Irish third-level colleges are being asked to make student wellbeing part of everyday campus life under a revised national framework launched by the Higher Education Authority. The guidance places mental health, prevention and supportive college culture alongside teaching, services and institutional planning.
New framework makes wellbeing a campus-wide responsibility
The revised National Student Mental Health and Suicide Prevention Framework, titled Folláine le Chéile — meaning “Wellbeing Together” — was published by the HEA on Tuesday, October 13th, 2026.
Rather than treating counselling or mental health support as separate services, the framework calls on institutions to build wellbeing into how colleges operate. That includes leadership decisions, academic practices, student services, campus culture and partnerships outside the institution.
The approach reflects feedback gathered from students, who said mental health was not an optional extra but a foundation for academic progress and success.
Why student mental health is a growing concern
The framework highlights particular pressures facing students during the early stages of higher education. More than one-third of first-year students referenced in the report said they had considered leaving their course.
It also points to wider social and economic conditions affecting young adults, including:
- Financial insecurity and the rising cost of living
- Limited access to affordable student accommodation
- Part-time work needed to pay housing costs
- Long or demanding commutes
- Loneliness, isolation and the adjustment to college life
These pressures can influence attendance, concentration, relationships and a student’s ability to remain engaged with their course. The housing shortage is identified as a particularly important factor because students may be forced to work longer hours, travel further or live in unsuitable accommodation.
Three priorities replace the framework’s original nine themes
The updated guidance builds on the first national framework, published in 2020. It simplifies the original structure into three broad areas: leading, learning and nurturing.
Leading
College senior leadership teams are expected to set the direction for mental health and wellbeing. This includes giving the issue appropriate attention in institutional strategy, allocating resources and building a culture where student welfare is reflected in decision-making.
Learning
Academic staff are asked to create supportive learning environments, design accessible curricula and help students find appropriate assistance when concerns arise. The emphasis recognises that teaching and assessment practices can affect a student’s experience of college.
Nurturing
The framework extends responsibility beyond counselling teams. Services such as admissions, libraries, sports facilities and other student-facing departments are expected to contribute to a welcoming and supportive environment.
Students studying online and part-time are included
The guidance is intended to apply to the full range of third-level learners, not only students attending a campus full time. It recognises the needs of people studying part time, learning remotely or combining education with employment and other responsibilities.
This wider definition matters because distance and part-time students may have fewer opportunities for informal social contact. They can also find it harder to identify support services or feel connected to their institution.
Colleges will need to consider how information, support and prevention initiatives reach students across different modes of study.
Colleges must track whether their strategies work
A central part of the revised framework is the expectation that higher education institutions develop data systems to monitor the effectiveness of their mental health strategies.
This means colleges will be encouraged to examine whether policies and services are reaching students, whether support is accessible and where additional action may be required. Monitoring can also help institutions identify patterns in demand and assess whether wellbeing initiatives are improving the student experience.
The framework does not remove the importance of professional counselling or specialist supports. Instead, it places those services within a broader prevention and early-intervention model.
What the HEA says about the new approach
Ross Woods, the HEA’s senior manager for mental health and wellbeing, said student feedback showed that academic outcomes remained important but that students viewed wellbeing as fundamental to achieving them.
He said the framework supports colleges in embedding wellbeing across institutional culture, policies, teaching and learning, support services and external partnerships.
The HEA’s position places responsibility across the college community. Students should be able to encounter supportive practices not only in a counselling appointment, but also in classrooms, administrative offices, libraries, sports facilities and other parts of campus life.
What happens next for Irish colleges?
The practical impact will depend on how individual institutions implement the guidance. College leaders will need to translate the framework into policies, funding decisions, staff practice and measurable plans.
Students and staff are likely to assess the change through everyday experiences, including how quickly concerns are addressed, whether support is easy to find and whether financial, housing and academic pressures are understood.
The framework also places renewed attention on collaboration. Colleges may need to work with health providers, student representatives and community organisations to ensure that support continues when needs extend beyond the campus.
Frequently asked questions
What is Folláine le Chéile?
Folláine le Chéile is the revised National Student Mental Health and Suicide Prevention Framework launched by the Higher Education Authority in October 2026.
Who is responsible for student wellbeing?
The framework assigns responsibilities across college leadership, academic staff, student services and external partners. It is not limited to counselling departments.
Does the framework cover online and part-time students?
Yes. It recognises students studying remotely, part time and on campus, with institutions expected to consider the different forms of support each group may need.
Why does student accommodation matter to mental health?
Housing costs, insecure accommodation, part-time work and long commutes can place significant pressure on students and affect their college experience and wellbeing.
Conclusion
The new HEA framework marks a shift from viewing student mental health as a specialist service to treating it as a shared responsibility across higher education. Its success will depend on whether colleges provide adequate resources, act on student feedback and measure the results of their strategies. For students, the clearest takeaway is that wellbeing is now being formally recognised as central to learning, participation and success in Irish higher education.
