Within the criminology field and the recovery and mental health sectors, there is a growing body of research indicating that peer mentors and professionals with similar experiences and backgrounds to their mentees can provide stronger relational and experiential support. 

There is, however, less research into this phenomenon within Higher Education (HE) mentorship between staff and students. I find this limitation within HE literature disappointing due to the instant connection developed through a shared understanding of themselves and the environment they both experience because of those common lived adversities. 

One example of such a connection is between Hasnain Ali, Criminology, Investigation and Policing student at Leeds Trinity, and I. Ahead of a recent trip to Leeds Playhouse, a regional theatre, Hasnain joined me at the front of class to inform his peers of the panel discussion that would take place after watching the play I, Daniel Blake. 

Hasnain has since disclosed that he had the confidence to facilitate part of the panel discussion due to the relationship we have developed and the faith he has in me due to our similar roots and struggles, emphasising the power of trusting relationships between students and staff. In his own words, Hasnain said ‘the reason I had the confidence to stand up in front of my peers was because of the trust I have put into Andi. This is due to the shared understanding that we have in common and the roots and struggles we have both come from. That trust in staff and student relationships really matters.’ 

I, Daniel Blake explores the Universal Credit System and how many people accessing social benefits can be alienated and stigmatised by the process, leading to low self-esteem, isolation, and critical health consequences. Watching the play allowed students to explore social justice in a way that aligns with the learning outcomes of their module and strategy of the Office for Institutional Equity (OiE). The OiE’s vision is to develop a culture within the University that is founded in respect, compassion and social justice in a way which delivers equity so that all who study, work and engage with the University are able to thrive. 

Some of the students in attendance were not aware of what the play was about or that it stemmed from the talked about film of the same name by famous director Ken Loach. However, the feedback suggests the relatable characters and storyline experience provoked reflections on personal experiences and backgrounds. Hasnain added that he found it an ‘eye-opening experience’ which caused him to reflect on his own life experience and ‘ponder on where he started from and who he has become today’. 

I sat on the panel discussion along with Leeds Trinity colleagues Tamsin Bowers-Brown, Director of the OIE and Syra Shakir, Associate Professor (Learning & Teaching). Writer Steph Lacey, who has extensive lived experience and study in the realm of social justice, provided an external viewpoint. Discussions during the panel covered different perspectives of social justice, including social care work, youth justice, awarding gaps in HE, disability and homelessness. This brought the University’s Social Justice and Belonging Strategy to the heart of the classroom and provided students with an insight into front line research and practice. 

Leeds Trinity has been part of the first wave of HE providers that have produced and delivered a new Access and Participation Plan (APP) as a regulatory requirement for the Office of Students (OfS). The APP requires providers to demonstrate how they develop pathways into and through HE for all students, regardless of background, identity and experience. 

The student population at Leeds Trinity is very diverse and we refer to ourselves as an anti-racist university and need to ensure we meet the criteria by growing and always doing better.  

We are the first university in Yorkshire to achieve the Bronze award status for our Race Equality Charter (REC). Alongside the commitment to widen participation in HE, developing a staff workforce that represents the student population is critical to both relational pedagogy, and social justice work. 

Andi Brierley is Head of Access, Participation and Outcomes at Leeds Trinity University.