1. Addressing student wellbeing through the implementation of a student mentoring scheme
RISHAM CHOHAN & CHRIS SHEPHERD

2. ORIGINS OF OUR SCHEME Introduced in 2014-15
Internal Importance – Retention and Progression Project (“RAP”)
External Importance – Teaching Excellence Framework:
The Metrics - Requires publication of retention and progression rates
Gold/Silver/Bronze award
2016/17 – is an institutional grade
2017/18 – will be a subject grade

3. METHODOLOGY – Recruitment of mentors
Timing – start of academic year (end of week 5)
Student Law Society members - class announcements
Voluntary sign up scheme for 2nd/3rd year LLB (Hons) students
Administered by the Director of Studies (“DoS”) for year 1 who then arranges appropriate training

4. METHODOLOGY - Training
Important to manage expectations
We have created a ‘roles and responsibilities’ sheet which is given to students
It covers the students role and importantly what they should and should not give advice and or guidance on and information on being ‘professional’
Practical exercises have been prepared and students work in pairs/trios for each scenario identifying the issues and then stating how they would handle each in turn
Stress the boundaries of their roles
Professional – punctual, language used, where they should hold meetings, responding to correspondence

5. METHODOLOGY - Student Services signposting
Mental Health and Wellbeing
Employability and Study Skills
Fees and Bursaries
Disability and Dyslexia Support
Explaining the role of student services and various services available

6. METHODOLOGY – Recruitment of Mentees
Voluntary sign up scheme
DoS allocates mentors to a seminar group
Mentors make a short presentation to the group and give out their contact details
Mentor contact details and seminar group allocation are also sent out via the VLE
Scheme also promoted by personal tutors
Mentors create a list of mentees and then contact mentees for their first appointment

7. Methodology – 16/17 RAP Pairing
Students identified ‘at risk’ are asked if they would like to be allocated a mentor
‘At risk’ = poor attendance, engagement and students struggling to integrate onto the course
If they agree, we put them in touch with their allocated mentor according to their seminar group
Two methods of recruiting – one is voluntary and the other is proactive RAP pairing by DoS
‘At risk’ students – attendance less than 66%

8. WHAT DO THE MENTORS SAY?
Although she can lack confidence at times, this is usually easily tackled through motivation, reassurance and inspiration
We are limited on the advice that we can give
I have made the mistake of letting X use me as his secretary…
Many enquiries are in relation to assignments and exams
Successfully set up a Whatsapp group
Overall feedback positive but some mentees did not engage.
Mentors took their role very seriously and usually made numerous attempts to contact the mentees
Contacted 5 times to arrange a meeting… no reply/when did reply and wanted to rearrange never replied with an available day to meet
Some of the second year students would like a mentor

9. WHAT DO THE MENTEES SAY? A new friend
Doing exams for the first time- helped me handle them
Gained co
nfidence
A chance to meet another student
It bought the best out of me
…helping me network and putting me in touch with law firms
Again very positive feedback.
No criticisms of the scheme – all mentees found it beneficial
Stopped me from panicking

10. How many RAP paired mentees actually met with their mentor?
This is a positive outcome since these are students that have been identified for failure to attend and engage on the first year of the course, some of the reasons identified for poor attendance and engagement is integration – students haven’t made friends and for this reason feel isolated. We have used the scheme by asking mentors to mentor on a basis and then arrange a group session for mentees to meet and then integrate into their seminar group – thereby maintaining a group identity.
How many RAP paired mentees actually met with their mentor?
6 RAP students were paired with a mentor
3/6 RAP students met with their mentor

11. 2016/17 Mentee Progression 10 mentees
6/10 mentees formed part of the RAP:
3/6 RAP students met with their mentor (passed)
3/6 RAP students did not meet with their mentor (failed)
4/10 students did not form part of RAP pairing:
All four met with their mentor
4/4 passed
Recruitment reminder – seminar presentation and RAP identification by RC
Anthonia is a year 2 student – exclude her from the analysis, this leaves us with 10 students – what was their progression. Check the pass and fails logged above and enter and or amend the missing data. I will then work out the percentages for the presentation. Once this is updated we can forward to the ALT.

12. 17 mentees: 11 Passed 1 Interrupted 3 POM 2 Failed
14/15 and 15/16 data: 88% success rate – with 11/17 students pass progressing, 3/17 with one or two outstanding modules and progressing onto year 2, 1 student interrupting and 2 failing.
12% = Fail, 65% passed, 18% POM and 5% interrupted.

13. Mentee Profile: Sex More female mentees who took up the offer
Over three year period – 27 mentees

14. Mentee Profile: Ethnicity
Number of mentees by ethnicity.
Largest number are Black African students closely followed by White students

15. Mentee Profile: Age
Mentee profile: female, black/african/black british, closely followed by white, aged years

16. How have we measured well -being?
What is well-being?
Peer group support
RAP student – mentor engagement
Number of mentees with assessment related concerns – proportion of which passed assessment
‘Well being’ – this is a subjective view but includes providing a sense of belonging, support structure and academic community
Peer group support is just as important as academic support
We feel that the mentoring scheme is contributing to our efforts on retention and progression – well being here is the re-engagement of some of our most at risk students
RAP students – engagement- RAP students are those in most need of support and intervention.
RAP students – 50% of cohort engaged and met with their mentor (CHECK FROM 007 DATA)

17. REFLECTIONS AND MOVING FORWARD
What works?
The scheme has contributed to the well-being of our students
Training content and delivery
Allocation of mentors to a seminar group
Mentors have embraced the scheme and have been proactive
Improvements?
Method of recruitment - by the Student Law Society
Timing of recruitment
Increasing the take-up rate by mentees
Increase promotion by all members of staff
Training content and delivery – we feel we have struck the right balance with the roles and responsibilities, exercises and input from Student Services.
Seminar group allocation – creates a sense of identity
Well-being:

18. What changes are we making?
Earlier recruitment
Recruitment by DoS
Introduce mentors at Induction
Focus on transition from school to university
Greater use of mentors to help RAP students
What changes are we making?
Earlier recruitment– end of previous academic year
Recruitment of mentors – by DoS rather than SLS
Introduce mentors at Induction – get them early
focus on transition from school to university – reflects the HEA ‘What Works’ Programme
Greater use of mentors to help with RAP – e.g. revision classes covering preparation, exam technique and sharing experiences. NOT ACADEMIC CONTENT.

19. Please send to: risham.chohan@lsbu.ac.uk shephecp@lsbu.ac.uk
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