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Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic

Raaper, R.; Brown, C.; Llewellyn, A.

Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic Thumbnail


Authors

C. Brown



Abstract

The Covid-19 pandemic has caused a global crisis in higher education, affecting all aspects of university work and practices. This article focuses on student experiences in particular by problematising academic and wellbeing support available to non-traditional students. The article proposes an original approach to student support as comprising social networks that are dynamic, reciprocal and involving a variety of formal/informal actors. We draw on interviews with 10 non-traditional students from a UK university to explore the nature of their student support. Our findings suggest that support networks for non-traditional students tend to exclude formal support services, and centre primarily around family (wellbeing support) and fellow students (academic/wellbeing support). While the findings problematise the lack of institutional support in student networks which is likely to further disadvantage these students, it questions the dominant deficit views of non-traditional students. In particular, the interviews highlight the resourcefulness of close interactions and emphasise the importance of approaching student support as a dynamic network of informal and formal actors when responding to the crisis situations such as the Covid-19 pandemic.

Citation

Raaper, R., Brown, C., & Llewellyn, A. (2022). Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic. Educational Review, 74(3), 402-421. https://doi.org/10.1080/00131911.2021.1965960

Journal Article Type Article
Acceptance Date Aug 5, 2021
Online Publication Date Sep 15, 2021
Publication Date 2022
Deposit Date Aug 6, 2021
Publicly Available Date Sep 15, 2021
Journal Educational Review
Print ISSN 0013-1911
Electronic ISSN 1465-3397
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 74
Issue 3
Pages 402-421
DOI https://doi.org/10.1080/00131911.2021.1965960

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Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
Latest Articles © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way







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