Advising that Connects: Science of Compassion for Empowering Students in a Time of Change

Viji Jayasundara (University of Sunderland)

CSCC refers to the intentional use of cognitive, behavioural and metacognitive communication practices that enable advisors to skilfully notice, interpret and respond to students’ needs with clarity, wisdom and relational attunement. Drawing on the psychobiological model of compassion, CCCS emphasises non-judgement, perspective taking, emotional regulation, and the explicit communication of safety and support. When developed systematically, CCCS can enhance both verbal and non-verbal signalling, promoting psychological safety, trust and active presence, conditions known to underpin student engagement, belonging and learning.

This proposal is grounded in findings from a mixed method experimental study conducted with UK HE STEM students. The study explored the impact of taught cognitive compassionate communication skills on student behaviour in online group contexts. Results demonstrated that CCCS significantly increased students’ willingness to switch on their cameras, an important proxy for presence, engagement and trust in online environments. Students reported feeling more confident, valued and socially connected, indicating that compassionate communication cues helped reduce anxiety and promote relational openness. Quantitative evidence revealed improved (statistically significant p < 0.05) screen gaze-based attentiveness and sustained online presence among students using CSCC, while qualitative data highlighted enhanced group cohesion, respectful turn-taking, and more constructive critical thinking and problem-solving behaviours. Hence, the results highlight that CCCS produces measurable improvements in group dynamics, emotional safety and collaborative engagement, outcomes directly relevant to contemporary advising and tutoring practice in current HE.

In a time where higher education faces increasing concerns about student isolation, reduced participation, digital fatigue, and escalating mental-health demands, advisors require communication approaches that go beyond procedural guidance. This paper demonstrates that CCCS provides such a framework: it equips advisors with practical skills for building trust, fostering belonging, supporting self-regulation, and scaffolding student agency in both digital and in-person contexts. By integrating CCCS into advisor training, institutions can strengthen personalised support, improve student–advisor relationships, and enhance students’ capacity to navigate academic and emotional challenges fostering student engagement, inclusivity and psychological safety.

This presentation offers evidence-based insights, practical model and actionable strategies for embedding Cognitive Compassionate Communication within academic advising—a timely and necessary development for supporting students effectively in a rapidly changing contemporary higher-education landscape.

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Shifting sands. A re-division of personal tutor responsibilities at the University of Greenwich.

Rachel George (University of Greenwich ); Louise Woodcock (University of Greenwich); Rachel George (University of Greenwich)

To address these challenges, the University of Greenwich introduced a new framework in 2024–25 that separates academic and pastoral responsibilities. Academic staff now serve as Academic Tutors, focusing solely on academic guidance within programme teams. In parallel, a new professional services role—Faculty Student Advisor (FSA)—has been created to provide pastoral support. FSAs are embedded within faculties but operate outside programme structures, enabling a more specialised and coordinated approach to student care.

This lightning talk will share insights from the second year of implementing this model. We will outline the rationale behind the change, explore early successes, and examine emerging challenges. Particular attention will be given to the FSA role: its scope, day-to-day activities, and interactions with other stakeholders, including programme teams, academic tutors, senior tutors, and student services. We will our work to ensure seamless coordination across these groups to prevent students from “falling through the cracks.” Additionally, we will highlight ongoing work to design professional development opportunities for FSAs, recognising the need to equip them for the complexities of pastoral care in higher education.

Our presentation aims to stimulate dialogue on the implications of dividing academic and pastoral responsibilities. Does this approach enhance support for students and staff, or does it risk fragmenting relationships and continuity? How shall we evaluate the new approach, ensuring that we hear our tutees’ voices? We invite participants to share experiences of similar initiatives or plans for restructuring personal tutoring within their institutions. Audience engagement will be encouraged through questions and discussion throughout the session.

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Embedding Wellbeing into Personal Tutoring: A Preventative, Practice-Led Approach

Jennifer Stockdale (University of Nottingham)

This Lightning Talk presents an evidence-informed approach to embedding growth mindset and wellbeing principles within a Foundation Science skills module and its associated student-centred personal tutoring framework at the University of Nottingham.

Tutorials were deliberately structured into two complementary strands: academic group tutorials and pastoral tutorials. Academic tutorials focused on skills development and academic advising, while pastoral tutorials provided structured opportunities for reflection, discussion, and wellbeing-informed conversations. This clear separation enabled tutors to support student wellbeing in ways that were purposeful, inclusive, and professionally bounded, while remaining academically legitimate and non-stigmatising.

Central to the redesign was supporting students to develop a growth mindset, encouraging them to view challenges and setbacks as opportunities for learning and development. Tutors adopted a developmental advising approach, guiding students to take responsibility for their learning by reflecting on behaviours and study strategies, and by evaluating what worked for them individually. Reflection activities across both academic and pastoral tutorials fostered self-awareness, confidence, and problem-solving skills—key contributors to student wellbeing, belonging, and academic success.

Rather than teaching wellbeing interventions didactically, students developed core academic and transferable skills (such as evaluating research, referencing, and creating infographics) while engaging with scholarly literature on wellbeing. This approach supported the development of mental health literacy and awareness of accessible, non-pharmacological wellbeing strategies (including sleep, physical activity, and nutrition), without the resistance often associated with sessions explicitly labelled as “mental health”.

Students’ resilience was measured at two time points (October and May) using the Resilience Scale for Young Adults, assessing sense of mastery, sense of relatedness, and emotional reactivity, alongside questions on growth mindset and lifestyle behaviours. Findings suggest a positive effect of the curriculum- and tutoring-based intervention, including increased sense of relatedness and reduced emotional reactivity—outcomes closely aligned with students’ sense of mattering, connection, and persistence.

This session will demonstrate how personal tutoring and academic advising can act as effective preventative wellbeing interventions when embedded within routine academic practice. Delegates will leave with practical examples of tutorial structures, reflective prompts, and evaluation approaches that can be adapted to their own contexts, offering a scalable and sustainable model for supporting student wellbeing while remaining firmly grounded in academic development.

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