Peer-mentorship and first-year inclusion: building belonging in higher education

Abstract Background An inclusive academic environment is pivotal to ensure student well-being and a strong sense of belonging and authenticity. Specific attention for an inclusive learning environment is particularly important during a student’s transition to higher education. At Utrecht University’...

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Bibliographic Details
Published in:	BMC medical education 2023-11, Vol.23 (1), p.1-833, Article 833
Main Authors:	van der Velden, Gisela J, Meeuwsen, John A.L, Fox, Christine M, Stolte, Cecily, Dilaver, Gönül
Format:	Article
Language:	eng
Subjects:	Academic Accommodations (Disabilities) Academic Achievement Admission Criteria Analysis Authenticity Beliefs, opinions and attitudes Belonging Bias Career Guidance Careers College freshmen College Students Computer Assisted Instruction Demographic aspects Education, Higher Educational Environment Educational Facilities Improvement Environmental Influences Higher education Inclusion Inclusive learning environment Individual Needs Learning Medical colleges Medical Schools Medicine Mentors Minority Groups Multiculturalism & pluralism Peer counseling Peer-mentorship Retention School environment School Holding Power Self awareness Self Determination Skill Development Social aspects Social integration Student Diversity Students Transition to HE Undergraduate Study World Views
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Summary:	Abstract Background An inclusive academic environment is pivotal to ensure student well-being and a strong sense of belonging and authenticity. Specific attention for an inclusive learning environment is particularly important during a student’s transition to higher education. At Utrecht University’s Medical School, explorative interviews with students from minority groups indicated they did not always feel included during the orientation programme of their academic education. We, therefore, developed a bias awareness training with theoretical and practical components on diversity and inclusion for peer-mentors who are assigned to each first-year student at the start of university. Methods At the end of the orientation programme, we investigated the effectiveness of the training for two consecutive years using two measurements. Firstly, we investigated the behavioural changes in the peer-mentors through a (self-reporting) questionnaire. Additionally, we measured the perceived inclusion of the first-year students, divided into belonging and authenticity, using a validated questionnaire. Results Our results show that peer-mentors found the training useful and indicated it enabled them to create an inclusive atmosphere. Overall, students experienced a high level of inclusion during the orientation programme. After the first year, the bias training was adjusted based on the evaluations. This had a positive effect, as mentors felt they were significantly more able to provide an inclusive orientation in the second year of this study. In line with this, students experienced an increased level of authenticity specifically due to the peer-mentor in the second year as compared to the first. Conclusions We conclude that training peer-mentors is an effective way to increase awareness and to ensure an inclusive atmosphere during the start of higher education.
ISSN:	1472-6920 1472-6920