Using evidence to inform support services in Higher Education, By Denis Persichini, PhD student in Psychology, University of Reading
Hosted by Prof. Alana James, Dr. Rachel Pye, and Dr. Paul Jenkins as part of the Psychological Research and Educational Scholarship (PRaES) group at the University of Reading’s School of Psychology and Clinical Language Sciences.
8th September 2025
The University of Reading hosted the third and final event of the series “Students’ wellbeing at the centre of their academic journey: Translating pedagogic research into practice”, funded by the British Psychological Society. Following earlier seminars at the University of Royal Holloway and the University of Warwick, Reading hosted the concluding session on “Using Evidence to Inform Support Services in Higher Education”. The closing event brought together researchers, educators, and support staff to explore how evidence-based practice can shape the design and delivery of student support.
The day began with a series of talks on research in partnership, focusing on the value of collaboration between academics, students, and support services in developing evidence-based initiatives.
Prof. Alana James began by highlighting a partnership with the University of Reading’s Life Tools programme, led by Dr. Alicia Pena Bizama. Life Tools offers a series of evidence-based psychoeducational talks designed to help students adapt to university life and enhance their overall experience. The partnership brought together a psychology academic, placement students, and the Life Tools manager to evaluate the programme. A recent mixed-methods study examined the effectiveness of online webinars during the pandemic, highlighting their benefits and drawbacks, and assessing the impact of the programme on students’ development.
Dr Katie Barfoot spoke about a research partnership with SportsPark, the University’s gym, designed to be mutually beneficial: students gain real research experience, while SportsPark receives data-driven insights into their activities. Dr Barfoot shared findings on how attending gym sessions affects mental health. Student dissertations in this area showcased a successful aspect of the partnership; students grasped their data well and considered their results practically. They gained experience conducting a randomised controlled trial in a commercial environment. Seminar attendees discussed the possibility for future collaboration with MSc placement students.
As part of my PhD research, I presented findings from a mixed-methods study on the help-seeking behaviour of international students and their perceptions of student support services. The research revealed that international students at Reading are generally aware of the available support but also pointed to areas where the students’ experience could be further strengthened, particularly in tailoring support to international cohorts.
Dr Rachel Pye closed the research in partnership session by presenting her work on developing an evidence-informed approach to addressing awarding gaps. Drawing on her role as the School’s Director of Teaching and Learning, she collaborates with the Awarding Gap Steering Group, Academic Development (CQSD) and student Inclusion Consultants. The project aims to reduce awarding gaps within the School of Psychology and Clinical Language Sciences by implementing evidence-based activities that foster inclusivity and quality in assessment outcomes.
The second series of talks turned to the practical application of partnership in shaping inclusive and compassionate support services.
Karen Cross shared her work on autism support across diagnostic stages in UK universities. The freedom of information study explored institutional responses to students with formal diagnoses, those currently seeking diagnosis, and those who self-identify without a formal diagnosis. Findings underscore the importance of extending support available to all students, regardless of formal diagnosis.
Dr Zola Dean, Department Director of Academic Tutoring and Disability Representative, spoke about her approach to compassionate pedagogy. She described working in partnership with students through active listening, avoiding assumptions and collaborating on shared action plans. Dr. Dean also emphasised the importance of academic self-care when supporting students, highlighting the need to partner with other staff and support services.
Dr. Michelle Lee discussed the work undertaken by programme staff to develop effective support for deaf students in a clinical training programme. Collaborating with lecturers, students, and facilitators, the staff addressed challenges such as financial implications, timely provision of support, and accessibility of resources. Their work has promoted greater equity in teaching and assessment, while also identifying areas where support can be further improved.
Nick Bell and Gareth Hughes from the Disability Advisory Service (DAS) concluded the session by presenting an ongoing project to change how the university implements reasonable adjustments. Their work highlights the need for the DAS to collaborate closely with academic staff, disability representatives, university committees, and support centres, while also offering online resources. One of the valuable changes that has come from the project is the creation of online spaces where students and staff can share their experiences and work together on solutions.
In the afternoon, Dr Katie Barfoot and Dr Lydia Yee led a hands-on workshop on fostering collaboration between academics, support services and institutions to promote effective student support. Participants were divided into mixed groups, bringing together colleagues from different universities and professional backgrounds. The workshop provided a valuable opportunity to co-create potential solutions, reinforcing the central theme of partnership that ran throughout the day.
The event brought together a diverse group of delegates, whose varied perspectives enriched the discussions throughout the day. Overall, the seminar highlighted the power of partnership in shaping evidence-informed practice that enhances students’ experience. The seminar laid the groundwork for future between-institutions collaborations, ensuring the conversations that begin here will continue to influence practice in higher education.
Written by Denis Persichini, PhD student in Psychology, University of Reading.