“Using evidence to inform support services in Higher Education” seminar hosted by Prof. Alana James, Dr. Rachel Pye, and Dr. Paul Jenkins (PRaES group, School of Psychology and Clinical Language Sciences, University of Reading).
On 8 September 2025, the University of Reading hosted the final event in the British Psychological Society funded series “Students’ wellbeing at the centre of their academic journey: Translating pedagogic research into practice”. The seminar brought together academics, support staff, and researchers from across institutions to explore how evidence can inform the way we design and deliver support for students.
As a PhD researcher investigating university students’ transition to employability, I found the day deeply inspiring. What stood out most was how every presentation, in its own way, showcased the power of partnership. From collaborations with student services to projects enhancing inclusion and accessibility, the message was clear: meaningful change in higher education happens when people work together across roles and disciplines.
One project that particularly resonated with me was the collaboration with the Life Tools programme, a series of evidence-based psychoeducational talks supporting students’ wellbeing and transition to university. I had previously contributed to its evaluation, but it was only during Prof. Alana James’s presentation that I fully realised the impact of working in partnership. Seeing the audience’s engagement made clear how collaboration can create meaningful change within the whole university community and inspire others to explore new ways of connecting research and practice.
Equally inspiring was Dr Katie Barfoot’s partnership with SportsPark, the University’s gym, which showed how real-world collaboration can provide both research insight and student learning opportunities. Dr Zola Dean’s compassionate pedagogy offered another powerful example of partnership in practice, centred on empathy, active listening, and shared responsibility. Finally, Dr Rachel Pye’s focus on inclusivity and her evidence-informed approach to addressing awarding gaps also stood out, demonstrating how research can directly shape inclusive policy and teaching.
One of the most engaging parts of the day for me was taking part in the afternoon workshop, led by Dr Barfoot and Dr Yee. Working alongside colleagues from different universities, departments, and support services, we co-created ideas to strengthen collaboration in student support. The discussions were dynamic and authentic, revealing both challenges and exciting possibilities. What stood out most was the sense of shared purpose in the room, despite our different roles and institutions, everyone was genuinely committed to improving the student experience through evidence-informed practice.
As I left, I felt both motivated and reassured. Motivated, because the examples shared throughout the day showed how much can be achieved when research connects with practice. Reassured, because the spirit of collaboration that filled the room reflected the very principles that guide my own research: agency, inclusion, and growth.
Denis Persichini – PhD Researcher in Psychology at the University of Reading