences of online learning and assessment, we can use these to ensure that the DEO’s priorities are as relevant as possible, and are approached in ways that can make a lasting impact for students.  

As a result, I am now not only able to answer the questions I had as a new student facing online learning, but am able to help create these answers myself! At a time when there has been so much change to the university learning experience, this is a great way to ensure that the new systems and ways of learning are positive changes, and I am very pleased – and proud – to play a part in that. 

If you would like to find out more about the Disability and Accessibility Network, feel free to visit our SU Network Page: https://www.bristolsu.org.uk/groups/bristol-su-disability-and-accessibility-networkor our Facebook page: https://www.facebook.com/BristolDSN,or join our Facebook group: https://www.facebook.com/groups/bristolsudisabilityandaccessibilitynetwork/. 

Bringing the cohort together: Student solutions to the problems of online isolation

It’s no surprise to anyone that a lack of social interaction has been really difficult for many of us this past year. In our context of university life, this has shone a light into what a social experience learning really is for a lot of us, and what a huge loss there is when suddenly you’re studying alone. Learning together adds motivation, a sense of belonging, a sense that others are in it with you, a way to sense check your own ideas. It’s that intangible magic of feeling like you’re ‘at university’ which is easy to lose online. How can we possibly foster that feeling when we’re all in our own four walls and without the atmosphere of a lecture theatre, library or seminar room? 

This year, the DEO have been working with a team of Student Digital Champions, spread across all faculties in the university, to try and find out. They were tasked to listen to students, hear their concerns and bring them to us so that we could foreground that student voice in our work. They didn’t stop there though, once they identified common issues arising in the student experiences of online learning, they wanted to do something about it. 

One thing they head from students is just this problem of isolation: students were finding the experience of online learning lonely, and felt that they are missing out on the social aspects of university study. We know that a lot of work has already gone into solutions for this problem across the universityThe brilliant Study Skills team ran ‘Study Lounges’ as early as last summer, and we at the DEO worked with them to make a toolkit for these sessions, so that anyone could run them with their students too.  

The Student Digital Champions decided they too wanted to do something practical, and worked with staff and students in their schools to develop and pilot a series of toolkits and case studies for different kinds of events and activities aimed to bring students together online. The idea is that staff or students can use these as inspiration and practical help to run a session like these in their own contexts. 

All of our Student Digital Champion case studies can be found from the DEO Case Studies pageHere are a few examples which are all focused on increasing a sense of belonging and overcoming student isolation when studying fully online, whether that’s within an online session, at a school level, or as a networking or social event. 

Working with the students in this way this year has been incredible for us in the DEO. They’ve been coming up with ideas and suggestions for how to make positive changes, and we’ve been co-creating solutions which are already impacting the current cohort of students. It’s not always been easy, and these aren’t magic bullets, but maybe they’re a step in the right direction? 

If you want to try out any of these ideas, why not find a few likeminded people in your school and give it a go. Don’t forgot to let the DEO know how you get on, we’re really interested in hearing from students and staff about whether these suggestions are helping to make a difference.