Breaking down barriers and empowering students through Peer-Assisted Learning

Education is the key to unlocking a successful future, but for many students, the traditional classroom experience can be overwhelming and alienating. A barrier such as this can negatively impact students' academic success, ultimately limiting their potential. 

The peer assisted learning (PAL) model has emerged as a game-changer in breaking down these barriers and making education more inclusive. Not only does it provide a space for students to support and learn from one another, but it also promotes a positive learning experience for all students regardless of their background. 
In this article, I'll explore my experience of piloting the PAL programme as a Student Union Officer, and how it can create a community of support and empower student leaders.

Background

PAL is a unique and innovative approach to teaching that has been making waves in academic institutions across the world. A number of higher education institutions have used PAL since the early 1990s, with evidence that it improves retention, learning, and a sense of belonging for a wide range of undergraduate courses. The concept behind PAL is that students can learn more efficiently from their peers, who can provide them with a more supportive and engaging learning experience. In practical terms, second and third-year students (PAL leaders or mentors) facilitate weekly study support sessions (PAL sessions) for groups of first years. These sessions encourage active and collaborative learning, allowing students to explore issues together in a safe, non-competitive and non-judgmental environment.

Pilot Programme Experience

At the beginning of my role at the Students’ Union, I set out to implement PAL within the University after researching and recognising the potential benefits and evidence-based impacts of PAL in other higher education institutions. The first step was to pitch PAL to school and faculty heads, and course leaders. This led to the involvement of three courses – Pharmacy, Paramedic Science and Nursing – to kickstart the pilot programme. The aim of the pilot was to develop academic success and skills, improve the student’s sense of belonging, and aid progression into the next academic year.

Working alongside course leaders and PAL coordinators, over 60 PAL leaders were recruited and trained for the pilot scheme. PAL also received funding from the Students' Union to promote its value and recognise the efforts of the PAL leaders. During the PAL sessions, student groups were paired with PAL leaders, who facilitated the sessions using interactive techniques, while encouraging active discussions. The scheme was formally approved by the Student Experience Committee in November 2022 as a truly student-led initiative. This then led to the creation of a PAL sub-group, which currently drives the implementation and cultivation of PAL across the university.

Creating a community of support

PAL has proven to be a highly effective way to create a community of support for first-year students and enhance their learning experience. By pairing students with peer mentors who have shared experiences, PAL provides a space for students from all backgrounds to learn from one another and gain valuable support in navigating the challenges of higher education. Similarly ,it allows students to learn collaboratively in a supportive environment and develop stronger study habits. This sense of community helps students feel like they are not alone and become more connected to their course and course mates. 

Student feedback

Empowering student leadership

PAL also presents a unique opportunity to empower students to develop their leadership skills by taking on a facilitating role and guiding their peers. Most students want to make a positive impact on their course while also enhancing their employability and career prospects during their time at the University. PAL offers just this as PAL Leaders have the opportunity to help other students who are struggling academically or need additional support and develop essential skills at the same time. By becoming a PAL leader, students can develop a range of skills, including communication, teamwork, organisation and critical thinking – all of which are highly transferable and essential in the job market. 

Moreover, PAL provides a platform for students to become more confident in their abilities to help others, as they learn to assess the needs of their peers and develop a sense of responsibility to provide the necessary support. This sense of responsibility can also encourage students to take ownership of their own academic and personal growth, which can lead to greater success in all areas of life. 

Here’s what a previous PAL leader has to say regarding his role: 

In conclusion, I believe that PAL is a highly effective way for us as an institution to break down barriers to learning and empower students to develop leadership skills. There is a strong evidence-based impact across higher education that shows how PAL is improving academic achievement and promoting student engagement. 

As a Student Union Officer who piloted a PAL programme, I have personally witnessed the positive impact that PAL can have on students’ academic success, sense of community, and leadership development. Altogether, this is why I very much believe it is a game-changer for University of Portsmouth students.

Author: Ayoola Johnson is Academic Representation Officer at the University of Portsmouth Students’ Union.