Alumni in the Spotlight

Alisha Mehta, Class of 2016

We caught up with Alisha Mehta (Class of 2016), who left Trinity to study psychology at the University of Bristol. She did a Masters’ degree at UCL and worked as an assistant psychologist in an NHS team that supports the mental health of sixth formers in schools across south London. She is now doing her doctorate in Clinical Psychology at UCL and will qualify as a psychologist in 2025.

Did you always want to become a psychologist?

I always wanted to work with people and in healthcare, but not as a psychologist specifically. I liked sciences but was also quite creative at school, so I wanted a job that would combine all my interests. During medical work experience, I was drawn to patients’ life stories and was more interested in learning about how to support them with their emotional difficulties, rather than their physical symptoms. These reasons (combined with a couple of fainting spells on ward rounds!) steered me towards studying psychology at university and I haven’t looked back since.

U6 CXM form class at their Sixth Form Prom (2016)

What has been your biggest challenge so far?

The journey to clinical training is not straight forward, and I had to get a lot of relevant experience before attempting to apply. I did some volunteering with charities and completed unpaid placements before finally getting my first paid job as an assistant psychologist last year. At the time, I felt frustrated by the uncertainty of the career path but in hindsight, the learning opportunities and the reward from these experiences made me more determined, committed and prepared for training. I would advise aspiring psychologists to not be put off by these challenges, but to be aware of the organisation and tenacity required to get a place on training.

Have you been able to see the impact of your work with sixth form students you’ve worked with?

It’s been really rewarding to see the positive changes in sixth formers that I have worked with. In a nutshell, the service works individually and with groups of sixth formers, to help them understand the impact of stress and share evidence-based techniques that can help them to cope better. Each student sets a personal goal to improve their mental health that the team supports them to achieve. Overall, the students this year had significant reductions in depression and anxiety scores, and improvements in wellbeing scores, through the course of the intervention. Most importantly, students told us how they felt they had more self-understanding and could feel improvements in their wellbeing. Some also shared that they felt more open to receiving support for mental health after working with our team. Of course, it’s not a perfect service, and there were some students whose needs went beyond the scope of what we could provide. We often made onward referrals for those individuals, so they could receive the help that they needed.

Alisha now works in an adult mental unit with Central and North West London NHS Trust.

How can schools support their students’ mental health?

Schools are a vital support system for young people and are uniquely placed to provide both access to knowledge and to positive social relationships. With that in mind, I believe that firstly, schools need to empower their students with more information about mental health and tools to cope and support one another throughout their time in education. Secondly, from my work, I have seen how just one supportive teacher-student relationship can be a huge protective factor for students’ mental health. Teachers do not necessarily need to be expertly trained; just an empathetic, listening ear and knowledge of mental health services in the local area can go a long way. Lastly, having good communication with students’ parents and carers creates a strong school community around young people and can further bolster their mental health.

What one piece of advice would you give people to help improve their mental health?

My view is that we live in a society where we are constantly being evaluated and assessed, be that in education, at work or even on social media. There has never been so much pressure to compete and succeed or to be the best or be perfect. I would say that having a hobby or interest that is just for your enjoyment (not for your CV or to fit in with others) is hugely important, as it gives you a sense of identity and purpose outside of work. There is good evidence that being out in nature and connecting with others is also of benefit to mental health, so if your interests happen to include being outdoors and with some friends, that’s even better!

Travelling in Vietnam in summer 2022

How did your time at Trinity help prepare you for what you do now?

My interest in psychology began in Miss Ward’s A-Level class and her lessons inspired me to choose it as my university subject. While working with sixth forms this year, I have often reflected on my time at Trinity and how the culture of the school shaped my development. What I loved most about Trinity was its mission to enable students to become allrounded and interesting individuals, beyond academic achievement. The school’s nurturing environment grew my confidence and character and it is also where I met some of my closest friends.

Your job sounds quite intense, what do you do in your downtime to relax?

Drawing is a peaceful activity for me and something that I am trying to make more time for. Exercise is also a helpful outlet; I got more into running this year, after doing a halfmarathon with some friends from Trinity! In busy periods, I find that even everyday routines, such as cooking, spending time with friends and family or a lunchtime walk can keep me calm and motivated.