Mental Health & Wellbeing of PG Students: Community & Belonging

Presentations

• Peer Pastoral Support: a Supportive, Co-created Postgraduate Researcher Environment

  Dr Laura Leonardo, Zack Gray & Ms Chang Liu | Newcastle University and Dr Harriet Palin Durham Wildlife Trust

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  This paper delves into the inception, evolution, and impact of Peer Pastoral Support Groups (PPSGs) at Newcastle University, specifically within the Humanities and Social Sciences Faculty. Originating as a response to the challenges imposed by the COVID-19 pandemic, the PPSGs were initially designed to mitigate potential loneliness and facilitate socialisation among first-year PhD students. However, these groups continued beyond the pandemic, becoming an integral part of the Researcher Education and Development (RED) program. The paper suggests that the co-creation of support networks is vital in establishing a supportive postgraduate researcher environment. Keywords: peer support; co-creation; student experience; mutual support; higher education; pandemic

• “Motivation to keep pushing on”: the role of dialogic skills workshops on PGR ​‘belonging’

  Dr Rebecca Nash | University of Southampton

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  The demands on PGRs to independently and successfully develop high-level academic research skills contribute to an enduring notion of completing a doctorate as uniquely isolating and challenging. However, specific skills development initiatives for PGRs can provide peer networking opportunities as well as a facilitated learning environment. While there have been studies focused on the effectiveness of initiatives for developing PGRs’ academic skills, such as writing and critical thinking, the role of workshop provision in heightening feelings of academic preparedness, developing community, and enhancing belonging on doctoral programmes is under-researched. 

  This small project used focus groups to explore and evaluate the impact of a newly implemented dialogic academic skills workshop provision, created specifically for PGRs. The workshops’ design comprises delivered information, advice and guidance, group discussions, and activities/​feedback. They are based on Alexander’s (2004) model for dialogic teaching and also adapts Lee & Murray’s (2015) framework for academic supervision. The project found that PGRs benefited academically, socially, and emotionally as a result of the dialogic sessions; contributing to the alleviation of skills-related anxieties, and providing a facilitated space for learning, reflection, and networking. In addition, the results of the project have led to the creation of new conversational initiatives for the upcoming academic year.

  On this basis, there is potential for dialogic PGR professional development initiatives to heighten feelings of academically ​‘belonging’ on doctoral programmes. Ultimately, the role of dialogue in PGR professional development cannot be understated. Facilitated conversations where PGRs can safely articulate concerns, queries, advice, and ideas about challenging elements of the doctoral journey can play a significant role in building community, and lessening anxieties about preparedness for doctoral research.