funded phd in mental health uk

PhD/MPhil Mental Health

Postgraduate research degree

You will join a research community that is leading the way in how we look at mental health care and communication. Research will be enhanced by the outcome focused environment of our Centre for Mental Health Research

Research centres and groups

• Mental Health

Key information

Affiliations.

Our links with Bart's Trust, UCL Partners and others has helped create research-active clinical academic posts, ensuring research is undertaken under the supervision of respected clinical experts.

Mental Health Postgraduate research degrees PhD/MPhil course Overview

As an PhD/MPhil researcher at City’s Centre for Mental Health Research , you will be contributing to a body of knowledge and expertise. Making a direct impact on people’s health and well-being.

Our research on Mental Health addresses the complex links between mental and physical ill-health. We cover including some of the biggest healthcare challenges facing society, such as dementia and depression.

We work closely with clinicians, patients, carers and service managers across a range of disciplines to carry out research to improve mental health care and communication for people of all ages in all settings.

Our pioneering approach to involving patients and carers throughout the research process has earned us an international reputation. Bolstered by strong links with government bodies and major health charities.

Study for an MPhil/PhD

Doctoral level study involves independent academic research, supported by supervisors, that makes an original contribution to knowledge within the discipline.

There are two main routes to doctoral-level research degrees (PhD) within the School.

The main approach - MPhil/PhD by major thesis - centres on conducting original research and presenting this in a thesis of around 70,000 words (and no longer than 100,000 words).

An alternative route to doctoral qualification is PhD by publication. This involves the candidate either linking together a coherent body of previously conducted research papers with a critical commentary (PhD by prior publication) or preparing and submitting a series of papers for peer reviewed publication during the period of registration (PhD by prospective publication).

Further details of these two routes are given below:

MPhil/PhD by major thesis

The standard route involves the accepted candidate pursuing a research project under the guidance of their supervisors over a period of 3 years (full-time) or 4-6 years (part-time).

MPhil and PhD study will commonly involve a structured programme of research activity. Comprising systematic literature review, pilot or developmental study, and main study phases.

PhD by publication

Prior publication: Candidates who have already published a series of significant research papers submit these together with an accompanying analytical commentary. This body of work must be principally the candidate's own work.

The number and range of publications must be sufficient. This is to demonstrate that the work forms a coherent contribution to knowledge or scholarship within the particular field. This typically involves around six papers.

Prospective publication: Candidates publish several (generally around four to six papers, dependent on their depth, quality, significance and impact) significant research papers. You will address various aspects of your research topic during their period of PhD registration.

Prospective publication

You will publish several (generally around four to six papers, dependent on their depth, quality, significance and impact) significant research papers. You will address various aspects of your research topic during their period of PhD registration.

These published (or accepted for publication) papers together with a critical analysis which draws together your published work will be submitted in a single thesis of between 40,000 and 80,000 words. (including the publications). This word count might vary by subject discipline.

As with the prior publication route, the accompanying critical commentary identifies your knowledge and skills acquisition, their part in developing the research, and the relevance and importance of the work within the submitted publication series.

For full details about the City PhD programme structure, please see the Guide for Research Students .

Requirements

Entry requirements.

Entry requirements vary by subject area and applicants should approach academic staff working in their area of interest. Here you can discuss your proposal ahead of submitting an application.

Applicants should normally hold an upper second class honours degree or the equivalent from an international institution. Where the applicant's academic profile shows no evidence of training in research methods, it will normally be recommended that students first complete an MSc or MRes programme. This is to prepare them for MPhil/PhD studies.

Substantial employment or research experience may be considered for some subject areas alongside or in place of academic qualifications.

English requirements

For applicants whose first language is not English, an IELTS score of at least 7 (with a minimum of 7.0 in writing) is required.

For more information see our main entry requirements page.

Visa requirements

If you are not from the European Economic Area / Switzerland and you are coming to study in the UK, you may need to apply for a visa or entry clearance to come to the UK to study.

The way that you apply may vary depending on the length of your course. There are different rules for:

• Students on courses of more than six months
• Students on courses of less than six months
• Students on a pre-sessional English language course.

For more information see our main Visa page .

Fees and funding

Full-time Home/UK: £5,500 per year

Part-time Home/UK: £2,750 per year

Full-time International: £14,500 per year

Part-time International: £7,250 per year

Fees for doctoral candidates are charged annually and cover registration, supervision and examination.

Fees are subject to review each year and may vary during your period of registration. Where applicable, fees for City's programmes will be subject to inflationary increases in each academic year of study commencing in September . Our policy for these increases is set out in our terms and conditions of study .

Support for PhD study

Prospective students are encouraged to explore doctoral Grants and funding opportunities such as:

• NIHR and MRC Fellowship schemes
• Commonwealth Scholarships
• Specialist scholarship schemes (such as those provided by Arthritis UK, Diabetes UK, and the British Heart Foundation)
• Research Council studentship awards , if available.

Our bursaries are non-repayable sums of money granted by the University, usually based on need.

Our loans are repayable sums of money granted by the University or other body.

Our scholarships are when the University pays towards your Study fees. You may also be eligible for further funding.

Fully funded ESRC studentships are currently available to Doctoral Researchers for entry in October 2024 through the SENSS Doctoral Training Partnership .

Postgraduate Doctoral Loans

The Government has introduced a new Postgraduate Doctoral Loans scheme which can provide a loan of up to £25,000.

This will be over three years to support study for a doctoral degree.

A Postgraduate Doctoral Loan can help with course fees and living costs while you study. It can be used alongside any other forms of support you may be able to receive.

For more information, please see our Postgraduate Doctoral Loans page .

Additional expenses

Some of our degrees may involve additional expenses which are not covered by your tuition fees.  Find out more about additional expenses .

Academic support

City has a well-established structure and processes to support your research .

Supervision

MPhil/PhD students can become integral members of the School’s research teams based in their Research Centres. Our centres assist students in completing their studies. A range of research groups are available to support MPhil/PhD students.

MPhil/PhD students are assigned to a team of supervisors, usually two academics who are expert in the field of the student's study. Students meet regularly with supervisors, reviewing, their learning needs and planning, work towards progression.

Full-time students will meet with their supervisors at least twice a term part time students at least once a term to record notes from these meetings and other indicators of progress on the web-based system, Research And Progress (RAP) .

Progress is monitored by an annual review, where students have the opportunity to discuss their research design and written work with an advisor. They also have access to support from Senior Tutors.

All students working towards a PhD (other than those undertaking doctoral study by prior publication or as a structured programme) initially register for MPhil studies. When their study has developed, they may apply to be upgraded to PhD student status which nvolves an oral examination.

Upgrading occurs between 12 and 18 months for full time study and between 24 and 30 months for part time study.

Research students are supported by student representatives who meet with the student-staff liaison committee. Here they can respond to any student concerns that cannot be addressed by supervisors.

All MPhil/PhD students can access a wide range of MSc modules and other training programmes across City, normally without charge.

Workshops, seminars and retreats are organised for students across the School and within particular areas.

Institution-wide research activities can also contribute to your development as a researcher. An annual programme of research and enterprise development activities is also run for students.

The  City Doctoral College can provide more information about graduate degrees.

How to apply

In the first, instance, we recommend that you visit the School of Health & Psychological Sciences and the relevant Research Centre. Here you can read about our research and establish areas of specific staff interest. This will enable you to identify whether the School of Health & Psychological Sciences at City is the best place for your study.

Details of relevant academic staff can be found here .

Following this you need to submit a formal online application with a curriculum vitae and a 1-2 page proposal of study. This should include:

Background and rationale including other work in the area leading up to the PhD study.

Proposed methodology such as aims, design, participant groups, measures, analysis.

Potential outcomes of the research in terms of academic outputs (papers and presentations) and real world impact (e.g., its potential usefulness for teachers/ speech language therapists etc.).

We realise that at this stage you may not have a completely clear plan of study, and that the proposal is likely to change after you begin study. The proposal gives us an idea of your writing and organisational ability, motivation and rationale for the study and potential wider benefits.

See here for guidance on writing your research proposal .

Select one of the available starting dates to start your application.

• 1 st Oct 2024
• 1 st Feb 2025

For further application enquiries please contact our PGR enquiries team .

PhD projects from SHPS

Agency, social identity & justice in mental health: a collaboration with young people, clinicians & academics across philosophy, ethics & neuroscience.

The project has established a new collaboration to investigate agency, identity and justice in youth mental health.

Research centre: Centre for Mental Health Research

Academic: Professor Rose McCabe

Status: Ongoing project

View case study site

Improving quality of life and health outcomes of patients with psychosis through a new structured intervention for expanding social networks (SCENE)

This research will try an approach that is different from what health services currently do. It will carry out several research studies, involving patients and different health professionals.

Accessibility and acceptability of perinatal mental health services for women from Ethnic Minority groups (PAAM)

This research will assess to what extent women from ethnic minorities do not attend appointments at specialist services and how they are referred to two Mother and Baby psychiatric hospital units.

Status: Completed project

Boosting baby behaviour and bonding in parents with enduring difficulties in managing emotions and relationships (BOOST)

The BOOST trial aims to establish whether parents with enduring difficulties in managing emotions and relationships, consent to and complete this video feedback intervention

Academic: Professor Sally McManus

Music-assisted programmes: Developing communication in autism spectrum disorder through music-making (MAP)

The project aims to develop a set of music-assisted intervention programmes to increase spoken language ability in 24-60-month old nonverbal or minimally verbal children with autism spectrum disorder.

Academic: Dr Jacqueline Sin

Tackling chronic depression - adapting and testing a technology supported patient-centred and solution-focused intervention (DIALOG+) for people with chronic depression (TACK)

This research aims to develop a new approach to help patients with depression. We will see if DIALOG+ is acceptable by asking people with depression their opinions on the approach.

The role of staff and team communication in reducing seclusion, restraint and forced tranquilisation in acute inpatient mental health settings

This study will be the first to examine staff and team communication in mental health wards, identifying the communication that leads to successful de-escalation.

Academics: Dr Mary Lavelle and Professor Rose McCabe

Co-production project to improve access to primary healthcare for refugees and asylum seekers experiencing mental distress

The aim of this coproduction project is to develop resources to support help-seeking and aid communication about health needs between asylum seekers and refugees and primary healthcare practitioners.

Academics: Susannah Hermaszewska and Dr Jacqueline Sin

Co-designing culturally engaging alcohol intervention to reduce harm in Nepal

This study will be the first to use Experience-based Co-design and Photovoice to explore how community assets can be best incorporated in co-designing an alcohol intervention for future evaluation.

Improving outcomes in patients who self-harm – Adapting and evaluating a brief psychological intervention in Emergency Departments (ASsuRED)

The study will investigate how to better support people who attend Emergency Departments (EDs) who have thoughts of taking their own lives or have harmed themselves.

Academics: Professor Rose McCabe and

ENRICH into practice: informing the successful introduction of peer workers into mental health services (ENRICHMENT)

This study builds on the 5-year NIHR-funded ENRICH peer support research programme to optimise implementation of peer support in mental health services and so maximise benefits.

Academic: Steve Gillard

Self-harm and suicide in males

The first part of the PhD will be to assess the effects of psychosocial interventions for self-harm compared to comparison types of treatment in males versus females.

Academics: Dr Kirsten Barnicot and Professor Rose McCabe

Find a supervisor

See our full list of academic staff and potential supervisors in Department of Nursing.

Dr Sally Barlow

Senior Lecturer in Mental Health Nursing

Department of Nursing

Dr Martin Cartwright

Senior Lecturer in Health Services Research

• Department of Health Services Research and Management

Tracy Lindsay

Senior Lecturer

Useful links

• Doctoral College
• School of Health & Psychological Sciences
• Student wellbeing
• Terms and conditions

Contact details

Shps doctoral enquiries.

+44 (0) 20 7040 5972

[email protected]

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Mental Health

• Entry year 2025
• Duration Part time 4 - 7 years

The PhD in Mental Health meets the needs of those wishing to gain a deep and critical insight into mental health theory, research and practice and to develop or enhance research skills while fulfilling their existing responsibilities. The programme is offered part-time and combines innovative distance learning with the option of face-to-face teaching at an annual autumn Academy held in Lancaster.

The programme brings together theory, research and practice related to various areas of mental health, including workplace mental health, public mental health, clinical mental health, and physical and mental health. Whether you are based within a healthcare setting, local government, education, research or management, the PhD in Mental Health is your chance to work with world-leading academics on the production of a thesis that makes an original contribution to knowledge within your area of professional practice.

This part-time, flexible doctorate runs over a minimum of four and a maximum of seven years. The programme begins with a five-day hybrid (online and face-to-face at Lancaster) Induction Academy. Each of the subsequent academic years start with a compulsory three-day autumn Academy, while the rest of the course is delivered via e-learning.

Years 1 and 2 consist of taught modules delivered online. In Year 1 students take a specialist module that covers the theory and practice of mental health followed by a module on research philosophy and a module on research design. Year 2 modules may include: Systematic Reviews, Data Analysis, Research Design and Practical Research Ethics.

From Year 3 onwards, students undertake an independent research study , which will conclude with the submission of a thesis that makes an original contribution to knowledge. The research project will be supervised from the University but can be undertaken in students’ own location or workplace. Supervision meetings take place using video conferencing software such as Microsoft Teams. During the annual autumn Academy students meet with supervisors face to face.

A number of mental health research groups work from Lancaster University’s prestigious Division of Health Research. For example, the Spectrum Centre, which has attracted more than £20m in funding since its launch, is the only specialist research centre in the UK dedicated to translational research into the psychosocial aspects of bipolar disorder and associated conditions (including recurrent depression, anxiety, and psychosis), as well as developments in their treatment. Other staff research interests include mental health in people with chronic physical conditions or difficulties and ensuring positive mental health among socially marginalised groups. We take a broad and inclusive approach towards mental health and include in our teaching research from academics working in areas such as organisational health and well-being and public mental health.

Our relationships with those who provide mental health services – e.g. in the UK, the NHS and the voluntary sector - combine with the current research interests of staff to inform the content of our modules. Service users will also be actively involved in the delivery of the taught component of your Doctorate.

Your department

• Division of Health Research Faculty of Health and Medicine
• Telephone +44 (0)1524 592032

Mental Health Research at Lancaster University

Professor Steve Jones introduces Mental Health research at Lancaster University, and our multi-facetted approach to understanding mental health. He discusses how the Faculty's research influences practice, changing the debate around mental health and ultimately improving outcomes.

Entry requirements

Academic requirements.

2:1 Hons degree (UK or equivalent) in an appropriate subject and relevant work experience.

We may also consider non-standard applicants, please contact us for information.

If you have studied outside of the UK, we would advise you to check our list of international qualifications before submitting your application.

Additional Requirements

As part of your application, you will also need to provide a viable 500-word research proposal and a personal statement explaining why wish you undertake a PhD. Guidance for writing a research proposal can be found on our writing a research proposal webpage.

The department plan to interview all eligible applicants.

The application deadline for this programme is the 31st July. Applicants should ensure that all required supporting documents are submitted by this date.

English Language Requirements

We may ask you to provide a recognised English language qualification, dependent upon your nationality and where you have studied previously.

We normally require an IELTS (Academic) Test with an overall score of at least 6.5, and a minimum of 6.0 in each element of the test. We also consider other English language qualifications .

Contact: Admissions Team +44 (0) 1524 592032 or email [email protected]

Pre-master’s programmes

Delivered in partnership with INTO Lancaster University, our one-year tailored pre-master’s pathways are designed to improve your subject knowledge and English language skills to the level required by a range of Lancaster University master’s degrees. Visit the INTO Lancaster University website for more details and a list of eligible degrees you can progress onto.

Course structure

You will study a range of modules as part of your course, some examples of which are listed below.

Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research. Not all optional modules are available every year.

core modules accordion

Induction academy.

The aim of this module is to provide students with an advanced introduction to the methods commonly used in health research. Students will gain knowledge and understanding of:

• How to use Moodle for distance learning and engage with peers and staff online
• Using the library as a distance learning student
• How to search the literature
• Using End Note
• How to synthesise evidence
• Standards of academic writing
• The nature of plagiarism and how to reference source material correctly
• Theoretical perspectives in health research
• The practical process of conducting research
• How to formulate appropriate questions and hypotheses
• How to choose appropriate methodology
• Quantitative and qualitative research methods
• Research ethics
• Disseminating and implementing research into practice
• Programme-specific research.

Mental Health: Theory, Research and Practice (30 credits)

e-learning distance module

Autumn Term (weeks 1-10, October – December)

Credits: 30

Mode of assessment : 3000 word essay (75%) and a poster (25%).

This module introduces current topics and issues in mental health, covering theory (mechanisms underlying mental health), practice (psychosocial approaches to treating mental health problems), contemporary issues in mental health, and up-to-date research relating to these important topic areas.

The module will consist of weekly teaching and independent and collaborative learning activities covering concepts of mental health theory, research and practice with the following indicative content:

Theory - Mechanisms underlying mental health in a number of contexts (e.g., in the workplace, schools, clinical settings, community) and in different types of populations (e.g., severe and enduring mental health problems, people with other physical health conditions).

Research - methods for mental health research will critically appraised across all themes through engagement with and discussion about the evidence-base.

Practice - A number of approaches to preventing mental illness and improving mental health will be discussed. This includes individual therapy, self-management, family approaches, service user and relatives’ involvement, public health approaches, workplace interventions.

Deadline: January

Philosophy of Research

Spring Term (weeks 1-10, January-March)

Mode of assessment : 5000 word essay

This module explores the philosophical underpinnings of research. It begins with an introduction to epistemology, i.e. the philosophical basis of knowledge and its development. It then considers the influence of different epistemological bases on research methodology and explores the role of theory and theoretical frameworks in the research process. It also examines the nature of the knowledge that underpins evidence-based policy and practice and introduces the fundamental principles of ethics.

Deadline: April

Theory and Methods: Choices for Health Research

Sunmer Term (weeks 1-10, April-June)

Mode of assessment : 5000 word assignment consisting of two 2500 word components

This module introduces a range of methods used in health research. The focus is on justifying research design choices rather than practical skills in data analysis. The starting point is the development of meaningful and feasible research questions. The module then introduces a range of quantitative research designs and quantitative approaches to data collection. Next, the module looks at qualitative research designs and their relation to different epistemological positions, as well as how to integrate quantitative and qualitative methods into mixed methods research. The module also explores issues such as sampling and quality across different research designs.

Deadline: July

Data Analysis

Spring term (weeks 1-10, January-March)

Mode of assessment : two pieces of written work (Qualitative data analysis, 2500 words; Quantitative data analysis, 2500 words)

This module is an introduction to the theory and practice of qualitative and quantitative data analysis. The module consists of two distinct parts: qualitative data analysis and quantitative data analysis. Within quantitative data analysis, there will be an option to take an introductory or an advanced unit.

The introductory quantitative unit covers data management and descriptive analyses and introduces students to inferential testing in general and statistical tests for comparisons between groups specifically. The advanced quantitative unit covers linear regression as well as regression methods for categorical dependent variables and longitudinal data before exploring quasi-experimental methods for policy evaluation and finally providing an opportunity to discuss more specific regression methods such count data models or duration analysis.

The qualitative unit focusses on the technique of thematic analysis, a highly flexible approach and useful foundation for researchers new to qualitative data analysis. The unit takes students through the stages of a qualitative data analysis: sorting and organising qualitative data, interrogating qualitative data, interpreting the data and finally writing accounts of qualitative data.

Principles of Research Design and Practical Research Ethics

Summer Term (weeks 1-10, April-June)

Mode of assessment : A written assignment that includes: a) a 4000 word research proposal and b) a completed REAMS (Research Ethics Application Management System) application form and supporting documents.

This module completes the taught phase of Blended Learning PhD programmes. It enables students to put everything they have learned so far together and produce a research proposal that will provide the basis for the research phase of the programme.

The first part of the module – research design – starts by discussing the components of a research proposal according to different epistemologies and research methods. It then takes students through the process of developing their own proposal, starting with the topic and epistemological framework, through to the study design and data collection methods and finally the practical details.

The second part of the module – practical research ethics – teaches students how to think about their research proposal from an ethical perspective. It covers ethical guidelines and teaches students how to identify the purpose of a guideline, to enable them to translate their proposal into an ethical review application. Finally, students will prepare a practice research ethics application using the REAMS application review system.

Systematic approaches to literature reviews and evidence synthesis

Autumn term (weeks 1-10, October-December)

Mode of assessment : 5000 word assignment

This module provides an introduction to the principles and components of systematic reviewing. It takes students through the key steps of a systematic review. The starting point of the module is the construction of an appropriate review question. Next, the module discusses the (iterative) process of creating a search strategy that successfully identifies all relevant literature. The module then moves on to selecting appropriate methodological quality criteria, enabling students to develop their skills in critically appraising studies. After discussing how to prepare a data extraction form the module introduces a key component of a systematic review: synthesising the evidence. Finally, the module will teach students how to put everything together in a systematic review protocol.

Fees and funding

General fees and funding information

Additional fees and funding information accordion

Additional costs.

There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.

Specific additional costs for studying at Lancaster are listed below.

College fees

Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small College Membership Fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.

For students starting in 2025, the fee is £40 for undergraduates and research students and £15 for students on one-year courses.

Computer equipment and internet access

To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.

The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.

Application fees and tuition fee deposits

For most taught postgraduate applications there is a non-refundable application fee of £40. We cannot consider applications until this fee has been paid, as advised on our online secure payment system. There is no application fee for postgraduate research applications.

For some of our courses you will need to pay a deposit to accept your offer and secure your place. We will let you know in your offer letter if a deposit is required and you will be given a deadline date when this is due to be paid.

What is my fee status?

The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status .

Fees in subsequent years

If you are studying on a programme of more than one year’s duration, tuition fees are reviewed annually and are not fixed for the duration of your studies. Read more about fees in subsequent years .

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Take an innovative approach to distance learning combining interactive lectures, webinars and online collaboration, group work and self-directed study.

Work with world-leading academics to make an original contribution to your area of professional practice.

Benefit from an international peer group that could include educators, mental health practitioners and policy-makers.

Studying by blended learning

The PhD in Mental Health is offered part-time via blended learning . Teaching and research activities are carried out through a combination of face-to-face and online interaction, allowing you to undertake the majority of study from your own location whilst fulfilling your existing responsibilities. You will benefit from being part of a UK and internationally-based peer group working across a range of sectors.

Face-to-face interactions take place at an annual residential autumn Academy while taught modules are delivered via distance learning using our virtual learning environment and include discussion forums, collaborative digital spaces and video conferencing. All students have access to a hub space that facilitates interaction with their cohort and with students on related programmes, creating a virtual information space that’s also sociable. An academic tutor will support you during the taught phase and two supervisors provide you with support in the research phase.

The Division of Health Research

The Division of Health Research have been offering blended learning postgraduate programmes since 2010. We have many successful graduates and currently around 200 continuing students on a range of programmes who have benefited in progressing their careers from the high quality postgraduate education we provide.

Our Research in Mental Health

Our mental health research covers a wide range of research areas and activities, including bipolar disorder and related conditions, chronic illness and care approaches.

The Spectrum Centre

The Spectrum Centre is the only specialist research centre in the UK dedicated to translational research into the psychosocial aspects of bipolar disorder and associated conditions.

Athena SWAN: Gender Equality at Lancaster

We hold the Athena SWAN Silver Award, recognising our commitment to advancing the careers of women in higher education and research.

Important Information

The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.

The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.

More information on limits to the University’s liability can be found in our legal information .

Our Students’ Charter

We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies .

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UCL Institute of Mental Health

About the programme

Information about the UCL Wellcome 4-year PhD in Mental Health Science

Mental illness is very common and a major public health problem. Over half of adult disorders begin by age 15, and one-in-four people in the UK has experienced clinically relevant symptoms within the past year. Treatments help many but do not work for a large proportion of people and, so far, have failed to reduce prevalence.

To create genuine change in this field, we need to develop innovative preventative strategies and treatments and apply existing ones more effectively through understanding the mechanisms that drive symptoms.

The  UCL Wellcome 4-year PhD in Mental Health Science  is an exciting opportunity for students to train in a wide range of the latest methods and techniques in mental health research. This programme, funded in 2019, is the first of its kind in the UK, representing an investment of over £5 million by the Wellcome Trust.  It is based in the UCL Institute of Mental Health and recruits six students per year from 2020 to 2024.

The programme will provide a platform for the interdisciplinary research we need to translate findings from work on mechanisms and risk factors into novel treatments and prevention strategies.

The different themes of the programme are:

Mechanism : Identification of the biological, neural and cognitive processes that drive and maintain the symptoms of mental illness from childhood to old age, particularly drawing on UCL’s world-leading neuroscience. Includes research in: molecular genetics, cellular and systems neuroscience; pharmacology; cognitive neuroscience and neuroimaging; and cognitive psychology.

Population Mental Health : Understanding risk factors for mental illness using epidemiological methods, using birth cohorts to identify social and environmental determinants of mental illness, and genetic epidemiology. Incorporates the rapidly developing field of mental health data science, including new remote data capture approaches and the application of novel machine learning methods to large datasets.

Intervention : Development, targeting and evaluation of new treatments and preventative interventions for mental illness, including experimental medicine and clinical trial methodology. Builds on knowledge relating to modifiable risk factors and causal mechanisms, enabling the development, implementation and targeting of more effective interventions.

Central to our ethos is the co-production of research with people with lived experience of mental illness. We provide training in co-production, involve lived experience researchers at all stages of the research process, and have lived experience representatives on student thesis committees.  

Our ultimate objective is to train outstanding scientists and policy leaders for whom interdisciplinary working is the norm and who can communicate their findings to a wide audience so that their research delivers change. An important priority for the programme is developing transferable skills relevant for a variety of career pathways both within and outside academia, including, for example, policy, the charitable sector, and commercial research organisations.

Studentship details

We offer six fully-funded studentships per year.  Funding includes: 

• A stipend for four years at Wellcome Trust rates (see  Wellcome Trust website   London rates). 
• UCL Tuition fees (UK and overseas rates as applicable)
• Research consumable costs
• Travel allowance 
• Training expense allowance

At the end of the programme, students can apply for ‘transition funds’ to support their transition to the next career stage, whether in academia or another sector. During this period, students can disseminate research findings or take up to 6 months of internships outside academia (e.g. healthcare, the media, teaching, policy, and the commercial and charitable sectors). The funds can only be accessed after the students have submitted their thesis. 

This studentship is also available on a part-time basis. If you wish to undertake this option, please indicate so in your statement of motivation. 

Through this programme, students can join the  UCL-NIMH Joint Doctoral Training Program in Neuroscience , which would involve conducting part of their training at the US National Institutes of Health (NIH), situated near Washington, DC. This would extend the studentship to a fifth year. For students opting to pursue this opportunity, their  stipend and research expenses  would be supported by the NIH during the period spent there.

Overseas applicants (EU and non-EU) are eligible and will not be required to pay additional tuition fees.

Eligibility

This programme is part of Wellcome’s non-clinical four-year PhD studentships in science. We will not normally consider applications from allied health professionals  (doctors, clinical psychologists, other health professionals). We will only do so if candidates demonstrate that they are committed to a career outside clinical practice. Wellcome funds several PhD programmes specifically for health professionals, which are designed for those intending to complete a PhD in the context of clinical training. 

Overseas applicants (EU and non-EU) are eligible and will not be required to pay additional fees. The programme will cover visa costs and NHS surcharge costs.

Applicants whose first language is not English or that do not have a degree from an institution in a majority English speaking country, will need to provide proof of an adequate level of English proficiency. The English language level for this programme is Good. Further information can be found on our  English language requirements  page.

Improving diversity

Equality, diversity, & inclusion are fundamental to society. A key goal for this programme is to increase the representation of students with minoritised status and support their progress and welfare once recruited. With respect to the Equalities Act of 2010, by minoritised status, we refer to ethnicity, recognising that differences between individual ethnicities are very important; gender; sexuality, gender identity and reassignment; disability; age; marriage and civil partnership status; and pregnancy and maternity. We welcome neurodivergent applicants and will make adjustments to the recruitment process to help overcome specific challenges.

At every stage of the educational and professional journey, there are barriers to advancement faced by minoritised people; of particular relevance to this programme is the underrepresentation of ethnic minority groups from undergraduate to PhD level studies in mental health-related disciplines. This is a matter of retention as well as recruitment - once in place, students from ethnic minority groups are vulnerable to discrimination by staff and peers (see Supporting students below).

We recognise that each stage of the recruitment process involves barriers: who feels eligible or entitled to apply, which undertakes the selection process, how applicants are assessed during shortlisting, how interviews are conducted, and how final decisions are made. We are taking steps to tackle each of these:

·        One place each year is ring-fenced for a candidate from an ethnic minority background.

·        We will develop outreach strategies to overcome barriers to application, for example, by targeted dissemination into non-research-intensive universities (which have more diverse student populations) and through ethnic minority societies, as well as organisations that aim to support the participation of ethnic minority students in academia.

·       We have put measures in place to treat students fairly during the selection process, such as removing identifiable and demographic information during shortlisting. Our selection criteria go beyond academic grades and consider evidence of motivation and insight to assess the whole person.

·        We are sensitive to how differences in cultural background between applicants and the interview panel may disadvantage students, and we will ensure that no interview panels are exclusively white.

·        All supervisors must undertake UCL’s Online diversity training for staff and harassment prevention training.

We are also guided by long-term UCL strategies for advancing equity and inclusion, for example, the UCL Equity and Inclusion Plan 2020-2021 .

Programme structure and training

The programme follows a “1+3” model, with a foundational year in year one, followed by three years dedicated to the main PhD project.

Students will undertake three rotation projects, Master’s-level module courses, clinical rotations, and a bespoke set of training seminars during the first year.  

Rotation projects will familiarise students with the different groups in which they may choose to conduct their PhD project. 

Students undertake three rotation projects per year, one from each of the programme’s themes (mechanism, population mental health and intervention). Students select projects from a list of projects offered by Programme supervisors  in each academic year. A list of previous rotation projects undertaken by students on the programme can be found here . 

Students will also follow a taught curriculum of Master’s-level modules at UCL, focused on areas of mental health in which they do not have specific academic training. Students can select courses at FHEQ Level 7 or Level 8 from the   UCL Module Catalogue , with guidance from their mentors. Students should take a minimum of three modules over the year. Typically, students will take 1-2 modules per term.

Students will also have the opportunity to gain experience in clinical mental health settings. This will develop their understanding of clinical problems and enable them to make links with clinicians and patient representatives. We offer 4-week-long, one session a week across a range of settings within the Camden and Islington NHS foundation trust.

The programme also includes purpose-built weekly training seminars covering topics in mental health, good research practice, dissemination skills, mental wellbeing in academic life, co-production, engaging with policymakers, ethical issues in research, critical appraisal, and systematic review training.

Students will also have the opportunity to complete modules in statistics, data analysis and computer programming and engage in a wide range of training available at UCL, including through its  Doctoral Skills Development Programme .

This programme aims for students to receive training in three research Themes through three rotation projects during the first year and subsequently decide on research projects and supervisors for their main PhD projects at the end of the first year. Thus, 

students are not expected to have a pre-identified supervisor or research proposal for their main PhD project at the time of application. 

Primary supervisors must be affiliated with UCL and part of the list of approved supervisors for the programme. Subsidiary supervisors must also be affiliated with UCL (including with honorary contracts).

The main PhD project will be completed in Years 2-4, supported by an interdisciplinary Thesis Committee, which includes representation from each of the three themes of the programme, a clinical mental health practitioner (typically a psychiatrist or clinical psychologist), and at least one person with lived experience of mental health problems.

The programme supports the students in identifying lived experience Thesis Committee members through our partnerships with the UCL Co-Production collective and McPin .

For further information on how to apply to this programme:

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