Session Outline

APTs and International Student Belonging & Attrition: Themes 2 & 4

Isabelle Mayhew (Salford University)

International students form an increasingly significant proportion of the UK higher education landscape; there were 373,600 international students living in England and Wales at the time of the 2021 Census, accounting for 15.2% of all adults in full-time education (ONS, 2023). This contributes significantly to the cultural life on campus and enriches university communities in many ways, including socially, academically, and economically. However, research highlights that international students often face challenges relating to cultural adjustment, academic expectations and navigating new digital and social environments (Pervez et al., 2024; Fadeyi, 2025). Additionally, international students are more likely to experience financial hardships, such as homelessness, skipping meals, or struggling to manage their bills (NUS Scotland, 2023). These challenges can result in reduced wellbeing and weakened sense of belonging - factors strongly associated with student retention and academic success (Gilani, 2025). Advance HE (2017) within their ‘What Works’ investigation, identified belonging as one of the most powerful predictors of attrition; noting that belonging is achieved through several factors including ‘meaningful interaction between staff and students’ and ‘developing knowledge, confidence and identity as successful HE learner’. As such Academic Personal Tutors (APT) represent an important strategic team through which belonging can be strengthened and student outcomes improved.

This project explores how APTs can enhance the sense of belonging among undergraduate international students through relational, consistent, and responsive support. Positioned within the context of Salford University, where international students formed over 18% of the 2022/23 cohort (The Complete University Guide, 2025). APTs often serve as the first point of meaningful contact for students who may be unsure how to navigate the university’s academic and wellbeing systems.

At Salford, previous analysis indicates that students (home and international) who engaged regularly with their APT tended to show greater confidence, improved clarity about academic expectations, and stronger grades. Many also demonstrated upward academic progression by Level 6, which supports the hypothesis that strengthened belonging contributes to enhanced academic performance.

This project aims to build on the existing analysis of the impact of the APT team at Salford to see if the support can be targeted to improving outcomes and a sense of belonging for international students specifically. The project adopts a retrospective analysis from Level 4 and 5 students, using anonymised data from APT meeting trackers, submission rates and grades. The study analyses assignment submission rates and grades among international students who met with an APT in comparison to a control group of international students who did not meet with an APT, with the aim of determining whether there is a link between the targeted supported from the APT team and progression metrics.

More importantly, and to strengthen these retrospective findings, additional student voice data is collected through an anonymous survey. International students are invited to reflect on their sense of belonging, perceived barriers to engagement, and the extent to which APT support has shaped their academic confidence and wellbeing. In addition to this, by thematically analysing the trends that have been addressed during the APT support sessions with attending international students, this project aims to identify ‘what works’ and share best practice examples of academic personal tutoring to overcome barriers faced by international students.

“Do I Matter Here? Mature Students’ Voices on Personal Tutoring, Identity and Inclusion.”

Lelina Subedi (University of Sunderland in London)

A sense of belonging is essential for student success; however, for mature students, it is influenced by unique social, academic, and personal circumstances. For them, belonging involves being seen, recognised, and valued, yet this is often impeded by prevailing assumptions about the ‘typical’ undergraduate and the demands of complex life commitments. Goodenow (1993) defines belonging as feeling accepted, included, and encouraged, as well as perceiving oneself as a respected member of academic life. When this sense of mattering is diminished, both motivation and well-being may decline.

Mature students are typically defined as individuals returning to education after a period away, generally aged 21 or older for undergraduates and 25 or older for postgraduates (HESA). They constitute a significant proportion of the student population and frequently balance academic study with employment, childcare, and other caregiving responsibilities. HESA data indicate that substantial numbers of students fall within the 21–24, 25–29, and 30+ age brackets, underscoring the significance of this demographic in higher education. Despite often demonstrating strong academic confidence and lower test anxiety, mature students report a weaker sense of belonging compared to their younger counterparts (Dawborn & Margetts, 2018). Their primary challenges relate to social integration, time management, and limited opportunities to participate in campus life, rather than academic ability.

Recent research indicates that university structures, including induction and transition activities, are frequently tailored to younger students who have recently completed secondary education. Such practices may lead mature students to feel excluded from the outset. Additionally, mature students often encounter financial constraints, caregiving responsibilities, and inflexible timetables, which can hinder their sense of inclusion (Saddler & Sundin, 2020). These factors may result in early isolation, reduced engagement, and challenges in establishing peer networks (Mallman & Lee, 2016). The Office for Students (OfS) notes that mature students are more likely to withdraw from their courses than younger peers.

Personal tutoring has the potential to address these challenges by providing connection, recognition, and personalised support (Walsh et al., 2009). However, the extent to which current tutoring practices meet the needs of mature learners remains uncertain. Filz (2020) found that adult students value tutoring that facilitates learning, offers structured opportunities for practice, and allocates time for questions. As student demographics evolve and resources become more constrained, concerns arise regarding whether existing tutoring models adequately support mature students’ sense of value and inclusion.

This presentation examines the experiences of mature foundation-year students to explore their perceptions of personal tutoring, belonging, and identity within the university context, as well as additional factors that may enhance their sense of inclusion. By centring on their perspectives, this work identifies practical, student-informed strategies to improve personal tutoring and foster a stronger sense of belonging among mature students in higher education.

To foster a collaborative environment, I will invite conference participants to share the specific challenges they encounter in supporting mature students. Based on the findings, I will facilitate a discussion on the feasibility of implementing students’ recommendations and explore practical approaches to better support mature learners.

The Changing Nature of Personal Tutoring at a South East London University

Andrew Flynn (Greenwich University )

This talk explores the recent shift in student support structures at the University of Greenwich, focusing on the transition from traditional personal tutoring to a new academic tutoring model. Historically, personal tutors provided both academic guidance and pastoral care, acting as a consistent point of contact for students throughout their studies. However, this dual role has now been divided: academic tutoring remains with lecturers, while pastoral support has been delegated to Faculty Student Advisors (FSAs).

The rationale behind this change is to streamline responsibilities and ensure that students receive specialized support. FSAs are now tasked with addressing welfare, wellbeing, and non-academic concerns, while academic tutors concentrate on enhancing learning and progression. While this separation aims to improve efficiency and clarity, it raises important questions about the lecturer-student relationship. Lecturers often interact with students most frequently and may be best placed to identify early signs of distress or challenges. Under the new system, they are encouraged to refer students to FSAs rather than intervene directly, which can feel counterintuitive to the ethos of holistic education.

This presentation will critically examine the implications of this restructuring for student experience, staff workload, and the sense of community within programs. It will consider whether the new model achieves its intended goals and explore strategies for maintaining strong, supportive connections between academic staff and students in an evolving higher education landscape.

Learning Outcomes

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