TABLE 3.

CMOC List (University of South Wales, United Kingdom. 2022).

Theme	CMOC No (Paper):	CMOC
Accessible Gateway	23	When interventions and/or services are perpetually available online (C), Students feel that there is always support (M), and this increases their sense of safety and overall wellbeing (O)
	49	When students have access to an app that enables them to view a range of alternative wellbeing provision (C), They will engage with healthy coping resources (M) and develop an individual coping plan (O)
	57	When a Social Prescribing pathway is linked to existing IT platforms (C), stakeholders will perceive it as easy to use (M) and engage more readily (O)
	38	When services provide HE students who are vulnerable with useful digital resources (C) they are more likely to engagement with these (O), because they do not feel judged or stigmatised by anyone (M)
	46	When web-based interventions link students into campus resources (C), the students feel less stigmatized (M), and there is greater uptake of Mental Health and Wellbeing services
	29	When resources are made available on-site simultaneously from the university and other partners (C), students feel a greater sense of agency (M) becoming aware of the support available (O)
	29	When student wellbeing champions are present at high traffic student ‘hotspots’ (C), there is a sharing of resources (M), an increased awareness of the help that is available (O)
Skilled Peer	51	When the student is confident that their needs will be met (M) by a Gatekeeper’s knowledge of early interventions (C), they will engage with the service (O)
	57	When navigators demonstrate a genuine desire to help by offering personalised support (C), users will believe that they can benefit from the interaction (M) and engage with the service and subsequent Social Prescription (O)
	52	When trusted friends, tutors and parents are involved when students are struggling with wellbeing (C), there is a normalising of stressful experiences (M) and a subsequent building of resilience and improved wellbeing (O)
	57	When establishing the Social Prescribing pathway (C), third sector and community services will buy into the navigator role (O), if they believe that the referrals received are appropriate (M)
	57	When a user perceives the navigator to be part of a formal mental health or social services structures (C), a fear of stigmatising (M) may prevent them engaging with the services (O)
	52	When peer support is provided by student volunteers (C), there is an externalising of MH and wellbeing issues (M), and students deal more effectively with mental health & wellbeing challenges (O)
	16	When student volunteers provide wellbeing peer support (C), they share coping strategies (M), building and maintains positive mood (O)
	27	When students engage in peer-led wellness activities (C), they feel a shared connection and view the activities to be authentic and trustworthy (M), and this increases engagement (O)
	57	Developing systems providing supervision or peer support (C), enables anxieties regarding the role to be shared and explored (M), buffering the psychological pressure the navigator may experience (O)
Trusted-Safe-Credible Resources	38	When credible digital resources are provided (C) students will have confidence and trust in them (M) with consequent high levels of uptake and sustained engagement (O)
	34	When a library of online self-help resources is provided (C), students will believe that self-improvement is possible (M), and their agency and self-efficacy will increase (O)
	56	When students digitally curate community-based wellbeing resources (C), they share their knowledge with peers (M), building support networks and increasing social capital
	07	When students and older community members come together and collaborate on a shared activity (C), social connections are built between the university and wider community (M), and there is increased social capital and associated wellbeing for all parties (O)
	58	When a referral is made to a community asset (C), the service user has opportunities to meet and share experience with those within and beyond the university (M), building their social capital
	57	When developing a Social Prescribing pathway (C), third sector and community services should be active co-producers of the scheme (M), as this enables them to feel like valued partners (O)
A Healthy Setting	36	When organisations adopt a settings-based approach in which university structures, policies, and processed are integrated with wider community health promotion (C), members will feel empowered to make healthy choices within a supportive environment (M), resulting in increased satisfaction & productivity for the whole university community (O)
	28	When organisations create a positive and enabling campus environment where mental health and wellbeing are supported (C), Students feel confident that they will not be stigmatized for accessing support (M) and engage readily with campus services (O)
	32	When organisations using a Healthy University approach (C), identifying the needs of their specific student populations (M), relevant programmes and interventions are developed (O)