As a result of the evolving situation regarding coronavirus, all in person appointments with the counselling, mental health, neurodiversity and disability teams are currently suspended. We are operating a remote service until further notice.
If you have not previously registered with any of the teams, please email us with your queries at:
- email@example.com for counselling enquires
- firstname.lastname@example.org for mental health enquiries
- email@example.com for disability enquiries
- firstname.lastname@example.org for neurodiversity enquiries
The relevant support service will reply to your email.
If you require emergency support and advice regarding your mental health, please contact your GP or, take a look at the list of helpline services and crisis and emergency information, available on our website at city.ac.uk/mental-health.
If you have any concerns about your wellbeing or safety, you can do any of the following:
- Contact your G.P. to request an emergency, same day appointment
- Call the Samaritans on 116 123 (UK) – they can also be contact via email or in branch
- Visit your nearest A&E
- If you require immediate urgent care, dial 999
We understand that students may be worried about current news and circumstances, regularly updated information and guidance for students can be found here.
We are regularly updating our webpages with information about how to stay connected and take care of yourselves during this period so, strongly encourage you follow us on Instagram @cityunistressless.
The Neurodiversity Support team
The Neurodiversity Support team works with students with a range of identified specific learning differences (dyslexia, dyspraxia, ADHD and autism spectrum conditions) to identify strategies and reasonable adjustments that will enhance their learning experience.
Under the current circumstances, our usual in-person offer for support, registrations and screenings and onward referral for diagnostic assessments of specific learning differences (SpLDs) has been suspended until further notice.
However, we are currently able to provide the following remotely via Microsoft Teams:
- discussion appointments in lieu of screening/assessments (which are not possible remotely) for students who would like to discuss their learning experiences and whether they might have a SpLD
- Reasonable adjustments during registration appointments for students with formal identifications in documentary evidence of dyslexia or another SpLD. Please send us evidence (e.g. your diagnostic assessment report) to email@example.com. It will be reviewed to see whether it meets our criteria.
- support sessions with specialist tutors to help you develop compensatory strategies and relevant study skills
- guidance about internal and external support services
- Liaison with academic, administrative and library staff around “reasonable adjustments”
- Advice on Disabled Students' Allowances (DSAs) and other available funding
If you require support/reasonable adjustments through the Neurodiversity Support service, you can complete a Neurodiversity pre-registration form or email firstname.lastname@example.org with available dates and times in order of preference out of: 10.45 – 11.15am (except Wednesdays); 11.30am – 12pm; 12.15 – 12.45pm; 1.45 – 2.15pm.
- You will be sent a “Contract for Remote Working” which needs to be signed and returned before the appointment can be booked in. Please sign it or insert a digital signature, but if this is not possible you can type your name and the date and a reply from your City email address can serve as a 'digital signature'.
- You will be sent an Outlook appointment with a link to a Microsoft Teams meeting; click this link at the time specified and wait for your tutor to start the meeting.
- Ensure that you have set up this technology in advance, and that your Outlook has the correct time setting (British Summer Time). MS Teams has a smartphone app as well as a desktop/laptop programme.
Further Online guidance is also available at:
Online resources are available on the Student Academic Development and Student Wellbeing Moodle course.
We use the term 'learning difference' to refer to dyslexia and other specific learning differences (SpLDs). Everyone has their own learning style and prefers to learn in different ways. No one person is the same and we do not like to put people into 'boxes', as everybody learns in different ways. The term 'neuro-diverse' means that learning differences can sometimes overlap each other.
If you think that you may have dyslexia and/or another learning difference, please take the time to look at the information below and consider booking a discussion about an SpLD screening, if it feels applicable.
However, if ADHD is your sole concern, medical assessment is the best way forward. For further information on how to get a GP referral, please look at this Outpatients page from South London and Maudsley hospital.
This is the current working definition of dyslexia from the British Dyslexia Association:
"Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language skills.
It is likely to present at birth and to be lifelong in its effect. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities.
It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling."
Research shows that dyslexia is independent to a person's level of intelligence. Many people with dyslexia find that they are creative and holistic thinkers, have effective problem-solving skills and are good at understanding others. Research on dyslexia is now well-established and it is widely accepted. The government and universities have put funding in place to provide students with dyslexia the opportunities to achieve their full potential.
Dyslexia can affect the following areas:
- Writing (planning and organisation, grammar, sentence structure and punctuation)
- Short-term memory
- Sequencing (months of the year/days of the week)
- Time management.
This list is not exhaustive and different people can experience difficulties in some areas more than others.
Dyspraxia, sometimes referred to as Developmental Coordination Disorder (DCD), is associated with the development of motor-skills and can affect movement and coordination. It can also affect cognitive skills. Dyspraxia is independent of a person's level of intelligence. It is neuro-diverse and often co-occurring with other learning differences, such as dyslexia.
As a child, dyspraxia can affect:
- Learning to ride a bike
- Using a knife and fork
- Catching and throwing a ball
- Left and right orientation
- Handwriting ability
- Organisational skills.
As an adult, dyspraxia can affect:
- Short-term memory
- Organisational skills
- Organisation of written work
- Bumping into things/knocking things over
- Driving a car.
"Attention Deficit Hyperactive Disorder (ADHD) is a genetically determined condition that affects those parts of the brain that control attention, impulses and concentration. It is thought to affect three to seven per cent of school age children. The best description for ADHD is that a child who suffers from this condition shows disruptive behaviours which cannot be explained by any other psychiatric condition and are not in keeping with those of the same-aged people with similar intelligence and development. These behaviours are usually first noticed in early childhood, and they are more extreme than simple 'misbehaving'. Children with ADHD have difficulty focusing their attention to complete a specific task. Additionally they can be hyperactive and impulsive and can suffer from mood swings and 'social clumsiness'." - (ADHD Information Services (ADDISS))
It is acknowledged that some people can experience less 'hyperactivity', which is why there is a differentiation between ADHD and Attention Deficit Disorder (ADD). Originally thought of as a childhood disorder, it has recently been acknowledged that it can continue into adulthood. ADHD in adults may affect:
- Focus on a task
- Time management
- Communicating with others.