Life Tools: A case study of a universal, learner-directed psychoeducation programme to support students’ transition into university and broader personal development

Authors

DOI:

https://doi.org/10.56433/tjp2mp69

Keywords:

university transition, learner-directed support, psychoeducation, personal and professional development, student partners

Abstract

Self-regulated programmes have been found to support university students with academic performance and motivation. This case study presents one such programme developed at the University of Reading and how it has been evaluated and enhanced. Life Tools is a universal, learner-directed, psychoeducation programme that supports students’ transition into university and personal development. Life Tools delivers evidence-based content through in-person and hybrid seminars and virtual resources, through a mix of standalone sessions, content embedded within curricula, and a certificate qualification. A collaborative staff-student research study evaluated the programme’s approach during the pandemic, engaging students through an online survey, interviews and focus groups. Students perceived that Life Tools supported their transition into university and other personal development areas, felt that online seminars were effective and particularly appreciated the programme’s scientific nature but wanted greater interactivity. This research led to the adoption of a hybrid delivery model and the introduction of Student Success Champions who support programme delivery, including helping with interactive sessions. Ongoing, routine monitoring of the Life Tools programme indicates sustained positive student experience. However, there are practical limitations to the extent of the evaluation methods that are possible. Lessons learned from the development and evaluation of Life Tools are discussed, with the recommendation that self-regulated programmes are adopted to support students’ transition into university and wider experience. 

Author Biographies

  • Alana I. James, University of Reading

    Alana James is Co-Chair of the Committee on Student Experience and Development at the University of Reading.

  • Alicia Peña Bizama, University of Reading

    Alicia Peña Bizama is a Chartered Counselling Psychologist, Occupational Psychologist, Consultant, and the Manager of the Life Tools Programme (part-time) at the University of Reading.

  • Denis Persichini, University of Reading

    Denis Persichini is a Psychology PhD researcher at the University of Reading, researching students’ perceived employability.

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Published

2026-06-09

Issue

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

Section

Case Studies

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Copyright (c) 2026 Alana I. James, Alicia Peña Bizama, Denis Persichini

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