Findings from both qualitative and quantitative data indicate student engagement with university support services—particularly counselling and peer mentoring—improves their emotional well-being and academic performance. Seventy-one percent (71%) of survey respondents who accessed counselling at University of Sunderland, London, described the sessions as either “beneficial” or “transformational.”
“Just having someone listen without judgment made a huge difference. I was going through difficult times with my study, and my grades were consistently falling short of expectations until someone suggested support services. My scores finally improved when I regained focus.”
(Interviewee 1, first-year undergraduate)
This feedback highlights the emotional relief and academic benefits derived from professional counselling. Students who used support services frequently reported outcomes that include reduced anxiety, improved sleep quality, and enhanced emotional regulation. These findings align with a 2023 study by the British Journal of Educational Psychology, which identified a strong connection between university-based therapeutic interventions and increased academic retention, emotional resilience, and self-efficacy.
Mentoring programmes were similarly impactful. Survey respondents, particularly international students and those who are unfamiliar with UK higher education system., reported that peer mentors provided both social support and academic guidance. A large proportion of students acknowledged that mentoring programmes helped them to navigate institutional expectations and adjust to university life.
Quantitative data supports these observations. For example, students who engaged in peer mentoring achieved an average Grade Point Average (GPA) of 3.2, compared to an average GPA of 2.8 recorded among those who ignored the support service—representing a 15% academic improvement.
Table 5.2: Academic impact of mentoring (GPA Improvement)
| Group | Average GPA |
| Students with peer mentors | 3.2 |
| Students without mentoring | 2.8 |
Source: Research data (2025)
This academic uplift is consistent with findings by Thomas and Finn (2022. The scholars emphasized that peer-led support fosters a greater sense of belonging, strengthens academic discipline, and increases student motivation. These factors are critical to success, particularly in diverse university environments like the University of Sunderland in London.
In summary, both counselling and mentoring services are crucial in supporting student well-being and academic progress. Outcomes from this study, thus, reinforce the importance of continued investment in accessible, culturally sensitive, and well-communicated support systems in universities—especially higher institutions of learning that serve international and non-traditional student populations.
Recommendations for Service Improvement
Participants in this study provided a range of practical and insightful recommendations that—if implemented—can enhance the effectiveness, accessibility, and inclusivity of university support services. These suggestions reflect both direct student experience and staff perspectives, which highlight the importance of establishing a more responsive and culturally aware approach to improving students’ well-being and academic performance.
A prominent theme in the recommendations was the need for enhanced promotion of available services. Although there is general awareness of support services among students, a large proportion of the student population are unaware of the breadth and purpose of specific support options. Research participants, thus, clamoured for multi-channel promotion that includes in-class briefings, regular email campaigns, digital screens across campus, and/or visits by support staff. When implemented, these strategies would ensure continuous visibility of support systems beyond induction periods thereby reaching students who might otherwise remain unaware.
“We get too many emails already. Using digital screens where someone explains details of the support service would make it real.” (Interviewee 6, international undergraduate)
Another recurring recommendation from participants was the extension of operating hours. Delivering support services during evenings and weekends would accommodate students with competing responsibilities or conflicting schedules (such as part-time work, caregiving duties, or demanding academic schedules). The current model at the University of Sunderland in London is largely based on traditional business hours, which is not compatible with the lived experiences of many students.
“I work until 6pm most days. When I’m free to use support services, it’s too late to speak to anyone.” (Interviewee 2, second-year undergraduate)
Survey respondents also proposed that the university should integrate routine well-being checks into academic advising sessions. Embedding mental health interventions into standard educational interactions would help the support staff to identify students in distress early thereby providing a natural entry point into support services—without the stigma sometimes associated with seeking help independently.
Furthermore, respondents highlighted the need for cultural competence training of counsellors, mentors, and other support staff. Both international and native students showed concern that cultural misunderstandings between students and the providers of support services can impede effective communication and trust.
“We have a diverse community of students. The University of Sunderland, London campus, needs culturally competent support staff who understand different worldviews on mental health.” (Interviewee 8, student support staff)
This statement aligns with findings from the UK Parliament Research Briefing (2024) and guidance from Advance HE (2023), which underscored the importance of cultural sensitivity in educational support structures. Integration of all-inclusive practices in student support services will not only reduce barriers but also affirm students’ identities and lived experiences.
Additionally, participants strongly supported co-creation of services which allows students to actively participate in shaping, delivering, and evaluating support programmes. This participatory model of support service ensures that support systems are consistently responsive to evolving student needs. It also promotes a sense of shared ownership and relevance. In its advocacy for this model of student support service, the UK Office for Students (2023) stressed that integrating a co-design approach enhances both uptake and outcomes—particularly when the initiative is driven by the real-world experiences of their users.
“The university should involve students when making decisions that affect them. We should be at the table when the school management takes decisions about what student support looks like. It’s for us, after all. So, we should own it.” (Interviewee 4, postgraduate student)
In sum, these recommendations by survey participants highlight the necessity of implementing a more adaptive, student-centred, and culturally inclusive support model. Improvement of student support frameworks must reflect on the visibility and accessibility of services, including regular and adequate training of staff as well as the integration of a participatory design. These interventions are all critical to meeting the complex and evolving needs of a diverse university population.
Summary
While the University of Sunderland in London provides several support services to its students, there are systemic issues that limit the effectiveness such support mechanisms. A high level of general awareness among the student population does not necessarily indicate deep understanding of support services reflect active engagement. Moreover, logistical barriers, cultural stigma, and delayed response time contribute to underutilization of the available support services. Yet where accessed, counselling and mentoring yield significant improvements in both academic success and wellbeing. Addressing these issues through flexible, inclusive, and student-centred strategy is crucial to achieving a truly supportive educational community.