How can better staff–student communication boost engagement and support in psychology?

communication with supervisor, lecturer, tutorpsychology (non-specific)

By setting programme‑wide service standards for communication with supervisor, lecturer, tutor, clarifying how assessment is judged, and keeping tutors visibly available, psychology programmes lift engagement and support. In the National Student Survey (NSS) open‑text, this communication theme spans 6,373 comments with 50.3% positive tone across the UK, yet Psychology sits slightly negative at −0.7 on this aspect. Within psychology (non-specific) provision, students respond strongly to people and resources (Availability of teaching staff +31.9) but flag opaque marking (Marking criteria −45.0), so tightening feedback practices alongside accessible contact routes delivers the biggest gains.

Understanding the unique challenges and needs of psychology students is key to improving their academic experiences. This starts at the onset of their academic path by establishing effective communication with their supervisors, lecturers and tutors. Consistent communication fosters an environment where students feel valued and understood.

Engaging directly with staff clarifies academic expectations and encourages the expression of the student voice. These interactions can be enriched by utilising text analysis of assignment feedback and actively reviewing student surveys to gauge areas needing attention. Staff can then scrutinise these insights to adjust communication strategies and academic support, enhancing the overall teaching landscape in psychology. This alignment supports a dialogue based on transparency and mutual respect, crucial for navigating higher education.

What communication standards do students need to see?

Effective communication between students and staff in psychology courses underpins progress. Programmes should set service standards that define channels (VLE forum for common queries, email for personal matters, office hours for extended discussion) and a simple “reply within X working days” norm. Publish office hours and back‑up contacts for when supervisors are on leave or in clinics/labs.

Explicit instructions on coursework, project expectations and marking criteria reduce ambiguity and support autonomy. Summarise actions and decisions in a single “source of truth” on the VLE so students can check what to do next without chasing staff. Adapt modes for diverse cohorts: offer captioned recordings and written summaries, confirm adjustments in writing, and schedule short check‑ins at assessment pinch points. These steps align with the sector pattern where psychology’s tone on this communication theme is flatter, so standardised expectations and tracked response times matter.

How should we increase lecturer accessibility?

Increasing lecturer accessibility elevates learning quality. Extending office hours and incorporating online Q&A sessions foster understanding and connectivity, while predictable, asynchronous updates help time‑poor learners. Availability is a strength in psychology (Availability of teaching staff +31.9), so safeguard it by making access routes visible and reliable without creating overload.

Extended office hours enable discussion of complex ideas and personalised guidance. Online Q&A provides quick clarification between classes. To avoid over‑reliance on digital channels, blend these with in‑person contact and set capacity limits so staff and students can prioritise. Apprentices and part‑time learners often need out‑of‑hours slots and weekly digests; using these formats supports equitable access without constant one‑to‑one email exchanges.

What feedback practices raise performance in psychology?

Feedback in psychology education shapes learning because interpretation and argumentation sit at the core of the discipline. Students’ comments show frustration when assessment lacks transparency, particularly around how work is judged. With Marking criteria strongly negative (−45.0), programmes should publish plain‑English criteria, provide annotated exemplars and calibrate standards across modules. Ensure every feedback response indicates “what to do next” and offers a brief feed‑forward plan. Use text analysis to identify recurring gaps and to maintain consistency in tone and guidance across modules and terms. Balance digital delivery with opportunities for face‑to‑face clarification through tutorials and office hours.

How does communication support psychological wellbeing?

Addressing psychological wellbeing is integral to academic success in psychology. Approachable staff who invite conversation about academic pressures or personal challenges help normalise help‑seeking. Regular check‑ins at known stress points (assessment releases, placement preparation where relevant) allow staff to triage need and signpost services. Providing alternative modes—written summaries, captions, short follow‑ups—reduces barriers and supports students who might otherwise disengage. Student surveys often surface latent demand for mental health support; aligning communications and pastoral routes improves wellbeing and attainment.

Which curriculum and assessment choices support applied learning and fairness?

Curriculum and assessment design should connect theory to practice and make performance expectations explicit. Staff should evaluate frameworks for their ability to scaffold applied skills and to assess fairly. Traditional exams can test coverage, while case‑based or portfolio assessments can surface practical and analytical ability; mixed methods, calibrated against shared criteria and exemplars, provide robust evidence of achievement. Frequent, constructive communication around assessment briefs, marking criteria and timelines reduces uncertainty and aligns with the need to improve psychology’s communication tone. Training staff in moderation and feedback methods supports consistency and student confidence.

What changes sustain better engagement in psychology?

Strengthen programme‑level communication norms, maintain accessible contact routes, and prioritise assessment clarity. Track response‑time compliance and missed responses, review patterns at programme meetings and act within the next teaching block. Preserve what students value—visible, available staff and strong learning resources—while raising the usefulness and transparency of feedback. These adjustments improve academic experience and outcomes, and they target the specific friction points students identify in psychology.

How Student Voice Analytics helps you

• Analyse topic and sentiment for staff–student communication and assessment clarity over time, with drill‑downs by school, department, programme and cohort.
• Compare psychology with other subject groups and demographics, showing where tone is flatter and where availability and resources perform well.
• Surface concise, anonymised summaries of what to fix now (e.g., marking criteria and feedback utility) and what to scale (e.g., access to tutors), replacing anecdote with evidence.
• Provide export‑ready outputs for programme boards and briefings, supporting rapid action and proof of progress against NSS themes and local priorities.

Request a walkthrough

Book a Student Voice Analytics demo

See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.

• All-comment coverage with HE-tuned taxonomy and sentiment.
• Versioned outputs with TEF-ready governance packs.
• Benchmarks and BI-ready exports for boards and Senate.

Book a demo Prefer email? [email protected]

More posts on communication with supervisor, lecturer, tutor:

• How well do computer science students communicate with supervisors, lecturers and tutors?
• Are staff-student communication gaps holding back medical education?
• Are adult nursing students getting the staff communication they need?
• How can design studies improve communication with students?

More posts on psychology (non-specific) student views:

• What career guidance helps psychology students in higher education?
• Do extracurricular activities enhance psychology students' university experience?
• Does staff availability drive psychology student success?
• How can psychology programmes enhance students’ contact time?