I mention this because a number of responders started to wonder about the MH of the student in question. I have sat on many Mitigating Circumstances panels and I wrote something about, the single most frequent mistake we see is that students limp from one term to the next, failing to sort their problems. Their performance and often their health goes downhill all the while. It is much better to take the time to sort yourself properly, regain your health and finish strong. Or occasionally to start over somewhere else.
Totally agree with @poetryandwine (and yes, I'm an old lag of an academic).
Some thoughts @Willowcat77 in no particular order:
There may be a case for a year's leave of absence/intercalation. (This might be your last resort, but as @poetryandwine says, it is so frustrating (and actually painful) as an academic, watching kids clinging on to the idea that "if I just have this one extra week, everything will be alright"
She may need to really think about study skills. If she's in the habit from A Levels of doing things the night before This.Will.Not Work. at university. She needs to go to the bit of Student Guidance/Counselling etc which deals with study skills.
University work requires steady application.
It is not too hard for her - we don't design courses that students will fail. We want them to learn!!! If she was accepted into the course, it's with the assumption she has the ability to complete it.
OTOH, she may not be getting the equivalents to As or A*s at A Level in a 2nd year BSc course - she may be achieving grades at a low 2, i or a 2, ii level - is this what worries her?
If I ruled the world universities I would seriously look at not awarding grades at all - but give students narrative feedback about the ways in which they demonstrate what they've learned. But some may say that I'm a dreamer ...
There is a BIG step up from 1st to 2nd year - for some students, it's probably as much of an adjustment as 6th Form to 1st year university. And COVID has made it all more difficult. My undergrads were all just so happy to back - I've never taught a year group so ungrumpy and pleased just to be in the room!
I've just read a subsequent post re her ND - does this come with perfectionism? And is her cleverness/ease of learning etc one of the things that makes her feel valuable and "normal" (horrible word). She may need extra study guidance - it sounds as though she's capable of the actual learning, but is finding the environment difficult.
She might try 'chunking it' - setting a 30 minute alarm on her phone, deciding what she'll do in that 30 minutes, do it, take a break. Start over. Making a plan so that she gets a good 3 to 4 hours of work done, but has breaks, and a schedule.
Studying is like training to run a marathon - you don't run the 26 miles the first time you put on your trainers. You build up. It takes time.
Good luck 