Purpose: The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university.Design/methodology/approach: The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazoet al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP).Findings: These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience.Research limitations/implications: The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use.Practical implications: The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE).Social implications: The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good.Originality/value: A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.

HE’s pandemic-driven shift to online platforms has increased social and learning disconnection amongst students. In online group work/teamwork, many are reluctant to switch on their cameras to be more present to others. Compassion in group work/teamwork is defined as noticing, not normalizing, one’s own and/or others’ distress or disadvantaging and taking wise action to prevent or reduce this. This notion of compassion is being assessed in the HE sector using filmed task-focused in-class group work meetings to identify levels of both inclusivity and criticality around the team. This study investigates the use and outcomes of using the compassionate communications strategies (that were developed in and for the offline classroom) in online team meetings. In this mixed-methods study, two groups of four international STEM students, each from a sample of five UK universities, were video-recorded in task-focused group work meetings (TGMs) before and after an online interactive 90-min training session (‘the intervention’) on the Cognitive Skills of Compassionate Communications (CSCC) in teams. A comparison of the (pre and post CSCC intervention) quantitative and qualitative data results indicated, post-intervention, a significant increase in students’ screen gaze attentiveness to each other, and reasons why students’ motivation to switch on their cameras had changed.

This case study explores the impact of an online peer mentoring programme on student mental health within a widening participation UK higher education institution [HEI]. During the past two years, there has been a drastic transition from face-to-face learning to on-line modes of delivery. Fuelled by the pandemic crisis, the move to online learning has encouraged an innovative and greater use of technologies to connect learners with learning, and content with circumstance. Many students experienced heightened levels of distress and a disconnect from their learning environment. This disconnect and period of isolation often negatively impacted student mental health and created additional problems for those who had to balance learning with adverse life experiences. Whilst the pandemic succeeded to divide, it equally brought opportunities in the form of innovation and engagement through peer mentoring. The peer mentoring programme SMILES (Sports Mentoring Inclusive Learning Experience Scheme) is a widening participation scholarship of teaching and learning project at the University of East London. SMILES has continued to develop and support student success through integrated transition, outreach and more recently on-line networking. The most significant impact statistic was the reach of the SMILES program during the pandemic. Using technologies such as MS TEAMS, Padlets, podcasts (Spotify) and social media (Instagram and Twitter), SMILES was able to provide group support for students not only within the institution but internationally. Through the SMILES project and innovative use of technology, a new mentoring application (app) was developed to support students. The app enables students to view mentor demographics and request specific mentors who align with mentee expectations. During the period June 2019 to December 2021, SMILES increased its reach by 300%. This chapter locates peer mentoring in context by analysing key components of using technology to support mental health on-line. Recommendations for future practice are provided.