| Summary: | The transition from further education to higher education is a process that can involve a number of significant and interconnected challenges and barriers for students from a variety of backgrounds to overcome. Not knowing what to expect, being uncertain as to what is expected of them and trying to ‘fit-in’ and develop a sense of belonging are challenges that all students will face to varying degrees. Becoming integrated into an academic and supportive environment can provide a positive foundation to support this transition.
The purpose of this research is to review the current issues and debates in the relevant literature with a view to exploring opportunities for practical support to be given to new students experiencing this transition. Framed within the concepts of cultural capital, institutional habitus and communities of practice, the research explores the views and perceptions of current law students in a research-intensive university, the University of Nottingham, to inform the development and implementation of an intervention aimed at supporting future law students through the transition process. The intervention was subsequently evaluated through analysis of engagement, questionnaires and interviews to determine the level of success and review any shortcomings to inform future interventions and research.
The findings of the research provided a valuable insight into the design and implementation of how practical support could be delivered to first-year law students, highlighting several key themes that are integral to the successful provision of a pre-arrival engagement opportunity: timeliness, relevance, engagement, communication and a sense of belonging.
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