Introducing the UKAT Mental Health and Wellbeing toolkit for personal tutors.

Elisabeth Herbert (U C L); Nienke Alberts (Bristol university)

In response, we established the Mental Health and Wellbeing Special Interest Group (SIG) and developed a practical toolkit designed to strengthen the capacity of Personal Academic Tutors (PATs). The resource draws on current research and theory in personal tutoring, including the importance of relational pedagogy and the role of trust and belonging in student engagement (Lochtie et al., 2025; McIntosh & Grey, 2017). It integrates approaches from coaching theory (Whitmore, 2017), collaborative learning and wellbeing frameworks to provide tutors with actionable strategies for supporting students and themselves. Evidence suggests that structured, reflective dialogue and coaching-informed practices enhance tutors’ confidence and clarity, enabling them to navigate complex pastoral issues while promoting student autonomy and resilience.

The toolkit offers guidance on creating psychologically safe spaces, applying active listening and questioning techniques, and using models such as GROW (Goal, Reality, Options, Will) to facilitate goal-oriented conversations. These practices not only support the pastoral dimension of tutoring but contribute to academic success and graduate outcomes by fostering student agency and self-efficacy. Furthermore, the resource addresses tutor wellbeing by encouraging reflective practice and peer support, aligning with research that links staff development and wellbeing to improved student outcomes (Gammage & Gannon, 2021).

This lightning talk will showcase the rationale behind the SIG, the development of the toolkit, and its potential to enhance advising and tutoring practice across the sector. By embedding evidence-informed approaches, we aim to equip PATs with the skills and confidence to manage the increasing complexity of student needs while safeguarding their own wellbeing. Ultimately, this initiative contributes to UKAT’s core themes: fostering belonging and mattering, supporting mental health, and enabling student success through sustainable, research-driven tutoring practices

Learning Outcomes

Bibliography

Developing non-cognitive skills in foundation students

Jen Jen (MMU); Amuda Agneswaran (MMU)

Despite their importance, formal teaching of non-cognitive skills is largely absent from universities. VESPA is a research-driven framework that develops the essential non-cognitive skills every student needs for academic success. Each pillar represents a crucial dimension that predicts student achievement: vision, effort, systems, practice and attitude. VESPA is used extensively in sixth form colleges in the UK and internationally. It focuses on developing students' academic skills and mindsets to increase engagement, motivation and ultimately academic attainment.

This talk will outline the integration of VESPA into a level 3 (foundation year) module via weekly activities. Additionally, one to one VESPA coaching was also offered a subgroup of 20 level 3 students. VESPA coaching involves students meeting with someone who is trained in the VESPA approach to discuss their non-cognitive strengths and areas for improvement, with clear goals for their academic work. The evaluation plan will also be outlined in the presentation; the VESPA questionnaire will be administered several times throughout the academic year. Although only time 1 (start of academic year) and time 2 (before the Christmas break) will be discussed in the session as the final data will not available until later in the summer.

Learning Outcomes

Bibliography

Supporting Students at Risk – A Proactive Approach to Academic Advising and Wellbeing

Jingyi Mao (University of Leicester)

The primary objectives of this initiative were fourfold: to conduct wellbeing checks; ensure students understood their academic progression status; discuss study and resit plans; and promote engagement with the University’s summer school provision as an opportunity for academic recovery and confidence building. Recognising the sensitive and often complex nature of these conversations, the Senior Tutor personally conducted all initial calls. This approach not only ensured consistency and care but also provided valuable insights into the student experience, informing future guidance and training for personal tutors.

Across two year groups, 44 students were contacted (23 in Year 1 and 21 in Year 2), with an overall response rate of approximately 68%. The conversations revealed distinct patterns of need. Year 1 students primarily required academic clarification, particularly around interpreting board outcomes, understanding which assessment components needed resitting, and navigating university systems such as My Student Record. In contrast, Year 2 students often presented with a combination of academic, personal, and financial challenges.

The responses underscored the interconnectedness of wellbeing, belonging, and academic success. For many students, direct personal contact from the department was perceived as an expression of care and belonging at a critical time of uncertainty. The intervention enabled timely referrals to specialist services such as the Welfare, ULSB Support Team, and the Centre for Academic Achievement. Students were also encouraged to engage with module leaders, attend office hours, and make use of summer schools (revision support) to strengthen both skills and confidence.

This proactive model of academic advising highlights how personalised, compassionate engagement can foster student belonging, support wellbeing, and improve progression outcomes. It also demonstrates how personal tutoring can evolve to address complex institutional challenges, balancing academic integrity with empathy and student care.

The proposed session will share practical insights, data, and case examples from this pilot, including strategies for scaling the approach across departments. Attendees will have opportunities to discuss implementation challenges and collaboratively explore how similar interventions could be embedded within their own institutions. Through discussion and shared reflection, the session aims to empower colleagues to develop proactive, student-centred approaches that integrate wellbeing and academic support to improve student success and retention.

Learning Outcomes