For Universities
Structured specialist mentoring conversations for disability services, student support teams, and procurement colleagues.
Non-medical specialist mentoring
Specialist mental health mentoring for university students
Fly High Mentoring provides structured, non-medical mentoring that helps students manage study-related barriers, build routines, and stay engaged with higher education.
- HCPC-registered Music Therapist-led practice
- Fully insured therapeutic service
- Safeguarding and H&S procedures in place
- DSA/NMH supplier and remote support across the UK
Choose the right route
Built for students, needs assessors, and university support teams
Each audience needs different information. Students need plain language, while assessors and university teams usually need role scope, capacity, consent, and delivery details.
Clear service framing
Support that sits between study skills, wellbeing, and independence
Specialist mentoring helps students apply practical strategies to study-related barriers while staying within clear professional boundaries. It focuses on access to learning, not clinical treatment.
The work is structured around student learning needs, course demands, barriers to engagement, and longer-term independence.
Role scope agreed before support starts
DSA/NMH role and capacity checked before support starts
Support goals linked to study-related barriers
Consent-led updates where liaison is needed
Confidentiality limits explained clearly
Safeguarding, H&S, records, and escalation procedures in place
What students can work on
Practical strategies for study-related barriers
Mentoring turns broad pressure, uncertainty, or avoidance into smaller practical actions that support access to higher education.
Managing workload and deadlines
Turning modules, reading, assessments, and admin into realistic steps that can be reviewed between sessions.
Planning and prioritisation
Deciding what needs attention first, setting achievable targets, and reducing last-minute pressure.
Reducing study overwhelm
Using practical strategies to make lectures, seminars, independent study, and university admin easier to approach.
Building sustainable routines
Developing repeatable routines for attendance, preparation, recovery time, and follow-through.
Preparing for university meetings
Helping students organise questions, updates, and next steps before speaking with support teams or academic staff.
Staying engaged with study
Supporting students to restart or maintain study activity when anxiety, low mood, avoidance, or uncertainty gets in the way.
Developing independence
Building practical self-management skills so the student can make decisions, use support well, and become less reliant on prompting.
Professional boundaries
What mentoring is not
Clear boundaries protect students, universities, needs assessors, and the service itself.
Not counselling
Sessions do not provide counselling, psychotherapy, or open-ended emotional processing.
Not clinical treatment
Mentoring is not diagnosis, therapy, medication advice, or treatment for a mental health condition.
Not crisis response
Immediate risk must be handled through emergency services, NHS urgent support, university crisis routes, or other appropriate services.
Not subject tutoring
Mentors do not teach course content, mark work, or provide subject-specific academic instruction.
Not assignment writing
Students remain responsible for their own ideas, academic decisions, submissions, and assessment work.
Not a replacement for reasonable adjustments
Mentoring sits alongside the university or college's duty to consider reasonable adjustments.
How it works
A simple process for referrals, availability, and support
The process is designed to reduce ambiguity and keep support focused on agreed learning needs.
- 1
Enquiry or referral
A student, needs assessor, university team, or supporter shares practical details about the requested support.
- 2
Role and capacity check
Fly High Mentoring checks the approved DSA/NMH role or private support question, remote delivery fit, start date, and available capacity.
- 3
Set-up and consent
The student is told what mentoring can cover, what it cannot cover, how confidentiality works, and how liaison will be handled.
- 4
Mentoring sessions
Sessions focus on study access, workload, routines, planning, communication, confidence, and independence.
- 5
Review and next steps
Goals, attendance, remaining hours, engagement, and any changes in support needs are reviewed at agreed points.
Trust and compliance
DSA/NMH and private support with clear professional boundaries
Fly High Mentoring is a DSA/NMH supplier and provides remote support across the UK. DSA/NMH support is discussed in line with a student's approved recommendation and available capacity. Private mentoring is also available at £30 per hour, invoiced after completed work.
Why Fly High Mentoring
- Clear wording for professional stakeholders
- Student-centred planning and review
- Boundaries that distinguish mentoring from therapy or tutoring
- Practical routes for student, DSA/NMH, and partnership enquiries
- Clear information on DSA/NMH support, private rates, reasonable adjustments, and urgent support
Need reliable specialist mentoring support?
Send the practical details needed to check role fit, location or remote preference, timing, and next steps.
Role-boundaried support. No therapy, counselling, crisis support, or subject tutoring.
Sample layout, not client reviews
How real student feedback can be presented
These cards are formatting samples only. They must be replaced with genuine, consented feedback before the website is published.
“Having a practical plan each week made my coursework feel much more manageable. I felt supported without feeling overwhelmed.”
Sample layout only. Replace with a real, consented client review before publication.
“The sessions gave me a clearer way to approach deadlines and university meetings. The small steps made a real difference to how I managed my time.”
Sample layout only. Replace with a real, consented client review before publication.
“I appreciated how calm and practical the support felt. It helped me keep moving forward when university work felt difficult to start.”
Sample layout only. Replace with a real, consented client review before publication.
FAQ preview
Quick answers before you enquire
The full FAQ separates questions for students, universities, future professional partnerships, private sessions, and mentoring boundaries.
Students
What is specialist mental health mentoring?+
It is structured, non-medical support for study-related barriers linked to mental health difficulties. Sessions can focus on planning, routines, workload, attendance, communication, confidence, and staying engaged with university.
Do I need to explain my full mental health history?+
No. A first enquiry should only include practical information about study barriers and the support route. Detailed medical history is not needed in the website form.
Is mentoring the same as therapy?+
No. Mentoring is not therapy, counselling, diagnosis, treatment, or crisis support. It focuses on access to study and practical independence.
Can a parent, carer, or supporter contact you?+
Yes. A supporter can make an initial enquiry, but the student should be involved in decisions about their support wherever possible.
Universities
Can Fly High Mentoring work with university support teams?+
Yes, where the role, consent, confidentiality, safeguarding expectations, and communication routes are clear. Partnership details and service-level expectations should be agreed before delivery.
How are boundaries handled?+
Support is framed around non-medical help expectations. It does not replace reasonable adjustments and does not include clinical treatment, counselling, crisis care, tutoring, or assignment work.
Is support remote?+
Yes. Fly High Mentoring currently provides remote support across the UK. Access needs, confidentiality, and communication preferences can be discussed before sessions begin.