In the evolving landscape of Higher Education (HE), ensuring students are aware of – and engaged with – the support resources available to them is paramount. 

Through our series The Interview, we’ve had the opportunity to speak to HE leaders across the UK about how they deal with this challenge. Here, we explore the scope of the problem and share their insights on how to engage students with these crucial resources effectively.

The Problem with Engaging Students

With the diverse challenges that students face, from academic pressures to mental health concerns, institutions must employ innovative strategies to enhance the visibility and accessibility of support services, but often this can be a challenge. 

The initial flood of information during induction can be overwhelming, leading to critical details about available support being overlooked or forgotten. Students often struggle to navigate through the myriad of resources and services on offer, and the disconnect between available support and student uptake remains a significant barrier to student well-being and success. Now, let’s look at some of the best pieces of advice we’ve heard from professionals on this topic:

Simplifying Access to Information

Institutions often grapple with the challenge of delivering vast amounts of information to students without overwhelming them. A more streamlined approach is essential for making support resources accessible. Rebecca Huxley-Binns, Pro-Vice-Chancellor (Education) at the University of Hull, shares how centralising information can address this issue:

We have an online portal, emails, a website, and our online platforms. But we know we deliver far too much information at induction…so we are rolling out two major technology initiatives: firstly, an online portal that brings all the information that students need into one place; and secondly, building a CRM for students. It’s also important to make sure that specialist support is personalised to what students need.

By creating a single point of access for all student support information, institutions can reduce confusion and make it easier for students to find the help they need when they need it. Personalising this support ensures that it is relevant and directly addresses individual student needs.

Learn more from Rebecca's experience and expertise in her full feature here.

Early and Strategic Communication

The timing and clarity of communication also play a crucial role in how well students absorb information about support services. Jim Irving, Pro Vice-Chancellor for Students and Governance at Solent University, discusses the importance of strategic communication during the induction process:

You need to get in early. We’ve done some reflection on our induction process, and we’re rethinking the volume of information we are sharing at the start. Those first weeks can be a little overwhelming, so we’re trying to break down that information a little bit more. 

Given this problem, the university needs to make it clear where these resources can be found, in a way that’s accessible to students, as Irving goes on to say:

We’ve focused on early signposting of support services, and our course leads have been fantastic in flagging areas where communication can be improved. Our Therapy and Mental Health team is key; there is no waiting list for an initial appointment, and you can get a same-day appointment at the Student Hub.

Strategically breaking down information and ensuring early signposting can help students better absorb and act on the information about available support. Immediate access to mental health services without waiting times also removes a significant barrier to seeking help.

Learn more from Jim's experience and expertise in his full feature here.

Leveraging Technology and Peer Support

Technology and peer support are powerful tools for enhancing student engagement with support resources. Professor Annabel Kiernan, Pro-Vice Chancellor (Academic) at Staffordshire University, explains how these elements can be utilised effectively:

We have an app called Beacon which helps students to find where they can access the support and resources in place to help them. 

And while technology is an excellent resource for engaging students in a digital age, as humans, students also respond well to face-to-face interactions, especially when the messaging comes from their peers:

Our Students’ Union has some excellent officers with very clear commitments, and their peer-to-peer approach is crucial to getting the key messages out there.

Utilising technology, such as apps that centralise support resources, can significantly enhance accessibility, while peer-to-peer approaches leverage the influence of student networks, making the dissemination of information more relatable and trustworthy.

Learn more from Annabel's experience and expertise in her full feature here.

Pre-Arrival Engagement and Evidence-Based Approaches

Most universities send out resources during induction, but engaging students even before they arrive on campus can lay a strong foundation for awareness and utilisation of support services, too. Ben Lewis, Director of Student Life at Cardiff University, emphasises the importance of pre-arrival engagement:

We put time and care into our pre-arrival messaging, to make sure that at every step along the way, students are hearing from us and know we are there to support them. 

As Lewis goes on to say, it’s also important to pay attention to which methods of engagement work, and which don’t:

On top of this, we take an evidence-based approach to providing solutions to our students, so that we can be sure our work resonates with them.

Consistent and thoughtful communication before students even arrive on campus ensures that they are aware of support services from the outset, and paying attention to evidence ensures that initiatives are grounded in what works best for the student population, increasing the likelihood of engagement.

Learn more from Ben's experience and expertise in his full feature here.

Structural Design and Student Agency

The design of support services can significantly impact student engagement. David Woolley, Director of Student and Community Engagement at Nottingham Trent University, discusses a comprehensive approach to enhancing student engagement through structural design and personal development initiatives:

We take a two-pronged approach. What’s most important is that we look structurally at how the services are designed: it’s often why students aren’t engaging. So, how do we design them in a way that facilitates student engagement, particularly from the groups that need it the most?

Once the services are designed in a way that students want to, or feel they can engage with, the second step is encouraging them to access the services when they need them, as Woolley goes on to say:

The initiatives largely look at characteristics for success and how we can help students thrive in these environments: agency, curiosity, resilience, and responsibility — these serve most successful people well. It’s also looking at ourselves and looking at what facilitates or hinders the engagement of different groups.

By addressing the structural design of support services, institutions can remove barriers to engagement and make these services more student-friendly. Then, encouraging personal development further supports students in accessing and benefiting from the resources available to them.

Learn more from David's experience and expertise in her full feature here.

Conclusion

Driving awareness and engagement with student support resources requires a multifaceted approach, combining strategic communication, technology, peer support, and thoughtful design. By learning from and implementing the insights shared by these HE professionals, institutions can better support their students' well-being and success, ensuring that no one falls through the cracks.

About GoodCourse

Universities use GoodCourse to improve student outcomes by delivering impactful training courses, built for today’s students – by pairing social-media-style content, expert research, and the latest micro-learning technology.

From preventing sexual harassment to seeking support when it’s needed, universities use GoodCourse to provide student and staff populations with the tools to build safer, more inclusive campuses.

Talk to a member of our team today to learn about how other universities are improving student outcomes, student safety, and meeting regulatory requirements.