Curriculum Enhancement Internships 2024/25

Project leader

Elizabeth Taylor, School of Education

Project team

Alex Hamilton, Leah Kelly, Rebecca Lightfoot, Jessica McMath and Cora Smyth, School of Education

Thematic areas

Education for Wellbeing and Decolonising the Curriculum

Summary

Our project was to develop and deliver a weekly thematic Children’s Literature book club.  This club aimed to provide a social event to increase student sense of belonging and to promote wellbeing amongst level 4 students.

The project was also designed to increase student subject knowledge and employability. Although over 10,000 children’s texts are published in the UK annually (Owen, 2021), many children suggest that they are missing from the literature they access (Best et al., 2020). This is particularly notable for children who are ethnically diverse, from low-income families, or who have a disability.

The club was designed and delivered by 5 student interns for other students from a level 4 Education Studies cohort. The interns were motivated to be part of the project to build on existing skills such as subject knowledge and confidence and also to socialise with the cohort and to forge new friendships.

Attendance was low at the club although students who did attend found the sessions useful. The interns also reported a range of personal development points including building on key transferable skills.

Students at the Heart Conference Presentation 2025

Project methodology

Each student intern developed a clear, research informed rationale and materials for at least one session relating to their selected area of focus.

The designed sessions explored: Poverty, Representations of Disability, Mental Health and Wellbeing and Diverse families.

Students used and built on our School’s existing range of children’s texts, selected for offering positive and diverse representations of children and childhoods.

Project outcomes

22 students initially signed up to attend the book club. However, most of these students did not attend. The club was also opened up to students in other cohorts, but attendance was low.

This could have been an issue with the timing of the project (as the semester progressed and students needed to focus on assessments). The students who did attend found the club useful and interesting.

Challenges to the project included the strategies for recruitment and timing of the project. Student interns identified some ways to build on the project such as extending recruitment earlier, changing the day of the project and building on the ‘fun’ elements of the club.

The project resources created by the student interns were adapted into a booklet which can be distributed.

Impact and transferability

Student interns evaluated their involvement in the project and identified a number of key successes. These included the development of transferable skills such as research and note-taking skills, planning skills, broader knowledge of children’s texts and increased confidence in leading sessions and speaking in front of a group.

The project booklet is a useful resource which can be distributed to future students and can form part of the club materials for the new academic year and beyond.

Developing approaches to Education for Wellbeing

Children’s literature is a useful resource for promoting and exploring key themes such as sustainability, diversity and well-being with students. The examination and building of resources such as those within the library, offer students and staff opportunities to analyse and evaluate ideologies across these key themes.

The use of a club also is inclusive in its approach to building on student wellbeing.

The value of adults reading and discussing children’s texts can also support student well-being through bibliotherapy in addition to providing a way of ‘knowing’ children and ideas about them. As such the club may be useful beyond the School of Education.

The booklet has included resources for the themes explored by the student interns such as positive representations of disability, under-represented children, childhoods and their families.

Next steps and future developments

The findings from the project were presented at the ‘Students at the Heart’ teaching and learning conference at LJMU.

In attendance was a librarian and we have decided to run the project again this academic year and to locate it in the library. We will also run the project in semester 1 rather than 2. 

Project leader

Maggi Toft, School of Engineering

Any enquiries about this project should be directed to Mike Stringfellow, School of Engineering

Project team

Ansaar Abdallah, Alvin Antony, Max Carvell, Aaron Yonas, School of Engineering

James McGowan, School of Civil Engineering and Built Environment

Mieke Sooi, Rob English, and Dr Alex Rodrigues, School of Engineering

Louise Makin and Pauline Smith, The Library

Thematic areas

Education for Wellbeing and Decolonising the Curriculum

Summary

Project background

One of the key factors in both the academic success and wellbeing of first year students (L3 or L4) is their sense of belonging at the university (Kahu, Ashley and Picton 2022).

The main aim of this project is to develop the academic skills of a group of students as researchers and developers of educational content thus increasing their sense of belonging and engagement with the programme. This will give them transferrable skills which will enhance their degree and career prospects.

In addition, the resources developed will engage and inspire their peers and others to feel an increased sense of belonging at the university. Following successful conclusion of the project there is an intention to embed the activity into modules on the foundation year in engineering.

The objective of the project is to recruit six engineering students from diverse backgrounds, as researchers, to uncover histories of people in math’s, physics and engineering who are not commonly known about or discussed on their courses. Students will be directed to research figures from under-represented and even unrepresented communities who have contributed to the body of knowledge we use in engineering.

This is particularly relevant as the students who make up the foundation engineering cohort are significantly more likely to be in a WP category than the university as a whole and therefore less likely to feel that they belong.

Webhub data gives the All LJMU WP as 64.2% and that for the Foundation engineering cohort as 70.9% for the current academic year.

Intended outcomes

• An increased sense of belonging for students from non-traditional backgrounds, both those doing the research and those involved in the activities.
• Enable students to sense that we all matter and that everyone can contribute to advances in their field.
• Ensure that a range of voices such as from BAME communities and under-represented groups are heard and represented in the project and the departments involved.
• Develop research and presentation skills amongst a group of students, which demonstrates to other students and lecturers the value of co-creation and student contribution to the curriculum.
• Create activities which can be used in either tutorial and/or outreach sessions.

Project methodology

Key milestones

• Advertising post to students (Nov 2024).
• Recruitment of students (Dec 2024).
• Induction meeting (Dec 2024) Initial survey completed at this meeting.
• Research training and support (Jan 2025).
• Monthly progress meetings (Jan to April 2025).
• Final poster produced (April 2025).
• Activities trialled with Foundation students and secondary school groups. (April/May 2025) Feedback surveys undertaken with students who take part in the activities.
• Debrief meeting May 2025 Follow-up survey at this meeting.
• Presentation at annual Staff/student conference (July 2025).
• Presentation at the annual Foundation year conference.

Project outcomes

Outcomes achieved

• An increased sense of belonging for students from non-traditional backgrounds, both those doing the research and those involved in the activities.
• To enable students to sense that we all matter and that everyone can contribute to advances in their field.
• Ensure that a range of voices such as from BAME communities and under-represented groups are heard and represented in the project and the departments involved.
• Develop research and presentation skills amongst a group of students, which demonstrates to other students and lecturers the value of co-creation and student contribution to the curriculum.

Milestones completed

• Advertising post to students (Nov 2024).
• Recruitment of students (Dec 2024).
• Induction meeting (Dec 2024) Initial survey completed at this meeting.
• Research training and support (Jan 2025).
• Monthly progress meetings (Jan to April 2025).
• Final poster produced (April 2025).

Impact and transferability

The students conducted their research and produce a standard A0 poster with details of their chosen figure, including how they have contributed and maybe why they are not well known.

They could now produce a resource/activity that can be used in teaching students about the subject area of their chosen figure. This could be a Vevox quiz or a simple practical tutorial activity or any other activity which is appropriate.

The posters and activities could be used as follows:

• presentation of the posters and activities to students and outreach events,
• paper and presentation at the LJMU students at the heart conference,
• presentation at the foundation year annual national conference,
• presentation to school staff at away day.

Developing approaches to Education for Wellbeing and Decolonising the Curriculum

As part of our final meeting, the students presented their posters, and we discussed the impact of the project from the perspective of education for wellbeing and decolonising the curriculum. The following points were discussed:

• Producing posters and activities linked to key STEM figures from outside the standard dominant figures typically highlighted by Western education systems helped students develop an understanding of, and actively promote, the diversification of representation within STEM.
• Researching and celebrating the achievements of STEM figures from marginalised backgrounds contributes to a more global understanding of STEM, highlighting its evolution as the product of many cultures and knowledge systems - not solely Western contributions.
• Promoting role models who share similar backgrounds or life experiences to their own, helps students who see the posters or engage with the activities feel that they belong in STEM - where they might otherwise feel like outsiders promoting wellbeing.
• Showcasing diverse role models allows all students to see themselves reflected in their subject area, boosting confidence, motivation, and aspiration improving student outcomes.
• This project fosters a more inclusive and supportive environment in which all students feel seen, valued, and connected to STEM regardless of their background, helping to improve wellbeing.
• Skills development – poster training and development.
• Skills development – research and critical evaluation of sources.
• Physical learning environment – the use of the library space made the meetings comfortable and reduced anxiety.
• Collaborative learning environment – the students feeling well supported by the project team led to them being more willing to speak out in discussions, share ideas and be actively involved with the activities.
• Informal learning environment – the sense that the whole team was on an equal footing and working together to achieve the goal.
• Motivational research – the historic figures were much more relatable than the ones discussed as standard which made them more interesting to investigate.
• Innovative research – the selected figures were, by definition, less well known, so material was less accessible than for other people in their fields.  This made the research more interesting.
• Celebrating the uncelebrated – identifying people who are more relevant to the students’ chosen programmes but have not been celebrated for their contributions.
• Stepping outside of definitions – a clearer understanding of diversification and historic representations within STEM.
• Bringing to life stories that are more accessible – concluding that many historic figures have more things in common with us than was felt prior to the project and being inspired by that discovery.

Next steps and future developments

As the project outcomes were not fully achieved, there is an opportunity to continue with the creation, development, testing and dissemination of the outreach activities discussed. If the first stage of the project was repeated, it may be useful to further encourage collaboration, for example the students could work in pairs.

Also, additional exploration into the links between the chosen historic figures could lead to more adaptable activities and a broader perspective for those involved.

For example, as part of the final meeting it was identified that one of the historical figures built on another’s findings, and the theories developed were then used to inform the creation of streaming services.

Project leaders

Dr Anne-Marie Smith, Senior Lecturer Education, Childhood and Community Studies, School of Education

Debbie Burns, Student Counsellor, Student Advice and Wellbeing (SAW)

Project team

Lynne Walker, School of Psychology

Josh Darlington and Federica Massidda, Liverpool School of Art and Creative Industries

Thematic area

Education for Wellbeing

Summary

The main aim of the project was to design and implement a ‘broad brush’ evaluation of the Bibliotherapy initiative at LJMU. Over the past four years, students and staff at LJMU have benefited from the Bibliotherapy initiative which is made up of three strands:

• Reading for wellbeing workshops based on themes relating to wellbeing and mental health (for example Anxiety, LGBTQ+ identity, Mindfulness).
• Writing for wellbeing workshops.
• Bibliotherapy book collection and wellbeing spaces in both university libraries.

The reading and writing workshops run monthly (online and in person) and we have anecdotal evidence of the transformative power of reading a book that resonates with our state of mind, or the cathartic power of emptying our thoughts onto the page guided by creative prompts.

This is reflected in the literature, which recognises bibliotherapy as a process that improves participants’ self-awareness, creativity, and overall emotional health (Sharma 2023).

As also evidenced in previous work (Smith et al 2024), finding safe and non-judgmental spaces to attend to their personal wellbeing is valued by students who often feel the pressure of assessment and grade achievement.

This project aimed to harness the work of these past few years, via a collaboration with student interns to consider what works, what could be developed, and to gain insights into the benefits and challenges of taking part in our workshops.

The intended outcomes of the project were to:

• increase visibility and engagement (for students and staff) with the wellbeing workshops and book collections in library,
• enable and support the student interns to learn about and practice wellbeing strategies by being part of monthly workshops during their internship,
• use the evaluation data to inform the future development of the Bibliotherapy project and its 3 strands.

Students at the Heart Conference 2025 Presentation

Project methodology

The project evaluation activities were designed and led by the three student interns; they each brought individual strengths and experiences to the project, and they quickly pooled their research and creative skills to design and lead the data collection on each strand via the following methods:

• an online survey (total 70 respondents),
• interviews with personal tutors, library staff and students (total 9 staff and 1 student),
• Vevox polls at workshops running March to June (8 workshops),
• a short questionnaire for book users at the two libraries.

The survey and interview questions sought responses about attendance at workshops, impact of workshops, barriers to attendance, as well as seeking views from staff about signposting students/tutees to Bibliotherapy workshops for positive mental health support.

The Vevox poll ran at the start and end of workshops (between March and June) to capture expectations and final thoughts from participants.

Project outcomes

Firstly, the evaluation has given us rich data about different aspects of the Bibliotherapy initiative; this has led to questions which can help us build and develop for the future; secondly, the project brought meaningful outcomes for the student interns, whose reflections are included below.

Overall, the project has provided an important opportunity to pause and reflect on what already works well, and where we might develop new connections and ways of encouraging more staff and students to participate in workshops and make use of the book collection.

The evaluation data from our survey, interviews and short Vevox polls within workshops provide rich insight into the different ways in which staff and students understand the term ‘bibliotherapy’, how they engage with the workshops and what stops them engaging.

The data clearly shows the positive experiences of those who take part in the reading or writing workshops.

Qualitative data was organised thematically, and revealed key insights in relation to two key themes illustrated below:

1. The writing process/how we feel about writing:

   Responses indicated an often difficult relationship with writing per se, and that the W4W workshops changed that:

   It helped me relax through writing, and usually writing makes me anxious because of assignments

   It made writing feel less daunting

2. Positive emotional/mental health impact

Echoing the anecdotal insights gained previously, the project data clearly showed the positive impact on people by simply giving themselves an hour in the day to attend to the self, as expressed by these comments:

• a connection to part of me that doesn't get much time these days,
• it helped soothe the noise in my head,
• it's a chance to give time to yourself and realise that writing doesn't need to take up energy or time.

Data relating to the Reading workshops gave an indication of what motivates people to attend, and this is often simply because they like reading or were interested in that month’s topic.

Reading workshops also contributed to greater awareness, for example:

• The workshop I attended was a talk from an author. It gave me wider understanding of a different culture and allowed me to better appreciate struggles that individuals may be going through, some of which could be unseen/unanticipated.

Student responses also indicated topics or areas they would like to see in future Reading workshops:

• Addiction and substance abuse, friendships and how to navigate them, loneliness, anxiety, how to manage working to deadlines and mental health help when learning about difficult or heavy subjects in university.

Echoing responses about the writing workshops, there was also further recognition of the ‘safe space’ offered by reading workshops, as expressed here:

• (reading workshops was) A safe space to learn about books that can be beneficial in self-development.

In relation to the book collections in the library, many respondents had not previously been aware of them, saying, for example: 

• “(I was surprised) That these types of books were accessible in the library not just academic resources, and with several respondents saying ‘they need more publicity’.

This was the area of the evaluation with the least respondents; this reveals a need for the book collections to be:

• more visible upon entry to the library and
• advertised more widely to staff and students across the university.

Project outcomes for the student interns

An unintended and pleasing outcome of the project was the meaningful ways in which it impacted on the student interns themselves. Their reflections (included below) about participating in the project are significant, and add an important layer and further richness to the project data:

Reflections from Josh

"I initially had very little knowledge about the Bibliotherapy initiative at LJMU. I had seen the banners on the LJMU screens promoting the initiative, but I didn’t actually know what it was- and I realised that if I didn’t know what it was, it was likely that lots of other students didn’t either.

"I have never had to create a questionnaire or survey on the scale that I did for this project, and despite being stressful at points, it was a rewarding experience. It was actually exciting to see it live with all the responses coming back one at a time and knowing that it’s happening because of your input.

"I particularly enjoyed conducting the Vevox surveys as you could see the impact the sessions had on the attendees there in person. Even though each submission was anonymous, you could see on the participants faces whether they felt emotional or happy or sad or any other emotions they could have been feeling and that was such a special opportunity.

"This has been a great learning opportunity for myself, and I now know that if I need to gather any data in the future, this internship has equipped me with all the skills and knowledge I will need to complete it affectively."

Reflections from Lynne

The impact on Lynne carries important significance in relation to how elements of the Bibliotherapy initiative can be transformative.

"Prior to this project I had a very narrow experience of LJMU as a student. I attend classes one day per week alongside other mature and part-time students. We are working towards a specific qualification, our needs from the University differ from the general student population. Working on this project has given me a sense of belonging to LJMU for the first time and it is lovely.

I have gained confidence in my ability to connect and co-produce with peers from entirely different places, generation and academic disciplines. I would have avoided using new technology and research methods after a twenty-five-year gap in academic study without the energy and vision of my younger peers.

After a long period in life of caring for others this project did indeed help me find space for me: I began to remember the ambitions and dynamics I held professionally. I have returned to the same path with new tools, confidence and direction, it has expedited my journey of curiosity.

"In these interviews (conducted with staff) I learned two key things. Firstly, that we can build real and mutually supportive relationships that extend beyond our defined borders (personally or professionally): that we are community just waiting to happen.

"There was so much evidence of applicability for the Bibliotherapy Project, whether with fashion or auditing or nursing. Secondly, I learned that I can work online and work well. I am deaf and rely upon visual cues and proximity to ‘hear’ people.

"Connecting in this way has made possible a whole new way of working as a trainee therapist, I am now seeking online placements with a view to online work upon qualification. Similarly, my experience of co-presenting our research at the Student at the Heart conference helped me to believe that I can in fact address large groups of new faces with the right support, this fuels my future ambitions.

"This project has also revolutionised my understanding of therapy. As a deaf trainee therapist in person-centred counselling and psychotherapy, I am acutely interested in how we better understand our felt experiences through language.

"I have clarity of something that felt quietly important throughout my studies, but it had been terribly hard to grasp. It has been a pivotal and instructive experience for which I am very thankful."

Project outputs

• A short film made by Josh, which will be used to promote the Bibliotherapy project across the university in the new academic year.
• Team presentation at SATH conference in June 2025.
• Blog post for PRISM journal (forthcoming autumn 2025).
• Presentation of findings to be shared with SAW staff (autumn 2025).

Benefits of having students work with us on this project

The three students working with us had a very strong skillset that blended research expertise with creative flair and imagination.

Their input, ideas, energy and enthusiasm steered the project throughout and has helped us (project leads) consider different questions and ways to develop each of the strands.

Coming from different disciplines (Film Studies, Counselling) meant that they brought fresh and innovative perspectives which have undoubtedly shaped the quality and content of our evaluation.

Impact and transferability

Impact on student interns

Reflections from Lynne

"The semi-structured interviews led to incidences of mutual benefit. For example, one participant lecturer will use the recording of our interview to demonstrate to their undergraduate students what qualitative data collection looks like in action.

"I held another LJMU internship concurrent to Finding Space for Me, as a facilitator of a community space for student therapists on my course. It was clear to me after a few minutes as a participant/researcher in the Writing for Wellbeing workshop that I was witnessing something deeply relevant to the work of counsellors and integral to our philosophy of practice. I asked Anne-Marie to deliver a session exclusively to counselling students in our community space, which was our most attended workshop and something that affected us all deeply as students and practitioners.

"One of my classmates provided a testimony to the conference to say that this Writing for Wellbeing workshop had allowed her to become aware of a painful connection between her client’s experience and a similar, personal experience she had buried. She was aware of disconnection with the client because of this and had not found a means to resolve it through clinical supervision. It was only through the workshop that she could uncover those experiences and approach them compassionately, leading to greater congruence as a therapist and improved psychological connection.

"That same workshop also changed my understanding of how we can help others find space for themselves as a therapist. Not only has this affected my emergent practice, it has led to the beginning of a wellbeing library at my placement so that women who have experience of domestic violence and abuse can use literature to find space for themselves too."

Reflections from Josh

"As well as helping me, I feel that the project has helped all of its participants in “finding space for themselves”. I attended a reading for wellbeing workshop about ADHD, and just attending the session and seeing the impact the session had on everyone was incredible.

"Everyone was sat in a circle (almost like a support group) and I could see how emotional everyone was getting in just talking with people who had similar experiences to themselves. It felt so special to be a part and witness that.

"As long as the initiative keeps evoking these feelings and acting like a safe space for all kinds of people in the future, it is a wonderful thing.

"The project has allowed me to use the filmmaking skills I have already learnt on my course, and expand on them. On my course, all filming projects are completed in groups because filmmaking is a collaborative process, however, during this internship I was able to make a film completely by myself.

"I was given full trust and complete creative control to make the film however I wanted without having to collaborate in a group with other filmmakers, and this has made me enjoy filmmaking so much more than I used to.

"All the shots, the camera angles, the edit, the music, the pacing, etcetera, was all my choice and I am so thankful to the team for entrusting me with this responsibility. It has definitely allowed me to grow my confidence in my filmmaking abilities."

A broader but key area of impact going forward, is the way in which the evaluation project has raised greater awareness of the Bibliotherapy project at LJMU – amongst staff and students. This in turn means that staff who participated have a better understanding of the value of the workshops and book collection in supporting students’ wellbeing. Personal tutors who took part in interviews said that now that they have more awareness of the 3 strands of the project, they feel better equipped to support and signpost tutees to attend/use book collection.

As described in Lynne’s reflection, an immediate area of impact has been the powerful connection between the W4W workshops and the ethos of the MA Counselling course; this highlights the potential for more embedded links between the Bibliotherapy initiative and specific courses where these wellbeing activities would be especially beneficial and relevant.

The overall data, and the questions it has raised, have the potential to help inform wider Wellbeing initiatives across the University (within SAW and beyond); the project leads will collate and summarise the full findings to share with staff across departments.

Developing approaches to Education for Wellbeing

As coordinators of the Reading and Writing for wellbeing workshops, we are perhaps biased in our views; nevertheless, the project has reinforced our belief in the value and impact of non-formal, non-assessed spaces such as the workshops.

As part of the broader landscape of Education for wellbeing within the University, the data reflects the significance – for staff and students – of having space, even just for an hour, to attend to the self.

In this way “education for wellbeing” does not necessarily need to be formally structured or part of a taught module; it can work effectively when people choose to give themselves an hour in the day to focus on the self.

Some key lessons learned via this project:

• the importance of conversations and collaborations: a key issue emerging from the data was a lack of awareness of the link between the 3 strands of the project, and how tutors and staff could signpost students to relevant sessions,
• the Bibliotherapy initiative already has a positive impact for those who attend workshops; the data has revealed the potential for wider access and the ways in which the workshops can be used as ‘model’ wellbeing practice across different courses,
• there is a need for wider publicity of the workshops, and more visibility of the book collection in the libraries.

Next steps and future developments

As indicated earlier, we (project leaders) had anecdotal evidence of the positive impact of reading and writing for wellbeing.

The extensive data from this project has not only confirmed that but has also provided insights into areas for development to ensure further engagement from staff and students with the Bibliotherapy initiative. Key areas we are committed to exploring include:

• closer engagement with Personal Tutors to signpost tutees to the wellbeing workshops and book collection. We will explore how to liaise with tutors and departments to coincide with Welcome Week in September 2025,
• ee-energised awareness/publicity activities to ensure more students and staff can engage with the Bibliotherapy initiative.

Our plans for sharing and dissemination the evaluation data include:

• presentation at the Student @ the Heart conference 18-19 June 2025,
• blog post in PRISM journal [ PRISM: Casting New Light on Learning, Theory and Practice ] (autumn 2025),
• summary of key findings to be shared with Personal tutors, and LJMU Wellbeing team/SAW to inform future activities (autumn 2025).

Project leader

Dr Catherine Wilkinson, School of Education, Faculty of Society and Culture 

Project team

Aaron Yonas, School of Engineering

Stephen Brown, School of Public and Allied Health

Saira Weiner, School of Education

Thematic area

Education for Wellbeing

Summary

The Youth Worker Compass Handbook was developed to provide a practical and accessible resource to support youth workers in navigating the complex challenges of their dual identity as youth workers and learners, and to support their wellbeing.

The final handbook was created by two student interns, in collaboration with academics, and was shaped by feedback both from learners on LJMU’s own Youth Work Degree Apprenticeship, and professional youth workers externally. This has ensured that the handbook is grounded in lived experiences and sector needs.

Its primary aim was to create a reflective tool that supports youth workers’ professional development, offers guidance on ethical practice, and helps strengthen their wellbeing. To this end, it provides practical exercises and reflective prompts in an accessible format.

Feedback from practitioners and organisations has been overwhelmingly positive, with many highlighting the handbook’s value in supporting reflective practice.

Future plans include a formal evaluation of the handbook’s impact and seeking additional funding to print and bind copies of the handbook professionally for use with our own learners. We also plan to explore opportunities to embed the handbook within youth work education and training programmes externally.

Students at the Heart Conference 2025 Presentation

Project methodology

The Youth Worker Compass Handbook project was undertaken using a collaborative, co-production approach between student interns, academics and practitioners, to ensure the resource reflected the realities of youth work practice.

The process began with a scoping review of existing youth work resources, policies, and reflective tools, followed by a series of consultations with academics, learners and practitioners. Learners and practitioners also fed back on draft iterations of the handbook.

The content of the handbook was developed iteratively, with draft sections piloted and refined based on feedback from practitioners and stakeholders.

Student interns made a significant contribution to this project, from conjuring up ideas to designing the physical handbook. Their involvement added value to the project by bringing fresh perspectives, demonstrating the benefits of integrating student voices into knowledge exchange initiatives.

The project also provided the interns with hands-on experience in stakeholder engagement, and impact-focused resource development, hopefully strengthening their professional skills and employability.

Project outcomes

The Youth Worker Compass Handbook has resulted in a practical, practitioner-informed resource designed to support youth workers’ reflective practice, ethical decision-making, and professional development. As well as being shared with our own learners, it has also been shared with sector partners and professional bodies.

Early feedback has highlighted its value in helping youth worker degree apprenticeship learners navigate their dual identities of professionals and learners and embed reflective practice into daily routines. Organisations have already expressed interest in integrating the handbook into ongoing training, demonstrating its potential use within the sector.

Having students work on this project added significant depth and capacity, particularly as the interns were students who had youth work experience. One intern also brought the perspective of someone on a degree programme with a significant practical element, and the other brought graphic design skills.

Their involvement and perspectives demonstrated the value of student engagement in developing such resources, whilst also offering them hands-on experience in project delivery and collaboration with sector professionals, demonstrating reciprocal benefit.

Impact and transferability

The resource’s primary impact will be with the Youth Work Degree Apprenticeship learners internally at LJMU. The handbook is now completed, following feedback from the interns.

It will be used initially as an electronic resource with interns, before funding is sought to print this as a printed and bound resource. External youth work practitioners from across the second have fed back that they can see the value of the resource in enhancing reflective practice and professional dialogue.

In the future, I hope that further impact can be gained through working with external organisations and integrating it into team training and induction processes.

Presenting the resource at the Students at The Heart Conference also garnered feedback from staff internally about the value and use of the handbook on other comparable programmes (i.e. degree apprenticeship programmes and other programmes with a significant placement element), supporting students’ professional preparation.

For Liverpool John Moores University, the project demonstrates the value of student engagement in knowledge exchange initiatives. The work undertaken by student interns has contributed directly to an output with real-world impact, providing them with applied experience.

The handbook itself can now be shared more widely across the University as an example of co-created, impact-oriented research, offering learning opportunities for students and staff across multiple disciplines, including education, health, and social care.

In the future, we plan to make the Youth Worker Compass Handbook freely available as a downloadable resource to practitioners, educators, and students.

Developing approaches to Education for Wellbeing

Undertaking the Youth Worker Compass Handbook project has deepened the team’s understanding of Education for Wellbeing by demonstrating the importance of co-production, reflective practice, and practitioner voice in developing meaningful resources.

One of the key lessons learned is that Education for Wellbeing must prioritise process as much as content.

The collaborative development of the handbook created a reflective learning space for both the project team and interns, modelling some of the principles of wellbeing education (dialogue, inclusivity, and mutual respect).

For others undertaking work in this area, we recommend:

• building in time and processes for genuine co-production with practitioners and learners,
• prioritising iterative development and feedback to ensure resources meet sector needs,
• recognising the reciprocal wellbeing benefits of collaborative projects.

This project has highlighted the potentially transformative impact of participatory approaches in shaping Education for Wellbeing.

Next steps and future developments

There is strong potential to further develop the Youth Worker Compass handbook by creating accompanying digital resources (on Canvas and elsewhere – i.e. a dedicated website) and adapting it for different contexts internally and externally.

Plans are in place to formally evaluate its impact on reflective practice and wellbeing within the Youth Work Degree Apprenticeship programme, through gaining feedback from learners.

Dissemination will include seeking funding to professionally print and bind the handbook, making the handbook freely available online, presenting the handbook at youth work conferences and academic events, and engaging with professional bodies such as the National Youth Agency to extend its reach and influence.

Project leader

Dr Emma Mulliner, School of Civil Engineering and Built Environment

Project team

Sa’idah Zubairu and Tim Browne, School of Civil Engineering and Built Environment

Dr Denise Lee, Sian Dunne and Dr Neema Opiyo, School of Civil Engineering and Built Environment

Project focus

Education for Wellbeing

Summary

This project aimed to design a pilot Buddy Scheme tailored for School of Civil Engineering and Built Environment (CBE), with a goal of fostering a supportive peer network and enhancing student wellbeing.

The project began with background research into existing buddy schemes across UK HE institutions to identify alternatives models and best practice, alongside engagement with JMSU to explore how their newly launched university-wide buddy scheme could inform a school-specific initiative.

Building on these insights, primary data was collected via two online surveys conducted with CBE students (Levels 3–7) and staff. The surveys gathered perspectives on the relevance, preferences, benefits and challenges of a potential CBE buddy scheme.

Findings demonstrated positive student interest in a one-to-one buddy scheme, particularly with buddy matching based on similar programmes of study, validating a School-specific approach. Staff supported the scheme but raised concerns about capacity for scheme management. The need for clear guidelines on roles and expectations was raised by staff and students.

Although the intention was to pilot a buddy scheme during the project in Semester 2, limited time prevented full implementation. Instead, the project focused on preparing the foundations for a formal pilot to be rolled out in September 2025. A ‘Volunteer-Buddy’ model was selected for the pilot, and eight CBE students undertook JMSU-supported ‘Volunteer Buddy’ training, ready to be matched with buddies from September 2025.

Supporting materials, including a Buddy Handbook, promotional poster, and introductory video, were developed by the interns to support recruitment and scheme awareness.

The project has strengthened collaboration between CBE and JMSU and raised awareness of peer-support initiatives. The evaluation of the pilot scheme in 2025-26 will provide opportunities for refinement and wider implementation, potentially serving as a model for other Schools/Faculties interested in developing discipline-specific peer support initiatives.

Students at the Heart Conference 2025 Presentation

Project methodology

The project was undertaken according to the following stages:

Background research: The project began with the interns conducting background research (secondary data) into existing buddy scheme models used in higher education institutions nationally. This assisted in identifying different buddy scheme designs and best practices relevant to higher education and supporting student wellbeing specifically.

The student interns also engaged and liaised with representatives from Liverpool John Moores Students’ Union (JMSU) to understand how their (newly developed) existing buddy scheme operates and how it could inform or complement a school-specific buddy scheme. 

Surveys: The findings from the background research helped inform the design of two complimentary online surveys to gather primary data from CBE students (Levels 3-7) and CBE staff (teaching and personal tutors).

The surveys aimed to gather student and staff perspectives on perceived relevance, preferences and challenges regarding the development of a CBE buddy scheme to support student wellbeing. Survey questions included both closed (including Likert type responses) and open-ended questions, and surveys were completed anonymously.

The survey tool was created using JISC Online, with a link to the survey distributed via email, Canvas programme pages, social media and advertised on flyers left on campus. The project received ethical approval from LJMU prior to work commencing.

The interns were involved in all stages of survey design (question development) and data collection (promotion and distribution of the survey to a diverse group of students across CBE courses and monitoring responses). Following data collection, student interns undertook data analysis of student and staff survey responses, and assisted in drawing conclusions to shape the development of a relevant CBE Buddy Scheme model to be piloted.

Pilot and Resource Development: The intention for the next stage of the project was to roll out a Pilot of the chosen buddy scheme design with a small group of CBE students. However, following completion of the previous project stages, there was limited contact time remaining with students in the Semester 2 LJMU academic calendar.

It was not deemed feasible to seek to match student buddies and oversee/evaluate the development of the pilot towards the end/outside of term time.

Accordingly, the final stage of the project focused on identifying training needs of student Buddies and developing promotion/resource materials for a Pilot Buddy Scheme that will be rolled out in September 2025.

Relevant training for ‘Volunteer Buddies’ was established and undertaken with assistance from JMSU. A face-to-face training session took place with eight CBE students from Levels 4 and 5, within which the interns were present to gather feedback from participants.

The interns were involved in drafting promotional material to advertise the Pilot CBE Buddy Scheme and a ‘Buddy Handbook’ to act as resource for students interested in and/or using the Scheme.

Intern involvement: The project methodology and timeline were drafted by the staff on the project team. The two student interns played an integral role in carrying out every aspect of the project methodology, with ongoing support and guidance from the staff.

Throughout the project, the interns actively participated in project team meetings, offering student perspectives and contributing to decision-making processes. The student interns assisted in preparing and presenting the initial project findings at the LJMU Students at the Heart conference.

Project outcomes

Through surveys with CBE students and staff, the project established interest and preferences, perceived benefits and potential drawbacks of a CBE Buddy Scheme. The findings demonstrated positive student interest in participating in a one-to-one buddy scheme. Students felt that a buddy scheme could be most beneficial in fostering a sense of inclusion and belonging, building confidence and offering social support.

Students indicated a strong preference for buddies to be matched based on similar programme of study, indicating students desire discipline-specific peer connections and validating the need for a School-specific buddy scheme.

Findings suggest staff also support the development of a CBE buddy scheme, though concerns regarding capacity to assist in its management were demonstrated. Both students and staff expressed desire for clear guidelines on roles and expectations of users.

Survey findings from the project were presented at the Student at Heart Conference, which the interns took a key part in preparing and delivering.

Survey findings shaped the design of a pilot CBE Buddy Scheme that aligns with student needs and considers staff concerns. The buddy scheme to be piloted is a one-to-one ‘Volunteer-Buddy’ model, whereby a student who is seeking a buddy is matched with another student who has been trained as a volunteer buddy.

Training for ‘volunteer buddies’ and the process for matching buddies has been established during the project and will be assisted by existing support infrastructure developed by JMSU for their university-wide buddy scheme.

As part of the early stages of the pilot scheme, eight CBE students (from Levels 4 and 5) have been recruited and received training as ‘volunteer buddies’. These students are ready to be matched with a buddy at the start of the academic year (from September 2025) when the pilot is due to be rolled out.

The interns created supporting resources for the pilot scheme. This includes a promotional video explaining the Buddy Scheme which will be used to recruit students across CBE in Induction week and Semester 1 2025-26.

Interns also created a ‘Buddy Handbook’ that covers the aim of the scheme, details on how to apply, roles and responsibilities of buddies and volunteer buddies, signposting pathways to University wellbeing services.

The CBE Buddy Scheme has been incorporated into the personal tutoring action plan so that the impact of the scheme will be evaluated and reported back to SMT. It is also intended that there will be updates with academic staff and buddies to better understand the needs of students in an informal manner, as opposed to relying on boards of study.

Following the roll-out of the Pilot scheme, evidence-based recommendations for implementing a School-specific Buddy Scheme could serve as a model for other LJMU faculties/schools. In the long term, the availability of peer support should foster connection and community - helping students feel seen, heard, and supported - which are key factors in promoting wellbeing and resilience.

Having student interns working on the project was extremely valuable. As current CBE students, the interns offered their own insights and lived experiences regarding the use and effective design of a student buddy scheme. Their perspectives helped shape survey questions, resource materials and communications in ways that hopefully resonated with the wider student body.

The interns played an active role in all stages of the project, from background research, survey design, data collection and analysis, to stakeholder engagement, dissemination and resource development. Their contributions ensured that the project remained grounded in the real experiences and needs of students, helping to shape a practical and student-centred buddy scheme model for CBE.

Impact and transferability

The project is laying a strong foundation for improved peer support and student wellbeing within the School of CBE.

The research team, including the student interns, presented preliminary findings from the survey data analysis as part of a presentation at the Students at the Heart Conference.

Staff from a range of schools attended this presentation and asked various questions regarding the use of a buddy scheme in their own schools/programmes. This shows how the project could inspire other staff to consider using or adapting a buddy scheme model within their own Schools.

The presentation session also assisted in raising awareness of the university-wide JMSU buddy scheme, which the audience had limited prior awareness of. The project strengthened partnerships between CBE and JMSU, facilitating shared learning on buddy scheme initiatives that could inform institutional strategies on peer support initiatives.

The resources developed by this project, including the survey tools to gather staff and student perspectives/preferences and the buddy scheme handbook, can be shared and adapted across other LJMU Schools/Departments looking to introduce or refine peer support initiatives, supporting the long-term aim of fostering a more connected and supportive campus environment.

Developing approaches to Education for Wellbeing

While undertaking this project the research team learned that a number of students had a lack of awareness of available student support services, or some decide not to make use of formal student support services despite expressing experiencing mental health challenges.

This emphasises the importance of continued promotion of student support services initiatives. It also suggests that peer support initiatives could assist in providing an alternative and/or additional form of informal support for students. Personal tutor meetings are a key avenue for identifying students in need of peer support and for promoting available support services.

It is important that academic staff/personal tutors work closely with LJMU SAW to provide continuing guidance to students on how to navigate the LJMU website in finding student support services.

A short workshop could be developed on how to navigate the LJMU website to access services and support online. Additionally, there may be opportunities to work with the estates team to see how we can improve the visibility of the support services available on CBE campus (Byrom St).

The project has underscored the value and importance of a student-centred approach in shaping wellbeing initiatives. By involving students directly in the design process (both through the interns working on the project and by gathering student perspectives through primary data collection), the project will hopefully co-create a buddy scheme that is both relevant and impactful.

One significant obstacle faced with data collection during the project was the timeline of the Internship, which ran in Semester 2 from January to July. By the time interns were recruited, and ethical approval obtained for data collection, key opportunities for data collection with students had passed.

Where future projects rely on primary data collection or engagement with students, considerations should be had for maximising contact time with students by commencing Internship projects in Semester 1.

Next steps and future developments

The next step is to formally roll-out and recruit students for the Pilot CBE Buddy scheme in September 2025 for the 2025-26 academic year. The Pilot Buddy Scheme will be promoted to CBE students during Induction Week and Week 1 of the new teaching semester, as well integrating it with the existing Personal Tutoring system, with the assistance of the promotional materials and resources created during the project.

The pilot will provide an opportunity to trial the scheme with a small group of students and generate valuable insights from users into its effectiveness and areas for refinement. Monthly meetings with buddies will be scheduled in the early stages of the pilot to evaluate the benefit of the scheme and needs for additional support.

Further evaluation will consist of monitoring student uptake of the scheme (for example number of students interested in finding a Buddy or being a Volunteer Buddy), and short online feedback evaluations from students who are using the scheme (for example satisfaction with scheme, self-reported wellbeing and sense of belonging metrics). The pilot data will be used to scale scheme capacity for 2026–27, if considered necessary.

We intend to work closely with LJMU SAW team to help promote knowledge of student support services available and how student can access these services.

There is also potential to develop workshops for CBE staff and students to raise awareness of LJMU student support services available, including how to navigate the LJMU website to find relevant support services.

Project leader

Dr Fredrick Agboma, Liverpool Business School

Project team

Sa’idah Zubairu, School of Civil Engineering and Built Environment

Indiana Ibreck-Donlon, Liverpool Business School

Farwa Shahzad, School of Computer Science and Mathematics

Dr Boma Omuso, Andy Doyle, Dr Foteini Stavropoulou, Dr Ioannis Kostopoulos and Dr Jan Brown, Liverpool Business School

Thematic area

Education for Wellbeing

Summary

This project examined the psychological phenomenon of functional freeze in business and management education, particularly in relation to curricula designed around VUCA (Volatile, Uncertain, Complex, Ambiguous) conditions.

While the incorporation of VUCA principles is intended to prepare students for uncertain and complex professional environments, early findings suggest that it can also induce cognitive overload, leading students to retreat into risk-averse behaviours.

During the 2024/25 academic year, the project team worked with student interns to design and pilot instruments for investigating functional freeze. This included surveys, observation protocols, and small-scale simulation exercises.

Importantly, the interns advised that the Project Phase Monitoring and Post-Test Assessment should be piloted rather than fully implemented in 2024/25. They argued that completing the Pre-Test Assessment with Level 5 students, before they formally select their final-year pathways, would provide more meaningful baseline data.

This advice was adopted, and as a result, the full-scale monitoring and post-test phases are scheduled for the 2025/26 academic year.

Preliminary evidence from pilot work suggests that freeze responses are most common amongst high-achieving but risk-averse students, with patterns of reliance on familiar templates, avoidance of leadership in ambiguous tasks, and reduced ideation.

Pilot interventions, including reflective journals, resilience workshops, and small-scale “safe-to-fail” scenarios, showed promise in helping students reframe uncertainty as a developmental challenge rather than a threat.

Additional funding has been secured from the Enterprise Educators UK (EEUK) Impact Fund, enabling the project to expand to larger student cohorts in 2025/26 and produce sector-wide resources, including a resilience toolkit and curriculum integration guidelines.

Students at the Heart Conference 2025 Presentation

Project methodology

The methodology was developed in three phases, with adjustments following input from student interns:

1. Pre-Test Assessment (2024/25 – completed)
   1. Baseline surveys measuring cognitive load, risk tolerance, and familiarity with VUCA.
   2. Initial pilot VUCA simulation exercises with Level 5 students prior to final-year pathway selection.
2. Project Phase Monitoring (2024/25 – piloted; 2025/26 – full implementation)
   1. In 2024/25, interns piloted observation protocols to capture behaviours such as decision paralysis, reliance on templates, and avoidance of leadership roles.
   2. The full-scale monitoring phase will be conducted with final-year students in 2025/26, once they are embedded in their chosen dissertation or consultancy pathways.
3. Post-Test Assessment (2024/25 – piloted; 2025/26 – full implementation)
   1. In 2024/25, interns trialled follow-up interviews and focus groups on a small scale.
   2. The full assessment will be undertaken in 2025/26, allowing longitudinal comparison with the pre-test data collected at Level 5.

VUCA audit of Canvas

As part of the pilot phase, the interns suggested and conducted a “VUCA audit” of the Canvas pages for Business and Management programmes. This audit reviewed the language, structuring of tasks, and digital learning resources to assess how ambiguity, open-endedness, and complexity were communicated in the virtual learning environment.

The findings provided early insights into how digital delivery may contribute to perceptions of volatility and uncertainty, informing both the research design and conversations about digital pedagogy.

Role of student interns

Interns provided critical feedback on research design, emphasising the importance of aligning data collection with students’ academic transitions. They also piloted data collection tools, facilitated small focus groups, and supported initial analysis.

Their contributions ensured that the methodology is both academically robust and practically sensitive to student experiences.

Project outcomes

Outputs (2024/25)

• A tested suite of survey instruments and observation protocols.
• Pilot evidence demonstrating the occurrence of functional freeze in VUCA-based tasks.
• Preliminary toolkit elements, including reflective journaling templates and resilience workshop exercises.
• A “VUCA audit” report on the Canvas learning environment, identifying ways in which module design and online communication may amplify or mitigate perceptions of ambiguity.
• Conference dissemination (SATH 2025 presentation).

Benefits of student involvement

• Interns’ feedback reshaped the timeline of the project, ensuring more meaningful and valid data collection in 2025/26.
• Their “VUCA audit” of Canvas pages provided unique peer-led insights that the academic team had not previously considered, adding a digital dimension to the project.
• Their peer status enhanced the authenticity of pilot data and improved participation in early focus groups.
• They gained valuable experience in methodological design, piloting research tools, and communicating findings.

Impact and transferability

Although the full impact will be measured in 2025/26, the pilot work in 2024/25 has already:

• raised awareness amongst educators at Liverpool Business School of the psychological risks associated with VUCA-based pedagogy,
• informed the integration of resilience-building activities into existing modules, even at a pilot stage,
• provided a tested methodological framework — including the Canvas VUCA audit — that can be applied to other disciplines where ambiguity and open-ended tasks are central to learning and/or digital learning environments play a significant role in shaping perceptions of complexity and ambiguity.

Resources developed, including the resilience toolkit and curriculum design guidelines, will be shared more widely in 2025/26 through LJMU’s Teaching and Learning Academy, EEUK’s ETC (Enhancing the Curriculum Toolkit), and sector conferences.

Developing approaches to Education for Wellbeing

The pilot phase highlighted several important lessons:

• Timing of assessments is crucial: capturing baseline data at Level 5 before pathway selection ensures that student responses are not confounded by differing project experiences.
• Functional freeze is best understood as an adaptive but limiting response to ambiguity, requiring targeted interventions rather than simple avoidance of VUCA tasks.
• Scaffolded interventions, such as reflective practice and phased exposure, offer effective means of building resilience without compromising academic challenge.
• Digital learning environments play a significant role in how students perceive and respond to VUCA, and the Canvas audit suggests that small changes in language and task framing can reduce cognitive overload.

These insights will guide not only the continuation of this project but also the broader integration of wellbeing considerations into experiential and digitally mediated curricula.

Next steps and future developments

The next academic year (2025/26) will see the full-scale implementation of the Project Phase Monitoring and Post-Test Assessment stages with final-year students. Deliverables will include:

• a fully developed resilience toolkit,
• curriculum integration guidelines informed by large-scale data collection,
• two case studies documenting the phenomenon of functional freeze and effective pedagogical responses,
• academic dissemination through EEUK (IEEC 2026), BAM, and journal publications.

The EEUK Impact Fund will support the scaling-up of this research to approximately 500 students, enabling rigorous evaluation and sector-wide impact.

Project leader

David Soehren, Liverpool Business School

Project team

Diego Correia and Ben Pulford, Liverpool Business School

Thematic area

Education for Wellbeing

Summary

The Digital Enhancement Club: Empowering Students Through Technology and Community is a student-led initiative at Liverpool John Moores University (LJMU) that focused on improving digital wellbeing. This peer-led club was developed in response to increasing challenges faced by students navigating digital overload, isolation, and stress in technology-rich academic environments.

Centred on the principle of “by students, for students”, the club created a safe, inclusive space where students shared practical strategies, tools, and techniques for managing digital learning more effectively.

The project was implemented through interactive peer-led workshops, on-demand learning resources, and online community engagement. Interns led the design and delivery of content based on the real needs of their peers, covering platforms like Canvas, LinkedIn, and AI tools such as ChatGPT. The project also produced a toolkit of student-sourced strategies for wider dissemination.

Initial outcomes include enhanced digital confidence, reduced tech-related stress, and stronger peer networks amongst participants. Interns gained leadership, facilitation, and digital literacy skills, while the wider student community benefited from accessible, relatable learning resources.

Early evaluation, guided by Gibbs’ reflective cycle, has revealed positive shifts in student engagement and confidence, although attendance at live sessions remains an area for improvement.

Looking ahead, the project aims to expand its library of bite-sized digital resources, launch a dedicated website, and embed student-led sharing models across faculties. Future cohorts will continue leading the initiative, informed by student feedback and ongoing evaluative activities, including focus groups and surveys.

With sustainable student leadership and structured support, the Digital Enhancement Club is positioned to become a lasting contributor to student wellbeing and academic success at LJMU.

Students at the Heart Conference 2025 Presentation

Project methodology

The Digital Enhancement Club: Empowering Students Through Technology and Community followed a student-centred, peer-led methodology grounded in collaborative learning and inclusive practice.

The project was co-designed and implemented by a team of three students (the third student left after the first month for personal reasons), supported by the academic lead.

The methodology included the following key elements:

• Peer-led planning and facilitation: Interns coordinated and facilitated regular club sessions, taking ownership of the whole process, from topic selection to delivery. They designed interactive workshops and collaborative activities focused on key digital skills, including using Canvas, LinkedIn, and generative AI tools such as ChatGPT.
• Collaborative content creation: Interns developed a toolkit of practical strategies and bite-sized learning videos, drawn from shared student experiences. These resources were designed to be accessible and relevant, reflecting the real-life digital challenges faced by students.
• Multi-format delivery: The club adopted flexible formats, live in-person and online sessions, asynchronous tutorials, and a Teams community hub to ensure accessibility and accommodate diverse learning preferences.
• Ethical and inclusive engagement: Interns prioritised inclusivity using plain language, varied delivery formats, and empathetic facilitation. As part of the project’s commitment to ethical standards, interns received training in data collection and evaluation procedures, and ethics approval was obtained for any evaluative research involving students.
• Iterative improvement and reflection: Using Gibbs’ reflective cycle, the team continuously evaluated what worked well and what could be improved. Interns collected feedback through surveys, focus groups, and informal discussions, using this input to refine the club’s offerings throughout the project.
• Structured support and training: Interns received mentoring, resources, and skills training (for example workshop facilitation, leadership development, digital tools), helping them build confidence and capability as facilitators and leaders.

This approach empowered interns not only to contribute meaningfully but also to lead the initiative in ways that were student-led, authentic, and impactful.

Project outcomes

Outcomes and outputs

The project successfully produced several tangible and intangible outcomes:

• the Digital Enhancement Club was established as a regular, student-led initiative,
• three live workshops delivered on digital tools relevant to students’ academic and professional development,
• library of bite-sized, on-demand tutorials created to address common digital challenges,
• peer-developed Digital Toolkit capturing strategies and tools that improve digital wellbeing,
• increased student confidence in using digital platforms and tools,
• improved leadership and facilitation skills amongst student interns.

These outputs are being shared across the school and faculty networks and through LJMU’s Teaching and Learning Academy. The resources are also being made accessible via university digital platforms to support continued engagement beyond the initial cohort.

Benefits of student involvement

Having students lead this project was central to its authenticity and impact. Their lived experience ensured relevance, empathy, and peer credibility, which significantly boosted trust and engagement amongst participants.

Interns’ insights helped tailor content to real student needs, and their active facilitation fostered a supportive learning environment.

Interns gained valuable skills in leadership, public speaking, digital content creation, and project management, enhancing their employability and academic development.

Their involvement also contributed to a culture of peer-led support and wellbeing, reinforcing LJMU’s commitment to collaborative, inclusive education.

Impact and transferability

Although still in its early stages, the Digital Enhancement Club has already demonstrated tangible impact on both the interns involved and the broader student community. Interns reported significant growth in confidence, leadership ability, digital fluency, and public speaking skills.

Their participation has fostered a sense of ownership and pride, which in turn has contributed to a more supportive and inclusive learning culture within their school.

For participants, the peer-led format created a psychologically safe space that encouraged active engagement with digital tools they previously found intimidating.

Feedback collected through surveys and discussions indicated that students valued learning from their peers, citing increased confidence, reduced digital overwhelm, and a stronger sense of connection with the university community. These wellbeing benefits align strongly with the aims of Education for Wellbeing.

The project’s outputs, particularly the bite-sized video tutorials and the Digital Wellbeing Toolkit, have immediate utility beyond the HRM subject area. These resources are accessible, student-driven, and adaptable, making them suitable for wider integration across programmes and faculties.

By targeting universal digital skills and challenges, the content is highly transferable to disciplines across LJMU and relevant to both academic and professional development contexts.

Plans are in motion to disseminate these resources via:

• the Teaching and Learning Academy,
• LJMU-wide Teams channels and learning platforms,
• faculty newsletters and School-level workshops,
• presentations at institutional events such as the Students at the Heart conference,
• potential future contributions to external academic networks and peer-reviewed publications.

A proposed website (Canvas or Teams) will serve as a central repository for all on-demand learning resources, ensuring ongoing access and encouraging wider institutional adoption.

Future student cohorts will continue to contribute to and expand the club’s work, ensuring that its impact is sustained and that the student voice remains central to digital wellbeing support at LJMU.

Developing approaches to Education for Wellbeing

Undertaking the Digital Enhancement Club project has significantly deepened the project team’s understanding of how to embed Education for Wellbeing in both curricular and co-curricular contexts.

Central to this development has been the recognition that student wellbeing in the digital age is closely tied to confidence, community, and control over one’s learning environment.

Through working with student interns, the team learned the value of creating peer-led, collaborative learning spaces where students feel psychologically safe to explore digital tools without fear of judgement.

The emphasis on community building, through shared experiences, accessible language, and flexible delivery, proved essential in addressing feelings of digital overwhelm, isolation, and anxiety.

The project also underscored the importance of choice and flexibility. Providing resources in multiple formats (live, recorded, text-based) respected different learning preferences and helped foster autonomy and academic self-efficacy, core principles of wellbeing-oriented education.

From an institutional perspective, the project highlighted how simple interventions (for example peer tutorials, student-designed workshops) can yield significant improvements in engagement and student morale when those interventions are driven by authentic student voice. The project reinforced that wellbeing doesn’t require radical overhauls of curriculum, but rather intentional, student-informed enhancements to how learning is supported and delivered.

For staff, engaging in this project has encouraged a more collaborative stance with students and a rethinking of traditional hierarchies in learning environments.

The success of this initiative has inspired conversations about integrating peer-led digital support models across other departments and modules.

The key lesson for others undertaking similar work is that wellbeing can be nurtured by empowering students, not just to participate, but to lead. Trusting students as co-creators of support systems yields resources and relationships that are meaningful, sustainable, and responsive to evolving needs.

Next steps and future developments

The Digital Enhancement Club has laid a strong foundation for future growth, with several developments already underway to ensure sustainability, scalability, and continued student impact.

Sustaining and expanding the club

The project team plans to embed the club as an ongoing student-led initiative within the university community. Future student interns or volunteers will be recruited and trained to lead the club each academic year. A handover process and training resources will be developed to ensure smooth transitions and preserve institutional knowledge.

Developing a central resource hub

One of the key next steps is the creation of a dedicated Digital Enhancement Club website. This platform will serve as a “one-stop shop” for accessing all on-demand learning materials, video tutorials, the digital wellbeing toolkit, and guidance on using core digital platforms like Canvas, LinkedIn, and AI tools. This resource will be promoted to all students at induction and integrated into programme-level digital literacy initiatives.

Expanding evaluation and feedback activities

Future development will be informed by deeper evaluation. Plans include conducting focus groups, listening circles, and follow-up surveys to better understand student learning habits and barriers to engagement, particularly in live sessions. This feedback will shape both the format and content of future sessions.

Institutional and External Dissemination

The team intends to share project findings and resources at institutional forums, such as the Students at the Heart conference, and via the Teaching and Learning Academy. There are also plans to present externally at academic development and digital education conferences, as well as to publish findings in professional or peer-reviewed outlets.

Broader Adoption Across Faculties

By documenting the model and lessons learned, the project aims to support adoption of student-led digital wellbeing initiatives in other Schools and Faculties. A facilitation guide for staff and students is under development, which could serve as a transferable resource to help scale the club’s impact across the university.

The project team hopes they have demonstrated that the Digital Enhancement Club is positioned not only as a successful pilot but as a sustainable and adaptable model for advancing Education for Wellbeing through authentic student partnership.

Project leader

Dr Stewart Chidlow, School of Computer Science and Mathematics

Project team

Amber Furlong and Jody Squirrell, School of Psychology

Sian Dunne, School of Civil Engineering and Built Environment

Dr Philippa McCabe, School of Pharmacy and Biomolecular Sciences

Thematic area

Education for Wellbeing

Summary

This project investigated the impact of exam location on student wellbeing, focusing on exam anxiety in closed-book assessments. Exam anxiety is a prevalent issue across higher education, known to impair memory, concentration, and overall academic performance.

We were particularly interested in whether exam venues exacerbate anxiety, especially for neurodiverse students who may be sensitive to environmental features such as acoustics, lighting, and unfamiliar surroundings.

A survey was distributed to all LJMU students using the Westside Test Anxiety Scale (Driscoll, 2007). We received 186 responses, with 82% of students scoring moderately high or above for exam anxiety.

Preliminary analysis revealed that undergraduate students reported significantly higher anxiety levels than other groups (p = 0.005), and students whose pre-university exam experiences were disrupted by Covid reported significantly higher exam environment anxiety (p = 0.025). Age and gender differences were observed but were not statistically significant.

Although focus groups were planned to gather additional qualitative data, recruitment proved challenging, and all volunteers later withdrew. Consequently, this stage of the project will continue into the next academic year, with groups scheduled for delivery during Semesters 1 and 2.

Despite these limitations, the project has already highlighted the scale of exam anxiety at LJMU and demonstrated that exam location plays a measurable role in shaping student wellbeing. The next phase will focus on understanding coping mechanisms and strategies that may be embedded into teaching and assessment practices. 

Students at the Heart Conference 2025 Presentation

Project methodology

The study centred on the design, distribution, and analysis of a student questionnaire.

• Survey design and distribution: Interns worked with staff leads to identify key questions. Drawing on literature, Amber and Jody recommended the Westside Test Anxiety Scale, which was incorporated alongside bespoke questions on exam environments and coping strategies.
• Data analysis: Both interns undertook statistical testing on the data. Amber completed additional exploratory data analysis to identify trends and patterns.
• Focus group preparation: Jody developed a question framework and planned to facilitate sessions independently via Teams. Unfortunately, participants were unavailable, and the focus groups could not take place within the original timeframe.

The project methodology therefore primarily relied on quantitative data, with qualitative components postponed to 2025.

Project outcomes

Findings so far

Our survey results indicate that exam anxiety is highly prevalent amongst LJMU students, with 82% of respondents scoring moderately high or above. While this figure is very likely to overestimate the true proportion across the whole student body, it clearly demonstrates that exam anxiety affects a substantial number of students.

Statistically significant differences in anxiety levels were found between levels of study and between students affected by Covid-related exam disruptions and those unaffected.

Exam environments appear to have a greater negative effect on undergraduate students, particular those students at levels 3 and 4.

Benefits of student involvement

The interns played a pivotal role in shaping the project. Their student perspective ensured that the questionnaire was accessible, relevant, and engaging.

They also brought fresh insight to literature review and analysis, helping to align the project with real student concerns. Their contributions added authenticity and credibility to the findings.

Impact and transferability

The survey findings underline the widespread nature of exam anxiety and its links to assessment environments. The project team believes that:

• large-scale closed-book exams at Levels 3 and 4 may be counterproductive due to stress and reduced performance,
• alternative forms of assessment, such as class tests in familiar environments, should be considered to reduce anxiety,
• embedding wellbeing practices (for example breathing techniques, structured preparation sessions) across programmes could help mitigate anxiety.

These recommendations, once fully developed, could be adopted across faculties within LJMU and adapted by other universities.

The project also contributes to national debates on inclusive assessment practice and student wellbeing.

Developing approaches to Education for Wellbeing

The project has highlighted the strong connection between institutional assessment practices and student wellbeing.

It has reinforced the need for inclusive assessment design, showing that anxiety is not simply a personal issue, but one shaped by environmental and institutional choices.

Lessons learned include the importance of co-creation with students, the need for flexibility in recruitment to qualitative studies, and the value of combining quantitative and qualitative methods to build a holistic picture.

Next steps and future developments

Our plans for the future are as follows:

• complete focus groups during Semesters 1 and 2 to capture qualitative insights,
• analyse qualitative data to identify calming strategies and explore why exam locations trigger anxiety,
• integrate findings with existing survey results for a fuller analysis,
• produce practical recommendations for exam venues and assessment design.

Project leaders

Dr Jayne Erlam, School of Law and Justice Studies

Fiona McClelland, School of Law and Justice Studies

Project team

Bassam Hamadeh, School of Civil Engineering and Built Environment

Diana Kyalo, Amy Gostick and Aaron Bronner School of Law and Justice Studies

Ester Ragonese, School of Law and Justice Studies

Thematic area

Education for Wellbeing

Summary

Distance learning presents unique challenges to student well-being, particularly for students on non-standard vocational programmes where there is the additional challenge of concurrently developing and demonstrating practice competencies.

These challenges include feelings of isolation and a lack of connection with the university community. Research has shown that the lack of everyday relational contact is a significant issue for remote learners, as supportive relationships are essential to well-being (Graham, Powell, & Truscott, 2016).

This project focused on improving the wellbeing of remote learners on non-standard degree programmes, more specifically the Professional Qualification in Probation (PQiP) programme where most of the learning is asynchronous.

This was a follow-up project to the research conducted in 2024 on the role and purpose of the Personal Tutor for the PQiP programme which revealed unique challenges faced by tutors in supporting the wellbeing of PQiP learners on this challenging course.

First, PQiP learners were surveyed to establish their knowledge of existing LJMU Student Advice and Wellbeing (SAW) resources as well as what they felt that they needed to support their learning. This data revealed that 43% of respondents were not aware of existing LJMU wellbeing support.

Using this data enabled the creation of a wellbeing page within PQiP’s Information Hub, a non-teaching Canvas module, which supports the PQiP programme. This resource directs learners to existing LJMU SAW services as well as offering additional links and materials to support their wellbeing. This page also acts as a valuable resource to assist personal tutors in their role of supporting learners.

Students at the Heart Conference 2025 Presentation

Project methodology

The project embodied a student-staff partnership model that actively involved student interns in the co-creation of resources and the conduction of the research.

The methodology was informed by research on the importance of relationships in student well-being and the need for student voice in shaping supportive initiatives.

The data collection process involved two surveys through which PQiP learners and tutors got an opportunity to provide feedback that informed the development and evaluation of wellbeing resources.

Project outcomes

The project has created a valuable resource of materials which are available directly to learners to aid with self-support as well as provide information to staff for their personal tutoring role.

This Canvas page has been made available via Canvas Commons so that it can be utilised by other non-standard vocational programmes across the institution.

Not only did the project work with PQiP learner inputs to deliver its outcomes, but the project team was also compromised of student interns that led the research, thereby making this a fully student-centred project.

Impact and transferability

The findings of the first survey of this project were delivered to the Students at the Heart Conference, 2025, after which there was a valuable discussion amongst the audience.

Also in attendance was a representative of LJMU’s SAW Team who welcomed our findings regarding remote learners’ lack of awareness of wellbeing services; it was accepted that, despite everyone’s best efforts, more needs to be done to support learners on these challenging vocational programmes.

Based on what learners said they needed, a Canvas page has been created, and this is now available via Canvas Commons to the benefit of staff and students across the institution.

Developing approaches to Education for Wellbeing

A stark finding of this project has been that two-fifths of remote learners are not aware of existing wellbeing services from the university where they are registered as students.

This has been despite promotions of SAW via LJMU and specifically by the PQiP Team at each cohort’s induction. Whilst the Canvas resource which we have created attempts to go some way to address this, more needs to be done to address this.

Next steps and future developments

A follow-up survey to assess the learner feedback on the resources created by this project has been hampered by low participation, in part, due to the timing of this clashing with another survey which, for operational issues, had to take precedence.

Ongoing evaluation of these resources is crucial and the PQiP Team are committed to ensuring that this remains as a useful, current tool to support learner wellbeing.

Project leader

Dr Danielle Hinchcliffe, School of Biological and Environmental Sciences

Project team

Bethany Shackleton, Francis Bloomfield, Nell Waldron, Michael Edwards, Sophie Checkland, Chloe Bywater, Sarah Walker, Poppy Dyton, Maddy Atkinson, Paige Simpson, Ellie Mundy, School of Biological and Environmental Sciences

Bradley Cosgrove, School of Engineering

Dr Luiza Figueiredo Passos, School of Biological and Environmental Sciences

Dr Frederic Bezombes, School of Engineering

Thematic areas

Education for Sustainable Development and Decolonising the Curriculum

Summary

This project compared in-person fieldwork with virtual reality (VR) fieldwork to evaluate the effectiveness of immersive learning in biological and environmental science (BES) programmes, and particularly, in developing desired graduate skills identified by potential wildlife conservation employers.

Ten L5 zoology and wildlife conservation undergraduates completed bird monitoring surveys at a local nature reserve, making use of the skills and knowledge acquired from their programme. They then repeated the survey in simulated VR conditions (“Nature Lab”) to directly compare performance.

Students completed a survey afterwards to feed back their thoughts and experiences of using Nature Lab and its potential as a teaching tool.

We found that there was no significant difference in performance between the two settings – students were able to demonstrate the same skillsets in each, though students showed a more balanced distribution of those skills in VR settings (for example identifying a bird through sight, sound and a combination of both modalities).

Nature Lab was able to meet the same intended learning outcomes as field settings, but with the added benefits of being a more inclusive and accessible teaching activity, a reduced carbon footprint, and students gained additional skills from using novel technologies – providing an overall more sustainable teaching practice.

Upon project completion, findings were shared across the school of BES with plans now in place for 2025/26 to develop and embed VR field trips (and assessments) into modules, across BES programmes.

Students at the Heart 2025 Presentation

Project methodology

The project consisted of three elements:

• field surveys,
• VR surveys,
• student feedback.

For the field surveys, we asked ten zoology and wildlife conservation undergraduates to carry out bird monitoring surveys following methodologies learned on their course(s) at a local nature reserve.

To evaluate their performance, we used monitoring technologies (AudioMoth recorders) to collect baseline data on species present. For the VR surveys, we asked the same students to repeat the surveys in the Immersive Suite, having simulated a VR of the reserve where students could physically interact with their environment.

To evaluate their performance, we could manipulate and control which species were present on the survey. We could then directly compare performance across the two settings.

Lastly, students completed surveys after both surveys to share their feedback and reflect on Nature Lab as a potential teaching tool on their own programme.

Project outcomes

Our findings were presented at the Student at the Heart Conference, and Liverpool Institute for Research in Education (LIFE) conferences in June and July 2025, respectively.

Both presentations had the objective of not only sharing the project findings with the wider University community, but also to emphasise the value in providing paid work experience to our students.

The student feedback survey revealed just how highly students valued the opportunity to add the experience to their CV. Additionally, it was rewarding to take an inter-disciplinary approach to the project and have staff and students from across multiple schools within the faculty co-create the VR environment to meet the project objectives.

It made use of a range of expertise that collectively seek to develop and enhance their respective curricula.

Impact and transferability

Internally, the findings of the project will be shared with the Teaching and Learning Academy with the aim to publish a feature in LJMU’s Research Online portal with a focus on student experience.

Externally, the project leader continues to participate in activities by Enhancing Fieldwork Learning and plans to present these findings at the British Ecological Society (BES) Teaching and Learning Special Interest Group (T&L SIG) that focuses on promoting best practices in ecological education.

This group brings together educators, researchers, and others involved in teaching ecology to share knowledge, support professional development, and foster discussions about pedagogical issues.

Developing approaches to Education for Sustainable Development and Education for Wellbeing

These findings are timely with universities currently in an arms race of exotic fieldtrips, whereas LJMU is committed to tackling the climate crisis (SDG #16 Tackle Climate Change).

While programmes can be tempted to advertise overseas fieldwork to boost recruitment, a wealth of evidence from alumni students suggest employability is the main driver for studying a degree, and so development of highly desired skills by potential employers should be a focus in the curriculum.

Additionally, equality and diversity are core to the teaching and learning environment (SDG #4 Quality Education; SDG #10 Reduced Inequalities). Nature Lab does not need to replace fieldwork but can act as an alternative and/or supplement fieldwork.

Not all fieldtrips are accessible and inclusive, whereas Nature Lab allows users to visualise and interrogate a remote location via multi-sensor technology and permits cultivation of inclusivity into fieldwork by diversifying ways students can engage with more flexibility.

Lastly, Nature Lab promotes both environmental and educational sustainability (SDG #11 Sustainable Cities and Communities) in that it reduces carbon footprints and resource consumption, while also promoting accessibility, equity and inclusive learning, using repeatable and scalable methodologies.

Next steps and future developments

The project leader is currently working on two publications: one is aimed at a peer-reviewed journal specialising in the use of digital technologies to improve Higher Education, and the other is to specifically share methods in how to develop VR field trips so that other educators can utilise them.

Project leader

Dr Ralph Pawling and Dr Ben Rosser, School of Psychology

Project team

Daisy Dean, Sam Stollery, Georgina Pain, School of Psychology

Sylvia Terbeck and Paul Richardson, School of Psychology

Thematic area

Education for Sustainable Development

Summary

The 1in5 project challenges programmes to facilitate one undergraduate dissertation project focused on climate change and biodiversity loss, out of every five projects undertaken by their students. Psychology has a significant part to play in tackling climate change and threats to biodiversity and in understanding the impact of these challenges on the human population.

However, most researchers in LJMU’s School of Psychology do not conduct research relating to climate or biodiversity and may not feel equipped to support dissertations in these areas. Students may also struggle to convert their interest in these areas into a viable research idea without significant support.

Addressing this issue, this project created resources to support staff and students in developing dissertations with a climate and biodiversity focus.  The intended impact of the project was to move the School of Psychology closer to fulfilling the aim of 1in5.

Three interns used their expertise in searching for literature to collate a database of peer-reviewed research that spoke to the aims of 1in5 whilst also relating to the expertise of the research groupings in the School (for example health psychology, clinical psychology).

Along with materials they found such as relevant psychological scales, they shaped this output into a curated database that students and staff could browse to gain inspiration and insight into ideas and methodologies suitable for undergraduate dissertations. The interns created the framework for storing these resources on the VLE in a way that would be accessible and inspiring to students.

They analysed survey data from staff and students assessing current levels of interest and confidence in completing dissertation projects in line with 1in5 and presented their analysis to the project team.

The resources developed during the project can be continually expanded, and future surveys will assess their impact in the School, and shape updates and improvements.

Anyone wishing to view the resources on the Canvas site should contact Ben Rosser.

Project methodology

In work package 1 the interns audited the research specialisms of staff in the School. The interns used staff profiles from the LJMU website and the current dissertation supervisor handbook to create a list of topic areas that represented the current expertise on offer to students completing dissertations.

In work package 2 the students conducted an extensive literature search using online databases, looking for peer reviewed research articles that focused on the psychology of climate change or biodiversity loss (hereinafter referred to as ‘1in5 focus’), but through the lens of each of the areas of research expertise they had identified in work package 1 (making them relevant to the existing expertise of staff in the School).

The interns created a database holding information on each research article, and a system for scoring each research article in terms of its utility as inspiration for a dissertation – from papers that would simply provide background information to those that could actually be replicated as a dissertation project.

The interns also created a second database of useful resources for projects including psychological scales and other materials that were relevant for 1in5 focus projects. In work package 3 the students explored data from surveys completed by staff and students in the School, assessing their interest and confidence in supervising / completing dissertations with a 1in5 focus.

The interns presented an overview of both the quantitative and qualitative findings to the project team. Finally, in work package 5 the students designed the key features and wording of a Canvas module in which their resources could be presented to students and staff.

Project outcomes

The project produced a database of research papers and materials, tailored to the research expertise in the School of Psychology that can be used by students and staff to support the development of dissertation projects with a 1in5 focus.

The project produced a report of student and staff interest and confidence in conducting dissertations with a 1in5 focus, which can be used as the baseline data in assessing the future impact of the project.

Finally, the project produced a Canvas module holding the database of resources as well as information about 1in5 and the interns who ran the project.

The project benefitted from the work of student interns because:

• the students brought specialist knowledge and experience that was required for the project, such as experience of carrying out literature searches using psychology relevant databases, of analysing quantitative and qualitative data, and of conducting psychology dissertations,
• the students used their own experience of studying psychology at undergraduate level to curate the resources they collected in a way that would be user friendly and useful to other psychology undergraduates,
• the students’ own experiences of studying psychology provided important input into the analysis and discussion of the survey data collected as part of the project.

Impact and transferability

We hope the impact of this project will be to increase the number of dissertation projects with a 1in5 focus completed in the School of Psychology, and to increase the confidence of students and staff in terms of their ability to deliver dissertations with this focus.

In line with the aims of the 1in5 project we hope this will have a wider impact by:

• increasing our students’ sense of agency in terms of tackling climate change and biodiversity loss,
• making our students feel impowered to talk to others about climate change and biodiversity loss,
• increase the likelihood our students will pursue careers or further study in related areas after graduation,
• increase the likelihood that LJMU will produce significant research outputs in the area of climate change and biodiversity loss.

Developing approaches to Education for Sustainable Development and Education for Wellbeing

The project highlighted that there is an evident appetite amongst both students and staff to undertake research projects that bring together their knowledge of psychology with their interest in tackling climate change / biodiversity loss.

However, there is a lack of confidence in doing so in both groups. It became clear as well that students would like to see more discussion of how psychology interacts with climate change and biodiversity loss in the wider curriculum.

A key lesson for the project team was the importance of conducting a project like this one in collaboration with current students – both in terms of ensuring the outputs produced are curated in such a way as to be most useful and appealing to other students, and also in terms of producing outputs that best convey the appetite of the student body for completing research in this area.

Next steps and future developments

Ben Rosser presented the project to staff in the School of Psychology at a recent teaching away day and aims to do a similar presentation at the 2026 Students at the Heart Conference. We plan to complete yearly updates to the database of resources.

We may broaden the type of resources provided on the Canvas module in line with qualitative feedback from this year’s a future staff and student surveys. We will continue to run the staff a student survey each year to monitor the impact of the project on the number of 1in5 focus dissertations completed in the School each year and the confidence of staff and students in undertaking dissertations in this area.

We also plan to complete a body of work to assess the extent to which the psychology of climate change and biodiversity loss features in the current undergraduate curriculum and to work with module leaders to support increased representation of this topic in appropriate modules.

Project leader

Dr Ivo Siekmann, School of Computer Science and Mathematics

Dr James Baker, School of Computer Science and Mathematics

Prof Sandra Ortega, School of Computer Science and Mathematics

Project team

Aisha Jirde, Mohamed Ibrahim, School of Computer Science and Mathematics

Thematic area

Decolonising the Curriculum

Summary

The project built on the work carried out in our previous curriculum enhancement internship (CEI) project “Towards a decolonised mathematics curriculum for a globalised world” carried out in the previous academic year.

In this previous project, five students worked on various topics such as biographies of mathematicians from all around the world, the history of mathematical discoveries such as the Fibonacci numbers and the Pythagorean theorem outside the Western world and the surprising discovery that fractal geometry, a relatively recent development of 20th century mathematics, is an underlying principle of African art and architecture.

The aim of the current project was to deepen this work by:

• developing new teaching material that allows mathematics students to apply their skills to complex real-world problems related to decolonisation such as climate change
• showcasing findings from our decolonisation work more visibly in the School of Computer Science and Mathematics

Two project-based activities were developed that will give our students the opportunity to work on challenging interdisciplinary problems. The first task, which is already integrated in the curriculum of the new academic year, asks the students to work towards developing a framework for calculating their own personal carbon footprints.

We have also prepared a second activity which involves developing a compensation scheme for the impact of slavery. Seven posters and three video interviews were prepared that introduce mathematicians from all around the world, ethnomathematics, the Inca Quipu, the impact of the slave trade and the methodology of calculating carbon footprints.

The project was presented locally at the Students at the Hearts 2025 conference as well as externally at a national conference which led to contacts with colleagues from other universities who are working on similar projects. It is expected that this will help us develop decolonisation further both at LJMU and beyond.

Project methodology

The focus of the project was the development of two substantial activities on calculating carbon footprints and developing compensation payment schemes for the impact of slavery. This was carried out in close collaboration between staff and students.

The students carried out research on calculating carbon footprints and compensation payments, looked for relevant data sets and wrote brief manuals for future students to support them in their own work towards personal carbon footprints and compensation payments for slavery. 

It was fortunate that the three students who worked on the project had already been involved in the decolonisation project in the previous year. This allowed them to work towards presenting the results of their research into decolonisation of mathematics in the School of Computer Science and Mathematics, the University and beyond.

Each of the students worked mostly independently on designing posters, starting from findings of last year’s project but in most cases considerably extending the scope. Also, three video interviews on mathematicians that the students researched were recorded and published on YouTube.

Project outcomes

Through this project we were able to develop two new project-based assessments on developing:

• a compensation scheme for the impact of slavery and
• a framework for calculating a personal carbon footprint

The personal carbon footprint task will be used for the first time this academic year for the mathematics module 5104MATHS – Personal and Professional Development.

Letting students design these activities has several advantages – first, we expect that the fact that student interns were involved in the development of these activities will make them more attractive and relevant to the students who will work on them in the future.

Second, this has also given us the unique opportunity to test the difficulty of an assessment before setting it – several students have tested the activities themselves which makes it easier to assess if the difficulty is at the right level.

The students have presented what they have researched about mathematicians from all around the world (the Indian mathematician Srinivasa Ramanujan, the Nigerian mathematicians Chike Obi, James Ezeilo, Olabisi Ugbebor and the French mathematician Sophie Germain) in three video interviews which have been made available via a newly created YouTube channel.

The students also designed seven posters – on topics such as ethnomathematics (Ethnomathematics, Inca Quipus), biographies of different mathematicians (Mathematicians around the World, Thomas Fuller – the Virginia Calculator, Jesse Ernest Wilkins Jr.), the history of the continuing discrimination of African Americans after the abolition of slavery through legislation and an introduction to calculating carbon footprints (Calculate your own carbon footprint!).

Two have been printed and are currently shown in the environment of the mathematics department:

• Inca Quipus
• Mathematicians Around the World

The project has also been presented at the conference, Talking Maths in Public.

As well as internally at the Students at the Hearts 2025 conference. 

Impact and transferability

Integrating the two assessments that were developed in this project into our mathematics programme constitutes a major step forward in our decolonisation effort. The project assessments on personal carbon footprints and slavery compensation payments will give the students in our programme the opportunity to engage deeply in topics closely linked to decolonisation.

We expect that this will have more impact than smaller examples that we have integrated in our curriculum so far. With some relatively minor adaptations it is possible to offer similar project assessments in other programmes. Within our programme the assessments are meant to assess the students’ ability to use the statistical software R to produce a report, but this can easily be changed so that only non-specialist software needs to be used.

The posters produced by the students are shown in the corridor of our department and in the Mathematics and Programming Support Centre, which is open to all students in the HITS faculty.

This will make our decolonisation project much more visible within the School of Computer Science and Mathematics (CSM) and more widely in the faculty and the university.

Developing approaches to Education for Wellbeing

The most important lesson that we learnt from our decolonisation work is that progress in this area requires long-term commitment.

Whilst the outcomes of the first year of our decolonisation work were included in some modules of the mathematics programme, both student interns and staff felt that for integrating more demanding topics such as our own personal impact on climate change in our curriculum, more time and more focussed work was needed.

It was fortunate that we could continue the work with some of the students who were already involved in the first stage of the project in the previous academic year.

Next steps and future developments

The project has been presented at Talking Maths in Public (TMiP) which received encouraging feedback and led to new contacts with colleagues who are involved with similar projects at other UK institutions. The exchanges with these colleagues will help us explore how decolonisation of the mathematics programme at LJMU could be developed further.

A student who was part of the team of our previous CEI decolonisation project will do her final year project in the upcoming academic year on racial inequalities in the health sector and the justice system. We hope that the results of this research will be integrated in suitable applied statistics modules of the mathematics programme.