Second-year success: offering differentiated support to high achieving students

Transition to university has long been identified as a key issue for institutions, however, much of the research focuses on the transition from level 3 to University and progression into employment. What is less commonly addressed, is the transition through university, helping students to understand and navigate the different challenges, expectations, and opportunities associated with starting levels 5 and 6 (Hill and Tinker, 2018; Gahagan and Hunter, 2006). Additionally, there is often a focus on provision for learners who are struggling academically and much less consideration for those who are doing well and achieving high marks. Informed by the University of Surrey’s STARS programme, we, in collaboration with students, worked to identify issues and challenges faced by high achieving students when they entered their second year. Along with further work related opportunities, a multi-disciplinary network for high achieving students was identified as a useful approach. We are looking to the hive mind of ALDCon24 for practical examples of how student-led academic networks and other innovative initiatives can enhance transition through university for high-achieving students. (How) Does your institution/LD team support high achievers? (How) Should we be offering differentiated support? Can you share examples of any initiatives that may support this project?