“Take away some of the fear”: An evaluation of how a pre-arrival module helped to support student transition to first year psychology

Authors

DOI:

https://doi.org/10.56433/1chvna12

Keywords:

pre-arrival, student transition, student belonging, student-partnership, widening participation

Abstract

The transition to higher education can be challenging, particularly for students with limited social or cultural capital. Early difficulties are associated with lower continuation rates, highlighting the need for pre-arrival support. To address this, the School of Psychology at the University of East Anglia developed a four week online pre-arrival module for incoming undergraduates, aiming to demystify university life and reduce pre-arrival anxiety. This work draws on survey and focus group data to evaluate the modules impact and contributes to sector discussions about how pre-arrival initiatives can bridge the gap between offer and orientation, especially for students from underrepresented backgrounds. Students valued having friendly and accessible resources before arrival, and many reported that the module helped them feel more prepared and connected to the school prior to enrolment. Insights from the evaluation informed the redevelopment of the module for the following academic year, incorporating student perspectives. This works reflects a wider commitment in Higher Education to co-create transition support with students, ensuring initiatives are relevant, inclusive, and responsive to diverse needs.

Author Biographies

  • Megan Jones, University of East Anglia

    Dr Megan Jones is a Lecturer in Psychology at the University of East Anglia, specialising in qualitative research and the university student experience. She also serves as First-Year Student Partnership Officer and Deputy Senior Advisor for wellbeing, championing inclusive and collaborative approaches for student voice, transition and wellbeing.

  • Jen Coleman, University of East Anglia

    Dr Jen Coleman is a Lecturer in Psychology and Widening Participation Academic Lead at the University of East Anglia. As an experienced qualitative researcher, Jen is committed to improving the student experience and possesses expertise relating to inclusive practice. Jen prioritises work which incorporates working with students as partners.  

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Published

2026-06-09

Issue

Vol. 14 No. 2 (part 1) (2026): EFYE Special Issue

Section

Case Studies

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Copyright (c) 2026 Megan Jones, Jen Coleman

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