Medr/2026/42: Common Mental Health and Wellbeing Framework

Introduction and scope of the framework

1. In 2024, Welsh Ministers published the statement of strategic priorities for tertiary education, research and innovation. One of these priorities required Medr to create a common framework for mental health and wellbeing support across tertiary education and engage with providers to embed this in their policies and practices, ensuring that all learners receive, as far as is practicable, consistent support from provider mental health services and understand the minimum level of support they can expect in this area.

2. This document sets out the draft Common Mental Health and Wellbeing (CMHW) Framework for tertiary education in Wales effective from September 2026.

3. The Framework is designed to support a whole-provider approach to mental health and wellbeing by enabling proportionate implementation across higher education, further education, apprenticeship providers, and adult community learning.

4. It does not introduce new regulatory requirements, nor require providers to replace existing arrangements that already support learner mental health and wellbeing. The Framework is intended to assist providers in reviewing, communicating and strengthening existing welfare arrangements, including through self-evaluation activity associated with the Staff and Learner Welfare Condition. The learner-centred principles and Support Map approach provide a shared structure to help providers articulate and develop their existing approaches.

5. The Framework vision is that every learner, regardless of setting, age, or mode of study can understand what support is available, how to access it, and what they can expect from their provider. Our ambition is for providers to create a learning-facing resource called a Support Map to realise this.

6. The Framework is designed to complement and build upon existing provider arrangements and guidance rather than replace them. Providers are not expected to create entirely new structures where existing approaches already support the learner experience described within this Framework.

7. Learner engagement undertaken during the development of the Framework highlighted a desire for clearer information about available support, how to access it and what to expect when seeking help.

8. Effective implementation is likely to include working with NHS Wales, local authorities, employers and other third-sector partners, recognising shared responsibilities for supporting learner wellbeing.

9. The Framework does not prescribe delivery models, organisational structures or staffing arrangements. Providers may determine how best to achieve these outcomes in ways that reflect their context, learner population and delivery model.

10. Medr will continue to promote, support and develop this work with learners, providers and partners. We will engage with the sector to understand how the Framework is being considered and applied in practice and share emerging learning to support the ongoing development of a common learner experience across Wales.

Core principles and elements of the Framework

11. Providers are expected to approach mental health and wellbeing in line with the following principles:

Learner‑centred	Learners can clearly understand what support is available, how to access it and what to expect next. This information must be available bilingually. Data, equality impact assessment and learner engagement is used to identify differing needs, experiences, and barriers, ensuring that mental health and wellbeing support is equitable, inclusive, and be as responsive as possible to diverse learner communities.
Whole‑provider	Wellbeing is influenced not only by specialist wellbeing support, but also by things which include, but are not limited to, learning support and design, environment, staff-student relationships, organisational culture, physical and digital spaces, leadership, and external partnerships.
Proportionate	Approaches reflect provider context and learner profile, recognising that not all providers will offer the same level or type of provision.
Clear boundaries	Providers play an important role in promoting wellbeing, providing support and managing risk within their remit. However, they do not replace NHS, social care or other statutory services and should establish clear pathways for referral, escalation and partnership working.
Collaborative	Working with partners such as NHS Wales, local authorities, employers and third sector partners, recognising that capacity, governance and arrangements across partners may affect how collaboration is achieved in practice.
Responsive to evidence	Arrangements are reviewed and improved over time in response to evidence.

12. While providers will organise and deliver support in different ways, the Support Map we expect to be common across all tertiary education in Wales. The Support Map outlines a common structure and provides the foundation for consistency, even where services, staffing models, and resources differ.

Further information

Contact Sam Bowen ([email protected]).

Blog: Developing the Common Mental Health and Wellbeing Framework