The SP-H programme at St Andrews: Promoting academic success for pathway students in the School of History
DOI:
https://doi.org/10.56433/yz2hyt33Keywords:
pathway students (widening access), transition to university, academic success, mentoring, SP-H.Abstract
This paper examines an initiative developed in the School of History at the University of St Andrews in response to the persistent challenges faced by students entering through supported pathways such as the Gateway and the FE-HE routes. Supported Pathways -- History (SP-H) is an integrated practice project launched in 2022-2023 to enhance the academic experience of these students and, thus, improve retention rates. Complementing and expanding on a support scheme organized by Admissions, SP-H offers subject-specific training as well as holistic mentoring. Through informal conversations with these students and our own pedagogical reflection, five key areas of concern were identified: anxiety, imposter syndrome, social exclusion, limited academic skills, and reluctance to seek help. These findings shaped how SP-H was conceived around four action points: "how to" training, academic skills, mentoring and fostering belonging (these action points aiming at solving or at least lessening the abovementioned concerns). SP-H teaches weekly sessions and provides opportunities for socialization, as well as mentoring by members of staff. The mentoring continues throughout the students' university experience and has been proven key in the transition to honours (third year). Data suggests that SP-H contributes towards student retention and, above all, is effective in promoting early intervention, thus contributing to academic success.
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