Presentations 4.3 - Building Supportive Communities
Social Cohesion & Inclusion
Daniel Caldwell, Student Services Director at Atlantic Technological university (Mayo, Ireland)
Student/staff collaboration: Examples from the Atlantic Technological University, Ireland
Examples of practice to enhance students connection with and sense of belonging to the university. Facilitated by student/staff collaboration these programmes support the development of ’spaces‘ and ’supports‘ that provide for the psycho-social needs of students.
This presentation will introduce three projects (based on the Atlantic Technological University, Mayo campus) that enhance students sense of belonging and provide opportunities to create connection.
1. Breakfast Club – Resourced by staff and students this provides an opportunity for students (particularly commuting students) to arrive on campus and receive a free breakfast. The initiative is funded by a philanthropic foundation.
2. Wellness Café – Resourced by staff and students the Wellness Café provides an informal space to connect. The facilitators are trained and are a mix of staff and students. Themed café’s take place throughout the year.
3. Digital Café – The digital café provides an opportunity for student volunteers to provide digital skills to older members of the community. The Mayo County Council Age Friendly co-ordinator advertises the café within the community and the students are trained to provide digital skills training in an informal environment. This is an funded project and is part of a collaboration with www.studentvolunteer.ie and other universities.
These projects illustrate the impact of collaboration between staff and students, external funders and stakeholders.
Prof Dr Witold Pawlowski, Vice-Rector for Student Services, Lodz University of Technology
Academic Support Zone as a response to the current challenges for LUT’s academic community
The presentation examines how Lodz University of Technology is redefining its approach to academic support in response to the evolving needs of its community. Traditionally, university disability offices focused on assisting students with formally documented disabilities by adapting educational processes to individual requirements. However, the contemporary academic environment reveals that this narrow model is no longer sufficient. Increasing numbers of students, PhD-candidates, and staff experience difficulties such as mental-health challenges, chronic stress, problems with concentration, emotional regulation issues, and struggles with adapting to academic demands. These factors significantly affect learning, social functioning, and contribute to rising drop-out rates.
Recognizing these trends, the university has transformed its Office for Persons with Disabilities into the Academic Support Zone (ASW), reflecting a broader, more inclusive philosophy. ASW integrates two specialized sections: one continuing disability support and another providing comprehensive psychological assistance. The new model emphasizes accessibility, flexibility, and early intervention, allowing individuals to seek help without the need for formal documentation.
This shift aligns with modern principles of academic inclusion, which prioritize designing systems that accommodate diverse needs rather than offering isolated adjustments. The initiative positions the university as a forward thinking institution committed to creating a supportive, responsive, and inclusive academic environment.