Course 6: Building Confidence & Asking for Help

Course Aim

This final session aims to help students develop the confidence to engage actively within the university community. It explores how to communicate effectively with lecturers and peers, make use of academic and pastoral support systems, and reflect on the learning journey so far. The session concludes with an open Q&A and structured course reflection to consolidate key insights and encourage forward planning.

Introduction

Confidence is not merely a personality trait, it is a skill that can be developed through practice, support, and self-awareness. Within UK higher education, students are encouraged to become independent learners, yet this independence should not equate to isolation. Knowing when and how to seek help is a strength, not a weakness. This session addresses the importance of proactive communication, the benefits of using university support services, and the value of peer networks. By building confidence in navigating these systems, students can make the most of their academic experience and foster personal and academic growth.

Communicating with Lecturers and Peers

Effective communication is central to a positive academic experience. Many students, particularly those new to the UK university environment, may feel hesitant about contacting academic staff or speaking in seminars. However, UK universities promote open dialogue between students and lecturers, and students are actively encouraged to engage, ask questions, and seek feedback.

When communicating with lecturers:

• Use formal email etiquette: Begin with an appropriate salutation (e.g., Dear Dr Smith), state your query clearly, and sign off politely.
• Be specific and respectful: Explain what support you need and refer to relevant lectures, assignments, or deadlines.
• Allow time for a response: Staff often have set office hours and may respond within 2–3 working days.

Seminar participation is also a key part of UK academic culture. Students are expected to contribute to discussions, ask questions, and sometimes present their work. This can be daunting, but confidence grows with preparation and practice. Reading beforehand, making brief notes, and sharing thoughts with a small peer group first can make larger discussions less intimidating.

Peer interaction extends beyond the classroom. Joining student societies, group study sessions, and online academic forums can enhance belonging and reduce feelings of isolation. According to Thomas (2012), a strong sense of community and peer support significantly improves student retention and achievement, particularly for international and first-generation learners.

Building communication skills is not just for academic success; it also develops confidence, critical thinking, and collaboration, essential qualities in both study and future employment.

Using Support Systems (Writing Centres, Advisors, and Beyond)

Every UK university offers a wide range of support systems designed to assist students academically, emotionally, and socially. However, many students either delay seeking help or remain unaware of the full range of services available to them. This section highlights how to make effective use of these resources.

Academic writing centres or learning development teams offer one-to-one support with essay planning, referencing, critical thinking, and assignment feedback. They are not proofreading services but instead aim to build long-term skills through guided learning. Booking early, especially before assessment deadlines, is highly recommended.

Personal academic advisors are usually assigned to each student and serve as a first point of contact for academic or pastoral concerns. They can offer advice on module choices, academic progress, and direct students to specialist services. Establishing early contact can ensure more personalised support throughout the year.

Libraries also offer skill development workshops covering referencing, literature searching, and academic integrity. Many have help desks and live chat support for immediate queries.

Other university support systems may include:

• Counselling and wellbeing services for emotional and mental health support.
• Disability support teams, who provide adjustments for learning difficulties or long-term health conditions.
• Career services for part-time work, internships, and CV writing.

As the Office for Students (OfS, 2020) emphasises, these services are integral to student success and well-being, particularly considering rising mental health challenges among undergraduates.

Recognising when help is needed and taking steps to access it reflects academic maturity and self-awareness, qualities that are valued just as much as academic performance.

Final Q&A and Course Reflection

As the course draws to a close, students are invited to reflect on their learning journey. Reflection is a powerful tool that encourages deeper understanding, identifies personal strengths, and highlights areas for growth.

Suggested questions for reflection include:

• What have I learned about UK academic expectations?
• Which academic skill have I developed most?
• What challenges do I still face, and how can I address them?
• Which university services or tools will I commit to using moving forward?

Students may also write a short personal action plan outlining their academic goals and support strategies for the upcoming term. This might include scheduling regular writing centre sessions, setting goals for seminar participation, or creating a weekly timetable for study and revision.

This course concludes with students being advised to reflect and to clarify any remaining doubts, share insights, or ask for tailored advice. This final dialogue encourages peer learning and reinforces the collaborative nature of academic success.

By reflecting on progress, seeking ongoing support, and continuing to build confidence in communication, students are well-prepared to face the challenges and opportunities of academic life in the UK.

Conclusion

Confidence and help-seeking are not innate qualities, but skills that can be developed through experience, support, and self-reflection. In UK higher education, effective communication and engagement with academic and pastoral support systems are key to success. Whether through conversations with lecturers, guidance from advisors, or collaboration with peers, students who are proactive in seeking help tend to be more resilient and better equipped to manage their learning journey. As this course concludes, students are encouraged to continue building their confidence and using the wide array of resources available to support their growth and academic achievement.

References

Office for Students (2020) Student Mental Health and Support Services. Available at: https://www.officeforstudents.org.uk

Thomas, L. (2012) Building student engagement and belonging in Higher Education at a time of change: Final report from the What Works? Student Retention & Success programme. London: Paul Hamlyn Foundation and HEA. Available at: https://www.advance-he.ac.uk

University of Birmingham (2022) Academic Skills Centre Guide. Available at: https://intranet.birmingham.ac.uk/asc