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Student Voice

Discuss your survey

Tell us what you need to understand from your student feedback. Name and email are required; the other fields are optional.

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A reading pathway

Belonging and access to support

Where do students find connection, and where does participation become difficult?

Belonging can appear in comments about a seminar, a campus space, an online discussion or the effort of finding help. Keep those settings visible. A broad label such as “support” can conceal the difference between useful help and the difficulty of reaching it.

A useful starting point

Use these readings to frame a local question rather than assume all students want the same kind of connection. Invite students to explain what helped, what was difficult and what they would change. Build the response with the team that can act on that particular experience.

  1. Name the setting: course, service, campus or online environment.
  2. Separate the route to support from the support eventually received.
  3. Include students who use different routes or cannot attend the usual meetings.

Read with a purpose

Selected reading, in a useful order.

Research briefings examine a particular study. Sector Watch articles describe developments and reported practice. The guides explain methods and working processes.

  1. Research Briefing

    Online students describe belonging as ongoing work

    Consider online belonging as an experience that needs attention across a course.

  2. Research Briefing

    A disabled student’s account of support and belonging

    Read one student’s account of adjustments, mentoring and recognition across educational settings.

  3. Research Briefing

    Shared campus spaces do not guarantee belonging

    Explore why access to a shared campus space and feeling part of it can differ.

  4. Sector Watch

    Edinburgh links PTES feedback to online community support

    See how one postgraduate programme described its response to community feedback.

  5. Teaching Practice

    How can Classics programmes make student support easier to use?

    Follow a support request across academic and administrative teams in a Classics programme.

Connect the reading to your own work.

Choose one issue, identify the people who can act on it and agree how students will help interpret the evidence. Keep the original question and context with any comments you use.

If you need support analysing your institution’s comments, explore differences in student experience.