Fostering belonging and reflection: supporting continuation and degree success among foundation and year 0 students

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1796

Keywords:

continuation, student belonging, reflective learning, learning development, foundation year, widening participation

Abstract

This case study examines the impact of targeted pedagogic interventions on student progression and continuation within a Foundation (Year 0) programme at a UK university. Over four academic years, a series of community-focused strategies were implemented, including a reflective Personal Development Planning (PDP) module, structured collaborative group work, adaptive interdisciplinary curriculum design, and initiatives to foster a sense of belonging. Analysis of student outcomes indicates improvements in Foundation pass rates, progression to degree study, and continuation within higher education compared to earlier cohorts. The findings suggest that reflective practice supports student resilience and self-awareness, while collaborative and interdisciplinary learning strengthens peer networks and social integration. Access to degree-level spaces and responsive curriculum adjustments further enhanced engagement and motivation. Overall, the study provides evidence that holistic, relational approaches can positively influence both academic outcomes and student experience, offering practical strategies for supporting diverse cohorts and strengthening transitions into higher education.

Author Biography

India Lawton, Southampton Solent University

India Lawton is a Senior Lecturer at Southampton Solent University, where she leads and coordinates modules and the Art and Design Foundation within the School of Creative Industries. She has previously served as Interim Deputy Head (Education), is a Senior Fellow of the Higher Education Academy, and acts as School Lead for Outreach, Recruitment, and External Engagement. She holds a Postgraduate Certificate in Education and a Master’s in Education. Her teaching and research focus on creative pedagogy, digital literacy, and ethical engagement with emerging technologies. She is currently undertaking a practice-based PhD alongside her academic role.

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Published

27-03-2026

How to Cite

Lawton, I. (2026). Fostering belonging and reflection: supporting continuation and degree success among foundation and year 0 students. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1796

Issue

No. 39 (2026)

Section

Case Studies

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