The Potential Impacts of ‘Inherent Requirements’ and ‘Mandatory Professional Reporting’ on Students, Particularly Those With Mental Health Concerns, Registering With University Disability Support/Equity Services

Abstract

University-entrance in Australia has become increasingly inclusive of a broader cross-section of the community, and in a number cases, the participation of underrepresented groups (‘equity groups’) has been actively encouraged. Initiatives to encourage broader participation have often been highly effective, resulting in wider community benefits. Students with disabilities have formed a significant equity group, and students with a mental health issue are a subset of this group. Such students are frequently supported by disability support centres, or equity divisions, variously named across the sector, but now a standard feature of all Australian campuses. Disclosure of disability, particularly mental illness, is respected as an option for students, and non disclosure recognised as a common phenomenon. Non disclosing students have less access to services and mechanisms likely to support them; however, their right to privacy has been respected. A new focus on 'inherent requirements' and related ‘mandatory professional reporting’ within study courses has the potential to reduce disclosure further, to the disadvantage of students, staff and universities generally. Ironically, inherent requirement policies which require students to sign statements of capacity may well result in decreased disclosure. The intentions (to protect all concerned) underpinning inherent requirements are plausibly sound but necessitate that students are provided with clear information and the necessary reassurance to remain confident in disclosing their personal health information.