Life Tools: a case study of a universal, learner-directed psychoeducation programme to support students’ transition into university and broader personal development

James, A. I. ORCID: https://orcid.org/0009-0009-8189-3405, Peña Bizama, A. and Persichini, D. (2026) Life Tools: a case study of a universal, learner-directed psychoeducation programme to support students’ transition into university and broader personal development. Journal of Perspectives in Applied Academic Practice, 14 (2). pp. 303-317. ISSN 2051-9788 doi: 10.56433/tjp2mp69

Abstract/Summary

Self-regulated programmes have been found to support university students with academic performance and motivation. This case study presents one such programme developed at the University of Reading and how it has been evaluated and enhanced. Life Tools is a universal, learner-directed, psychoeducation programme that supports students’ transition into university and personal development. Life Tools delivers evidence-based content through in-person and hybrid seminars and virtual resources, through a mix of standalone sessions, content embedded within curricula, and a certificate qualification. A collaborative staff-student research study evaluated the programme’s approach during the pandemic, engaging students through an online survey, interviews and focus groups. Students perceived that Life Tools supported their transition into university and other personal development areas, felt that online seminars were effective and particularly appreciated the programme’s scientific nature but wanted greater interactivity. This research led to the adoption of a hybrid delivery model and the introduction of Student Success Champions who support programme delivery, including helping with interactive sessions. Ongoing, routine monitoring of the Life Tools programme indicates sustained positive student experience. However, there are practical limitations to the extent of the evaluation methods that are possible. Lessons learned from the development and evaluation of Life Tools are discussed, with the recommendation that self-regulated programmes are adopted to support students’ transition into university and wider experience.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/131063
Identification Number/DOI	10.56433/tjp2mp69
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology Central Services > Academic and Governance Services > Student, Learning and Teaching Services
Publisher	Journal of Perspectives in Applied Academic Practice
Download/View statistics	View download statistics for this item