Abstract
AbstractThe collection and use of rich data on student mental health are necessary to inform practice and policy, and ultimately lead to improved outcomes. Here, rich data refers to the combination of large and representative data sets, as well as detailed accounts of lived experiences and perspectives. We argue that such data are necessary to respond to the diverse and ever‐changing needs of students while building an evidence base for current and emerging services and staff roles. We provide suggestions for moving towards these goals, argue for adopting diverse research methods to yield data‐informed practice and policy, and introduce a special section in Counselling and Psychotherapy Research to reflect this agenda.
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