Lightning Talks
Monday, April 13, 2026 2:30 PM - 3:15 PM
LIGHTNING TALKS
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Why Feeling Seen Matters: Embedding Mattering in the Personal Tutor Relationship
Student belonging is widely recognised as a driver of engagement and retention (Thomas, 2012), yet recent research highlights that mattering, the extent to which students feel noticed, valued, and significant, may be an even more powerful predictor of academic outcomes (Elliott et al., 2004; Flett, 2018). Drawing on findings from a quantitative study of allied health undergraduates (Zawada, 2025), this session explores how mattering at university was the only measure to show a statistically significant correlation with grade outcome and was strongly associated with whether students had seriously considered leaving their course. These findings align with wider evidence that mattering influences engagement, wellbeing and intention to persist (Tovar, 2013) and carry particular relevance for healthcare students, who consistently report lower levels of institutional belonging than other student groups (Ahn & Davis, 2023).In this session, I will translate these research insights into practical and achievable tutoring behaviours that communicate mattering without significantly increasing workload. The focus is on reframing the ordinary: small but meaningful actions such as noticing absence, acknowledging effort, following up when concerns arise, and using personal details students have shared to demonstrate awareness and care. These behaviours, while seemingly simple, can significantly influence a student’s perception of whether they matter within the university environment, and this perception shapes motivation, engagement and persistence (Flett, 2018).
The session will also explore the subtle but important distinction between belonging and mattering, clarifying why tutors may successfully cultivate a sense of group belonging while unintentionally overlooking the individual student experience. Understanding this difference enables tutors to refine their approach so that students feel both included and personally valued.
Audience involvement will take the form of questions to highlight common assumptions about tutoring interactions. This quick engagement will help connect the research findings to delegates’ everyday practice and prompt consideration of how mattering already shows up (or fails to show up) in their institutional context.
The session will conclude by offering a concise framework for embedding mattering into routine tutor-student interactions, giving participants a practical tool that can be implemented immediately after the conference.
Learning Outcomes
2. Identify practical, low-effort tutoring behaviours that communicate mattering and can be embedded immediately into routine tutor-student interactions
Bibliography
Elliott, G. C., Kao, S. and Grant, A. M. (2004) Mattering: Empirical Validation of a Social-Psychological Concept. Self and Identity, 3(4), pp. 339-354. https://doi.org/10.1080/13576500444000119.
Flett, G. L. (2018) The psychology of mattering: Understanding the human need to be significant. London: Academic Press.
Thomas, E. (2012) Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme. York, UK. Available at: https://www.heacademy.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report.
Tovar, E. (2013) A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist. Doctor of Philosophy Thesis. Claremont Graduate University.
Zawada, C., 2025. Quantifying Belonging and Mattering: The Experience of Allied Health Undergraduate Students in University and on Clinical Placement (Doctoral dissertation, Birmingham City University).
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and TutoringC3 - Academic advising and tutoring approaches and strategies
P1 - Create and support environments that consider the needs and perspectives of students, and respect individual learners
R3 - Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
Potentials and practicalities of an international virtual community of practice as a model for student professional development and belonging
The growth of online communities across the globe has brought forth the importance of using virtual communities of practice (VCoPs) as a model for global sharing and exchanging of ideas and the co-construction of knowledge (Kirschner & Lai, 2007). The communicative nature of communities of practice (CoP) enables the enactment of community and belonging through common interests and mutual endeavours (Iverson, 2011). Drawing on established links between two Schools of Education (UK and US) enabled the formation of a new international VCoP where education students (teacher education and special education) began to build connections, learn from each other whilst simultaneously enacting belonging.Defining communities of practice is not an easy task. Wenger’s (1998) initial conceptualisation brought focus to how social learning occurs within an environment where there is a common shared interest, problem to be solved or a goal to work towards. However, CoPs are more than just a club that has members with common pursuits. Participants are actively involved in the sharing of ideas, the finding of solutions to common problems and the building of a repertoire of resources, such as experiences, stories, tools, to help develop new knowledge and strengthen belonging.
Feeling that there was an opportunity to develop a dynamic learning space between two groups of education students from the UK and US, an international VCoP was formed, facilitated by faculty staff from each country. Still at an early stage, this newly created learning environment is beginning to provide opportunities for beginning teachers and educators to interact virtually, exchange insights and collaboratively enact belonging and grow professionally.
Through listening to the voices of student and staff CoP members, this lightening talk will allow the sharing of impact and practicalities of this two-way knowledge exchange whilst encouraging critical consideration of VCoPs as a model that enhances student and staff connectedness and professional development. Time will also be given for the audience to reflect on potential opportunities they may have to form new VCoPs with other UKAT conference attendees and how this may help build new knowledge and create a greater sense of belonging.
Learning Outcomes
Reflect on potential opportunities the audience may have to form new VCoPs with other UKAT conference attendees and how this may help build new knowledge and create a greater sense of belonging.
Bibliography
Kirschner, P. A., & Lai, K. (2007). Online communities of practice in education. Technology, Pedagogy and Education, 16(2), 127–131.
Wenger, E. (1998) Communities of practice: learning, meaning, and identity. First paperback edition. Cambridge, U.K. Cambridge University Press.
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and TutoringP1 - Create and support environments that consider the needs and perspectives of students, and respect individual learners
P3 - Commit to students, colleagues, and their institutions through engagement in continuing professional development, scholarly enquiry, and the evaluation of professional practices
R3 - Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality