{"id":4353,"date":"2026-01-14T14:42:41","date_gmt":"2026-01-14T14:42:41","guid":{"rendered":"https:\/\/microsites.ncl.ac.uk\/casestudies\/?p=4353"},"modified":"2026-01-14T14:43:16","modified_gmt":"2026-01-14T14:43:16","slug":"support-to-study-in-sociology","status":"publish","type":"post","link":"https:\/\/microsites.ncl.ac.uk\/casestudies\/2026\/01\/14\/support-to-study-in-sociology\/","title":{"rendered":"Support to Study in Sociology"},"content":{"rendered":"<div class=\"flex flex-col text-sm pb-25\">\n<article class=\"text-token-text-primary w-full focus:outline-none [--shadow-height:45px] has-data-writing-block:pointer-events-none has-data-writing-block:-mt-(--shadow-height) has-data-writing-block:pt-(--shadow-height) [&amp;:has([data-writing-block])&gt;*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]\" dir=\"auto\" tabindex=\"-1\" data-turn-id=\"request-WEB:d11c0ce2-282a-4ddf-8c4b-9df189ab2a4e-8\" data-testid=\"conversation-turn-18\" data-scroll-anchor=\"true\" data-turn=\"assistant\">\n<div class=\"text-base my-auto mx-auto pb-10 [--thread-content-margin:--spacing(4)] @w-sm\/main:[--thread-content-margin:--spacing(6)] @w-lg\/main:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)\">\n<div class=\"[--thread-content-max-width:40rem] @w-lg\/main:[--thread-content-max-width:48rem] mx-auto max-w-(--thread-content-max-width) flex-1 group\/turn-messages focus-visible:outline-hidden relative flex w-full min-w-0 flex-col agent-turn\" tabindex=\"-1\">\n<div class=\"flex max-w-full flex-col grow\">\n<div class=\"min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-1\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"e3a1eca5-4027-498c-8083-9e313dea43db\" data-message-model-slug=\"gpt-5-2\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[1px]\">\n<div class=\"markdown prose dark:prose-invert w-full break-words light markdown-new-styling\">\n<p data-start=\"0\" data-end=\"264\" data-is-last-node=\"\" data-is-only-node=\"\">The Sociology programme embedded a clearer Support to Study model, giving students flexible, personalised deadlines to support wellbeing alongside work pressures, improving student autonomy, mental health outcomes, and satisfaction, despite increased staff workload.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<hr \/>\n<h3><span style=\"color: #003f80;\"><strong>Our challenge\u00a0<\/strong><\/span><\/h3>\n<p data-start=\"41\" data-end=\"500\">As Degree Programme Director for Sociology until September 2024, Dr Gethin Rees observed that a large proportion of students were working long part-time hours, often close to full-time employment, alongside their studies. At the same time, many students were presenting with significant mental health difficulties.<\/p>\n<p data-start=\"502\" data-end=\"734\" data-is-last-node=\"\" data-is-only-node=\"\">This created a tension between maintaining the quality assurance standards of the degree programme and being sufficiently flexible and supportive in response to students\u2019 complex personal, financial, and mental health circumstances.<\/p>\n<div style=\"position: relative; width: 100%; height: 0; padding-bottom: 56.25%;\"><iframe style=\"border: 1px solid #464646; position: absolute; top: 0; left: 0; width: 100%; height: 100%; box-sizing: border-box;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=d731f4ae-e5ad-4271-b57a-b3cc0103dc38&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\" aria-description=\"Q1- What was the problem or challenge you encountered-\"><\/iframe><\/div>\n<hr \/>\n<h3><strong><span style=\"color: #003f80;\">Our solution\u00a0<\/span><\/strong><\/h3>\n<div class=\"flex flex-col text-sm pb-25\">\n<article class=\"text-token-text-primary w-full focus:outline-none [--shadow-height:45px] has-data-writing-block:pointer-events-none has-data-writing-block:-mt-(--shadow-height) has-data-writing-block:pt-(--shadow-height) [&amp;:has([data-writing-block])&gt;*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]\" dir=\"auto\" tabindex=\"-1\" data-turn-id=\"request-WEB:d11c0ce2-282a-4ddf-8c4b-9df189ab2a4e-2\" data-testid=\"conversation-turn-6\" data-scroll-anchor=\"true\" data-turn=\"assistant\">\n<div class=\"text-base my-auto mx-auto pb-10 [--thread-content-margin:--spacing(4)] @w-sm\/main:[--thread-content-margin:--spacing(6)] @w-lg\/main:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)\">\n<div class=\"[--thread-content-max-width:40rem] @w-lg\/main:[--thread-content-max-width:48rem] mx-auto max-w-(--thread-content-max-width) flex-1 group\/turn-messages focus-visible:outline-hidden relative flex w-full min-w-0 flex-col agent-turn\" tabindex=\"-1\">\n<div class=\"flex max-w-full flex-col grow\">\n<div class=\"min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-1\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"abb418e9-d2a2-4f3e-8d0a-25d368c0aeab\" data-message-model-slug=\"gpt-5-2\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[1px]\">\n<div class=\"markdown prose dark:prose-invert w-full break-words light markdown-new-styling\">\n<p data-start=\"29\" data-end=\"234\">The Sociology team focused on properly embedding Newcastle University\u2019s existing <em data-start=\"139\" data-end=\"157\">Support to Study<\/em> process, which had previously been misunderstood and inconsistently applied.<\/p>\n<p data-start=\"236\" data-end=\"482\">They introduced a clear, shared model for identifying and supporting students early through referrals, falling marks, or staff concerns. Students were invited to structured Support to Study meetings involving academic staff and wellbeing support:<\/p>\n<p data-start=\"266\" data-end=\"601\">Students were invited to structured Support to Study meetings at either:<\/p>\n<ul data-start=\"603\" data-end=\"804\">\n<li data-start=\"603\" data-end=\"666\">\n<p data-start=\"605\" data-end=\"666\"><strong data-start=\"605\" data-end=\"616\">Level 1<\/strong> \u2014 an informal meeting with a personal tutor, or<\/p>\n<\/li>\n<li data-start=\"667\" data-end=\"804\">\n<p data-start=\"669\" data-end=\"804\"><strong data-start=\"669\" data-end=\"680\">Level 2<\/strong> \u2014 a more formal meeting involving the Degree Programme Director, senior tutor, personal tutor, and wellbeing support staff.<\/p>\n<\/li>\n<\/ul>\n<p data-start=\"484\" data-end=\"775\" data-is-last-node=\"\" data-is-only-node=\"\">The most impactful change was giving students greater flexibility and choice over assessment deadlines. Deadlines could be deferred to later assessment periods, and students worked with their personal tutor to create a personalised deadline plan, restoring autonomy and supporting wellbeing.<\/p>\n<div style=\"position: relative; width: 100%; height: 0; padding-bottom: 56.25%;\"><iframe style=\"border: 1px solid #464646; position: absolute; top: 0; left: 0; width: 100%; height: 100%; box-sizing: border-box;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=f680f33c-ba20-4ad8-b323-b3cc01033833&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\" aria-description=\"Q2- What was your solution to address the challenge-\"><\/iframe><\/div>\n<div>\n<p data-start=\"366\" data-end=\"789\" data-is-last-node=\"\" data-is-only-node=\"\">\n<\/div>\n<hr \/>\n<h3><strong><span style=\"color: #003f80;\">The impact (results)<\/span><\/strong><\/h3>\n<div class=\"flex max-w-full flex-col grow\">\n<div class=\"min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-1\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"c8c18c60-cc59-4e74-9417-38445d5df765\" data-message-model-slug=\"gpt-5-2\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[1px]\">\n<div class=\"markdown prose dark:prose-invert w-full break-words light markdown-new-styling\">\n<p data-start=\"26\" data-end=\"364\">The key impact was that students felt a much greater sense of control over their education by being given responsibility and choice over their assessment deadlines. Personalised and flexible submission timelines meant students could better manage flare-ups in their health conditions without academic penalty.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div style=\"position: relative; width: 100%; height: 0; padding-bottom: 56.25%;\"><iframe style=\"border: 1px solid #464646; position: absolute; top: 0; left: 0; width: 100%; height: 100%; box-sizing: border-box;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=46d17bbd-b886-42a5-90c3-b3cc010337be&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\" aria-description=\"Q3- What were the impact or results of the solution-_1\"><\/iframe><\/div>\n<div class=\"flex max-w-full flex-col grow\">\n<div class=\"min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-1\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"c8c18c60-cc59-4e74-9417-38445d5df765\" data-message-model-slug=\"gpt-5-2\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[1px]\">\n<div><\/div>\n<div><\/div>\n<div>The effectiveness of the approach was reflected in the 2024 National Student Survey results. Final-year students who had experienced the full Support to Study model reported a <strong data-start=\"542\" data-end=\"557\">9% increase<\/strong> in agreement that the department cared about their mental health, rising to over 90%. Organisation and student support scores also increased by a similar margin, indicating a clear improvement in students\u2019 experience and wellbeing.<\/div>\n<div><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-4356 size-full\" src=\"http:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores.png\" alt=\"NSS Scores in sociology, showing 9.2% increase of satisfaction in academic support, 1.2% in organisation and management and 8.9 increase in mental wellbeing. \" width=\"2480\" height=\"836\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores.png 2480w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores-300x101.png 300w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores-1024x345.png 1024w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores-768x259.png 768w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores-1536x518.png 1536w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/Sociology_NSS-scores-2048x690.png 2048w\" sizes=\"auto, (max-width: 2480px) 100vw, 2480px\" \/><\/div>\n<div class=\"markdown prose dark:prose-invert w-full break-words light markdown-new-styling\">\n<hr \/>\n<h3><strong><span style=\"color: #003f80;\">Lessons learned<\/span><\/strong><\/h3>\n<div class=\"flex flex-col text-sm pb-25\">\n<article class=\"text-token-text-primary w-full focus:outline-none [--shadow-height:45px] has-data-writing-block:pointer-events-none has-data-writing-block:-mt-(--shadow-height) has-data-writing-block:pt-(--shadow-height) [&amp;:has([data-writing-block])&gt;*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]\" dir=\"auto\" tabindex=\"-1\" data-turn-id=\"request-WEB:d11c0ce2-282a-4ddf-8c4b-9df189ab2a4e-4\" data-testid=\"conversation-turn-10\" data-scroll-anchor=\"true\" data-turn=\"assistant\">\n<div class=\"text-base my-auto mx-auto pb-10 [--thread-content-margin:--spacing(4)] @w-sm\/main:[--thread-content-margin:--spacing(6)] @w-lg\/main:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)\">\n<div class=\"[--thread-content-max-width:40rem] @w-lg\/main:[--thread-content-max-width:48rem] mx-auto max-w-(--thread-content-max-width) flex-1 group\/turn-messages focus-visible:outline-hidden relative flex w-full min-w-0 flex-col agent-turn\" tabindex=\"-1\">\n<div class=\"flex max-w-full flex-col grow\">\n<div class=\"min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-1\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"ca21d439-9ec6-4fb4-aaea-14a83c783dbe\" data-message-model-slug=\"gpt-5-2\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[1px]\">\n<div class=\"markdown prose dark:prose-invert w-full break-words light markdown-new-styling\">\n<p data-start=\"21\" data-end=\"371\">While the Support to Study approach was highly beneficial for students, it was also extremely resource-intensive. The level of personalised engagement required significant time and coordination from Degree Programme Directors, personal tutors, senior tutors, wellbeing services, teaching staff, and professional services.<\/p>\n<p data-start=\"373\" data-end=\"603\">Deferring assessments to non-standard periods created additional administrative and academic workload, requiring strong goodwill and collaboration across teams to manage exam boards, submissions, and grading processes effectively. The model is not yet sustainable at scale. Finding a way to deliver this level of support in a less labour-intensive way remains an ongoing challenge, but one that is essential as student mental health pressures continue to grow.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<div style=\"position: relative; width: 100%; height: 0; padding-bottom: 56.25%;\"><iframe style=\"border: 1px solid #464646; position: absolute; top: 0; left: 0; width: 100%; height: 100%; box-sizing: border-box;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=79f25a39-bd0b-438d-a876-b3cc0103386e&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\" aria-description=\"Q4- What were the lessons learned or insights gained from the experience--_1\"><\/iframe><\/div>\n<hr \/>\n<h3><strong><span style=\"color: #003f80;\">Tips for colleagues<\/span><\/strong><\/h3>\n<div style=\"position: relative; width: 100%; height: 0; padding-bottom: 56.25%;\"><iframe style=\"border: 1px solid #464646; position: absolute; top: 0; left: 0; width: 100%; height: 100%; box-sizing: border-box;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=eea149cc-4541-41fd-9b51-b3cc010337fa&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\" aria-description=\"Q5- Top tips for colleagues\"><\/iframe><\/div>\n<\/div>\n<ul>\n<li>Start by identifying the <strong>main concerns<\/strong> your own students are bringing forward, as challenges vary widely between units.<\/li>\n<li>Improve the <strong>accessibility<\/strong> of assignment briefs, lecture slides, and online learning materials to support a wider range of learning needs.<\/li>\n<li>Use inclusive teaching and assessment design to reduce barriers to engagement <strong>before<\/strong> problems escalate.<\/li>\n<li>View <strong>accessibility<\/strong> and inclusive practice as a <strong>way to support student wellbeing<\/strong> while also managing staff workload more sustainably.<br \/>\n<article class=\"text-token-text-primary w-full focus:outline-none [--shadow-height:45px] has-data-writing-block:pointer-events-none has-data-writing-block:-mt-(--shadow-height) has-data-writing-block:pt-(--shadow-height) [&amp;:has([data-writing-block])&gt;*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]\" dir=\"auto\" tabindex=\"-1\" data-turn-id=\"request-WEB:d11c0ce2-282a-4ddf-8c4b-9df189ab2a4e-6\" data-testid=\"conversation-turn-14\" data-scroll-anchor=\"true\" data-turn=\"assistant\">\n<div class=\"text-base my-auto mx-auto pb-10 [--thread-content-margin:--spacing(4)] @w-sm\/main:[--thread-content-margin:--spacing(6)] @w-lg\/main:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)\"><\/div>\n<\/article>\n<\/li>\n<\/ul>\n<div class=\"markdown prose dark:prose-invert w-full break-words light markdown-new-styling\">\n<hr \/>\n<h3><strong><span style=\"color: #003f80;\">Skills and attributes<\/span><\/strong><\/h3>\n<p>Students were able to develop the following attributes:<\/p>\n<ul>\n<li><a href=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/tag\/self-management\/\">Self-management<\/a><\/li>\n<li><a href=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/tag\/self-directed-learning\/\">Self-directed learning<\/a><\/li>\n<li><a href=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/tag\/flexibility-and-resilience\/\">Flexibility and resilience<\/a><\/li>\n<li><a href=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/tag\/communication\/\">Communication<\/a><\/li>\n<li><a href=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/tag\/collaboration\/\">Collaboration<\/a><\/li>\n<\/ul>\n<hr \/>\n<h3><strong><span style=\"color: #003f80;\">Education for Life Strategy<\/span><\/strong><\/h3>\n<p>This case study reflects the following aims of the <a href=\"https:\/\/www.ncl.ac.uk\/who-we-are\/education-strategy\">Education for Life strategy<\/a>:<\/p>\n<ul>\n<li><strong>Equity<\/strong>: To provide a core, universal offer for all students, including tailored provision where needed, to ensure equity of access, experience and in outcomes for all, regardless of background, identity, nationality, location or mode of study.<\/li>\n<\/ul>\n<hr \/>\n<div style=\"border: 1px solid #ccc; padding: 10px; margin-top: 20px;\">\n<h3><strong><span style=\"color: #003f80;\">Authors<\/span><\/strong><\/h3>\n<table>\n<tbody>\n<tr>\n<td style=\"vertical-align: top; padding-right: 10px;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-4359 size-full\" src=\"http:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/01\/DrGethinReeseThumbnail.png\" alt=\"Dr Gethin Rees\" width=\"150\" height=\"150\" \/><\/td>\n<td style=\"vertical-align: top; text-align: left;\"><strong>Dr Gethin Rees<\/strong><br \/>\nSenior Lecturer in Sociology<br \/>\nSchool of Geography, Politics and Sociology<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>The Sociology programme embedded a clearer Support to Study model, giving students flexible, personalised deadlines to support wellbeing alongside work pressures, improving student autonomy, mental health outcomes, and satisfaction, despite increased staff workload.<\/p>\n","protected":false},"author":4699,"featured_media":4358,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,280,575,636,310,272,592],"tags":[617,593,601],"class_list":["post-4353","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all","category-assessment-and-feedback","category-digital-accessibility","category-ep","category-geography-politics-and-sociology","category-hass","category-student-support","tag-designing-learning","tag-equity","tag-self-management"],"_links":{"self":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/4353","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/users\/4699"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/comments?post=4353"}],"version-history":[{"count":7,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/4353\/revisions"}],"predecessor-version":[{"id":4363,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/4353\/revisions\/4363"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media\/4358"}],"wp:attachment":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media?parent=4353"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/categories?post=4353"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/tags?post=4353"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}