Session Outline

University of Nottingham Professional Tutoring Programme

Effective academic tutoring plays a crucial role in fostering student success, belonging, and wellbeing within contemporary higher education. Increasingly diverse student cohorts, widening participation agendas, and growing concerns around student mental health have elevated the importance of structured, proactive support systems (Thomas, 2012; Universities UK, 2019). The University of Nottingham’s Professional Tutoring Programme ‘Here for You’ (HFY) responds to these sector-wide shifts by equipping tutors with the skills, knowledge, and confidence to create supportive learning relationships and to signpost students to appropriate resources at timely moments. This workshop, Here for You – The Right Support at the Right Time!, invites participants to explore the pedagogy and practice behind the HFY project and to consider how effective tutoring can positively influence students’ academic trajectories and personal development.

Grounded in research on student engagement and belonging, the workshop examines how tutors act as critical connectors within the student experience. Studies consistently show that early, meaningful interactions with staff improve retention and engagement, particularly for students from under-represented backgrounds (Kahu & Nelson, 2018; Tinto, 2017). However, tutors often report feeling uncertain about boundaries, referral processes, and the emotional labour associated with supporting students (Lochtie et al., 2018). The HFY programme addresses these challenges by offering a structured framework for understanding the tutoring role from a professional perspective, a clear model of coordinated care, and practical strategies that balance academic guidance with pastoral awareness.

The workshop will present the programme’s underpinning principles, which align with research on relational pedagogy, compassionate academic practices, and whole-university wellbeing approaches (Felten & Lambert, 2020; O’Keefe, 2013). Participants will engage with authentic scenarios illustrating common tutoring dilemmas—ranging from academic disengagement to subtle indicators of wellbeing concerns—to practise evidence-informed techniques such as active listening, solution-focused questioning, and staged signposting. These activities draw on the literature around early intervention, which highlights the importance of timely support in preventing escalation and promoting academic resilience (Stallman, 2010; McIntosh & Shaw, 2020).

A key focus of the session is the notion of “right support, right time,” which emphasises proportional, responsive, and context-sensitive guidance. This approach recognises tutors’ dual role as academic mentors and gateways to specialised university services. Participants will explore the PTP’s guidance on referral pathways, boundaries of competence, and collaborative work with professional support teams. The workshop will also highlight tools developed as part of the programme, including conversation frameworks, reflective templates, and resource maps designed to empower tutors in their day-to-day interactions.

By the end of the session, participants will have deepened their understanding of the theoretical and practical foundations of high-quality tutoring, gained confidence in applying research-informed strategies, and reflected on their own professional identity as tutors. Ultimately, this workshop supports a culture where every student can access timely, meaningful support—strengthening persistence, engagement, and a sense of belonging across the University of Nottingham community.

Learning Outcomes

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