Sena Akbulut, Head of Student Life at Rose Bruford College, reflects on the performing arts institution’s approach to mental health and wellbeing as a core part of its teaching, learning and culture.

As a specialist performing arts institution, Rose Bruford College recognises the intense emotional, physical, and psychological demands that students face during their creative training. Unlike traditional academic environments, our students are often required to explore personal identity, vulnerability, and self-expression as part of their learning. As such, mental health is not treated as an adjunct service but embedded directly into our pedagogical approach and institutional culture.

Compassionate, Student-Centred Pedagogy

Rose Bruford’s mental health and wellbeing strategy is grounded in the belief that trauma-informed, student-led approaches must be central to how we teach and support learning. This ethos is reflected in every aspect of our curriculum design and delivery. Academic and support staff are trained in active listening, compassionate communication, and mental health awareness, enabling them to create learning spaces that are psychologically safe and inclusive.

For example, we have integrated reflective practice and pastoral discussion spaces into the support services. These regular sessions allow students to process the emotional impact of performance work, build trust with staff and peers, and develop emotional resilience. Pedagogical decisions are informed by wellbeing considerations, and staff work closely with student services to ensure any emerging concerns are quickly addressed.

Responsive, Personalised Support in Action

Our tailored approach is exemplified by a recent case in which a student with significant trust issues gradually engaged with our wellbeing team over the academic year. Through consistency, sensitivity, and a trauma-informed approach, the student eventually disclosed an undiagnosed disability and was supported in accessing counselling. We arranged a private academic workspace, providing the student with a low-stimulation environment aligned with their needs. This adjustment enabled them to complete their coursework on time, reflecting the effectiveness of joined-up pastoral and academic support.

Strategic Alignment and Sector-Wide Relevance

Our approach aligns with both Rose Bruford’s institutional strategy and sector-wide priorities. We are committed to early intervention, compassionate communication, and inclusivity. Wellbeing is a core thread in our Learning, Teaching and Assessment Strategy, which promotes pedagogical practices that foster connection, creativity, and care.

We also participate in sector-wide networks and taskforces to ensure our practices remain informed by national priorities whilst advocating for the specific needs of specialist institutions. This includes contributing to conversations about inclusive pedagogy for neurodivergent students in performance contexts and exploring ways to balance creative risk with psychological safety.

Impact and Next Steps

Our student feedback highlights a growing appreciation for our empathetic, responsive teaching culture. Attendance and engagement rates in reflective practice sessions are strong, and our counselling referral system is increasingly seen as approachable and non-stigmatising. We are currently developing a new framework for embedding wellbeing into assessment design, aiming to reduce anxiety while maintaining rigour and creativity.

At Rose Bruford, mental health is not treated as a peripheral concern but as a foundational element of our educational model. Through our unique pedagogical approach, we aim not only to train exceptional artists but also to nurture resilient, self-aware individuals equipped to thrive within and beyond the performing arts sector.

For further details, please contact:
Sena Akbulut, Head of Student Life – [email protected]