This case study examines the impact of targeted pedagogic interventions on student progression and continuation within a Foundation (Year 0) programme at a UK university. Over four academic years, a series of community-focused strategies were implemented, including a reflective Personal Development Planning (PDP) module, structured collaborative group work, adaptive interdisciplinary curriculum design, and initiatives to foster a sense of belonging. Analysis of student outcomes indicates improvements in Foundation pass rates, progression to degree study, and continuation within higher education compared to earlier cohorts. The findings suggest that reflective practice supports student resilience and self-awareness, while collaborative and interdisciplinary learning strengthens peer networks and social integration. Access to degree-level spaces and responsive curriculum adjustments further enhanced engagement and motivation. Overall, the study provides evidence that holistic, relational approaches can positively influence both academic outcomes and student experience, offering practical strategies for supporting diverse cohorts and strengthening transitions into higher education.
India Lawton (Mon,) studied this question.