Abstract

This project piloted a reverse mentoring initiative that paired students from marginalised and underrepresented backgrounds with academic staff in mentoring relationships. The aim was to surface lived experiences that impact learning and sense of belonging, many of which intersect directly with personal academic tutoring. The initiative was grounded in the need to understand barriers to engagement and to embed authentic student voice into inclusive PAT practice. Mentors and mentees met regularly over six months, supported by structured prompts, guidance, and reflective tools. The project sought to bring authentic student voice into the heart of institutional practice. Mentoring sessions were designed to be safe spaces for honest dialogue around identity, belonging, and academic support.

Data was collected through recordings of the mentoring sessions. Feedback highlighted shifts in staff understanding of student experience and more nuanced awareness of the structural and interpersonal challenges facing learners. Several themes emerged around relational practice, tutor accessibility, and the unspoken impact of identity on learning.

Staff reported adapting their PAT approach to be more proactive, compassionate, and identity-informed. Students described feeling seen, heard, and more confident in engaging with academic staff. The project highlighted the power of vulnerability and partnership in PAT relationships, reinforcing the importance of co-created support. Key learning includes the need to normalise dialogue about difference and to reframe PATs as sites for relational belonging, not just academic oversight.