Dr Candice Whitaker, Lecturer in Psychology at Leeds Trinity University, and I have spent the last two academic years exploring the barriers and facilitators to students’ engagement in teaching and learning as experienced by our second-year psychology undergraduate students.

We’ve worked alongside almost 300 students to co-create qualitative online surveys which students then completed and analysed as part of their research methods training. In June, we presented our findings with two student researchers, Mia Wallace and Caitlin Coton, at the European Qualitative Researchers in Psychology in Milan.   

Under the overarching theme of ‘more than one way to be a student’, our findings support implicit knowledge around the precarity of the student journey in current times. The theme ‘University as a complete unknown’ highlights particularly first-generation students’ struggles to prepare for university, capturing their dual journey of finding their place and transitioning into adulthood.  

‘Harder than expected’ illustrates the delicate balance students constantly strive for, with many experiencing ‘tipping points’ at different stages of their academic journey. Our final theme ‘learning to be a better self’ encapsulates students’ collective journey of sharing and learning together, as they lay the groundwork for their future.

Overall, our findings indicate that students face structural and psychological challenges that impact on their emotional and pedagogical engagement at university. These challenges are underpinned by implicit pre-formed social ideals of student life as generally undemanding, which shape expectations and evolving student identity within the university context.

Reflecting on her experience of attending and presenting at the conference, Mia Wallace said: “Attending and presenting at the European Qualitative Research in Psychology in Milan was a huge opportunity and achievement on my academic journey as an undergraduate psychology student.

 “The conference was a valuable and knowledgeable experience. A vast range of topics were presented by lecturers and students throughout the three days in parallel sessions. It was interesting to hear about others’ research and the results that came about it. Furthermore, hearing how researchers undertook their data collection was helpful as I start my dissertation next year.

“Presenting our findings for our research topic “harder than expected” was nerve racking, but also exciting. Although presenting in front of people is out of my comfort zone, it was a positive experience from the preparation up to the day we presented. I enjoyed working alongside Caitlin and closely with our lecturers, Alison and Candice. Additionally, this experience has encouraged me to put myself out there more and take advantage of any opportunity.”

By working with Mia and Caitlin, we were able to help them develop critical academic skills, building their confidence to present to a large international audience. This boosted their confidence and self-esteem in their academic abilities and potential, providing a firm foundation for their final year.

Dr Alison Torn is Associate Professor in Learning and Teaching at Leeds Trinity University.