This document provides information and guidance for peer mentors for the 2017-18 academic year. Key points include: - The peer mentoring scheme has expanded and now includes all first year students and most departments. Mentors will likely have larger mentoring groups. - To receive accreditation, mentors must have 6 points of contact with their mentees over the course of the year according to the outlined timeline and themes. - Mentors are expected to uphold university values, complete all necessary training, and follow the code of conduct which prohibits one-on-one private meetings and establishes communication guidelines. - The document reviews equality, diversity, effective communication strategies, and important topics like safeguarding,

1. UPDATED

2.  This training is for people who were peer mentors with us for
2016-17. If you are not a returning mentor with us please email
peermentoring@le.ac.uk as you are enrolled on the wrong
course!
 There have been several changes, both to the overall scheme,
expectations and HEAR accreditation so please make sure you
read all of the information carefully.
Introduction

3.  All first years will now be assigned a mentor. This means that your mentoring
group will likely be larger than last time and you will definitely have some
mentees.
 The scheme has expanded to include all departments except medicine.
 In order to gain accreditation you now need to show us 6 points of contact.
 The welcome email is now much shorter.
 The subsequent emails now have specific themes to help you with what to
include.
Major Changes- we’re bigger and better!

4. Mentors are:
A friendly point of contact for new students
joining the University.
Give tips about Leicester and campus life.
Provide signposting to support services.
Promote the activities available to all students
in the University and Union.
Give tips about revision and library resources.

5. • There to provide detailed academic support e.g by
reading essays
• Counsellors
• Available 24/7
Mentors are not:

6. The timeline below shows the 6 main points of contact the scheme would
like you to make with your Mentees. They now have clear themes that
we’d like to see in each one.
What is expected of a Mentor for 2017/18?
Aug/Sep: Welcome
Email
Within one week of
matching
Freshers Email-
'What I wish I knew
in the first term'
16th – 22nd Oct
Oct email-
Leicester and
Campus
6-12th Nov
Nov email- Getting
involved
27th Nov- 3rd Dec
Dec email- Top
study and revision
tips
11th- 15th Dec
January email:
Reflection
29th Jan- 2nd Feb

7.  To uphold University and Union values at all times.
 To complete all necessary training including confidentiality, safeguarding and
equality and diversity.
 To ensure you effectively manage your time and commitments with the
scheme and your studies.
 To follow the code of conduct (on next slide)
What is expected of a Mentor?

8. 1. Mentor and mentees are not to meet on a 1:1
basis in private, all meetings between mentors
and mentees are to be held in University grounds
or in public spaces.
2. Peer mentors to attend all relevant training
sessions when required to do so.
3. Mentors and mentees are to commit to any
organised meetings, ensuring that they are
punctual.
4. Anything shared between mentor and mentee
must be kept private, unless there is a
safeguarding concern.
5. Mentor and mentees are not to exchange
landline numbers or addresses, the exchange of
mobile telephone numbers is at the discretion of
both mentor and mentee.
6. Communication to be made during reasonable
hours.
7. Peer mentors and mentees must actively
challenge any prejudicial or discriminatory
behaviour towards members of staff, students,
visitors or members of the public. Should any
behaviour require reporting please inform the
peer mentoring team.
8. All mentors and mentees will adhere to the
University and Union’s health and safety policy
as well as the code of practices and policies
which are available through their websites.
The Code of Conduct

9. Some of you will have already come across this. Remember that you shouldn’t worry!
 It will not affect accreditation.
 Your mentees still appreciate what you’re doing, these are quotes from last year’s
mentees:
“It really helps you to settle in knowing you have the advice and support of someone
who went through the exact same only a year ago.”
“I did not contact my mentor as I had no issues/need to however it was extremely
reassuring knowing that they were there as a resource, especially in my first few
weeks.”
 As the scheme will now involve all first years you are likely to have a larger
mentoring group, so there’s a higher chance of getting some mentees that reply
and interact with you.
What if they don’t reply?

10. Equality is ensuring individuals or groups of individuals are treated fairly
and equally and no less favourably, specific to their needs, including
areas of race, gender, disability, religion or belief, sexual orientation
and age.
Diversity aims to recognise, respect and value people’s differences to
contribute and realise their full potential by promoting an inclusive
culture for all staff and students.
What are Equality and Diversity?

11.  The Equality Act 2010 legally protects people from discrimination in the workplace and in
wider society.
 It replaced previous anti-discrimination laws with a single Act, making the law easier to
understand and strengthening protection in some situations. It sets out the different ways in
which it’s unlawful to treat someone.
 What is the difference between direct and indirect discrimination?
 Section 13 of the Act defines direct discrimination to be when a person treats one person less
favourably than they would another because of a protected characteristic.
 Indirect discrimination occurs when a provision, criterion or practice is neutral on the face of
it, but its impact particularly disadvantages people with a protected characteristic.
Equality Act 2010

12. The 9 protected characteristics of the Act
are:

13.  By making sure you use inclusive language you won’t unintentionally
reinforce dominant norms or stereotypes.
 Non-discriminatory language avoids false assumptions about people and
helps to promote respectful relationships. Inclusive language enables
everyone to feel that they are being reflected in what is being said.
 Consider how your communications might come across to others.
Inclusive Language

15.  Make your communication positive, clear, and specific.
 Recognise that each individual sees things from a different point of view.
 Be open and honest about your feelings and accept others feelings.
 Ask questions for clarification on an issue.
 Learn to be an active listener:
 allow time for the mentee to talk without interruption.
 Avoid being distracted by people or items around you. As well as
 at the end summarising the information so they understand you’ve processed everything
they’ve said.
What is effective communication?

16.  Your first impression will be from an email, make it count!
 Effective written communication keeps it clear and concise. That isn’t to say don’t
let your own personality come across, but make sure everyone would be able to
understand what you are saying.
 Our language can differentiate a person and a situation. As a Mentor you need to
bring your own personality whilst still being clear and open to everyone.
 Be mindful of the cultures, backgrounds and personality of your Mentees. An
effective communicator will tailor each situation to each person.
Written Communication

17.  The peer mentoring scheme is now ‘opt out’ for all first years. Therefore on
all e-mails you need to include a disclaimer at the bottom:
 If you would no longer like to receive these e-mails you can opt out here.
 If they ask you directly to be removed from the scheme, please also let us
know (peermentoring@le.ac.uk)
Opt Out- Important

18.  The following slides are email examples from the 2016-17 scheme. Some of
them are excellent, some could be improved. For each of them, think about
how you would feel as a new student receiving and reading them. We have
added some of our opinions.
Email examples

19. (This is only part of an email)
I hope you got along alright in your first semester and that your second is getting
off to a solid start. The best advice I can give is: Stay on top of the reading. And
choose courses without exams for second year.
Example email 1

20. (This is only part of an email)
I hope you got along alright in your first semester and that your second is getting
off to a solid start. The best advice I can give is: Stay on top of the reading. And
choose courses without exams for second year.
Example email 1
How might a mentee react
to that? What if they’re
already nervous about the
demands of second year?

21. Hi Mentees,
I know this email is coming very late in the term, but third year is very busy. I
would like to arrange a meeting with you for this week to see how you have
settled into University. Is it possible for all of us to meet in the Student Union
either tomorrow at 10am or Friday at 4pm. Let me know as soon as possible
please.
Hope to hear from you soon,
Example email 2

22. My name is xxxxx and I’ll be your mentor for the next few months. I am currently in my final year studying Physics. I
decided to attend the University of Leicester due to the fact it is very well known for its physics department, and the
campus size is perfect; not too big to get yourself lost and not too small to be bumping into people you know constantly.
In my spare time I enjoy going swimming. Last year I joined the swimming and water polo society, and I recommend you
join a society of your interest. This then gives you an opportunity to make friends outside of your course and continue
your interest. Fresher’s fair will give you the chance to see all the various societies that you can join, the societies vary
from sport to chess.
The Leicester city centre is a lovely place to eat and shop, it isn’t a long walk but there is a bus available to get you to
and from university and the city centre. Also if you have a short break during the day, there a few cafes and shops on
Queens Road which is only a 5 minute walk from university which I highly recommend you visit.
I understand that you will be very nervous starting university away from home and making new friends, but you shouldn’t
worry as everyone is in the same position as you. I will be organising a group meeting with yourself and my other mentees
for next week, but in the meanwhile and throughout the term if you would like any tips or advice, feel free to email me
and I will do my best to help you or send you in the right direction to receive the correct support.
See you soon
Example email 3

23. I hope your first semester has been fab so far! If you’re having any issues or worries at all, then please do message me and I’ll help in any way
I can. Just a few tips for you in these next upcoming months:
If you have any assignments due and you feel worried about them, then do make use of your personal tutor. They are brilliant when you ask for
help so just drop them an email or pop by their office during their office hours (all on the Leicester University website)
Firework night is tomorrow! There are two main events to choose from: Abbey Park hold the biggest display in Leicester and the Leicester
Racecourse (in Oadby) also hold a brilliant display. Admission is around £5-£8 and gates open at 5pm for both. It’s definitely worth it!
MASSIVE TIP: If you have any assignments due after the Christmas period, I advise you to do them beforehand so you can really enjoy the
month off. Get the bulk done then leave the weeks around Christmas to proof-read or focus on exam revision. But do remember you are first
years! So do not stress and have as much fun as possible before the real work begins!
Finally, I am thinking of holding a small meet up with the group next week sometime. This would be a brilliant chance to meet you all and get
to know how your time has been so far. Yet this isn’t compulsory! I’m thinking of doing it on Wednesday at 1pm in the SU to get some bubble
tea/hot drinks.
If you’d like to attend, then please email and let me know if this time suits you or if you’d prefer a different day. If you would not like to meet
or cannot attend this meeting, then please email me and let me know! It’s no issue if you would not like to, it’s just an option if you’d like it!
Once again, if any of you have any questions then just message me! I’m here to help! If I don’t see you at the meet up, then I hope the rest of
your term is brilliant and you have a lovely Christmas break 
Example email 4

24.  Proof-read your email before you send it. Will you come across as
friendly? Is it inclusive? Would you have found it helpful when you
were in your first term?
 Keep clear gaps between paragraphs.
 Keep them concise. If it’s more than 5 paragraphs you’re probably
putting in too much detail.
 Accept their feelings. Try to be as positive as possible but you can
acknowledge any negative feelings they’re having.
 Don’t be patronising. Avoid saying ‘first year is easy’ etc.
 Make the subject line interesting. Try and grab their attention so
your email doesn’t just get deleted.
Top tips for communicating via email

25.  Be interested- Assume that you have something to learn from every
interaction. Set aside your personal views.
 Pay attention – if you are listening, your body language will naturally
reflect this. Be completely present in the conversation.
 Clarification – Don’t be afraid to ask more than once if something isn’t
clear. Ask open questions.
 Positive Language - If they are feeling down, try to keep things neutral
or positive. Negativity may only prolong the feeling.
A lot of these are from a TED talk, which you can watch here, if
you’re interested.
Verbal Communication

26.  Some mentors from last year said they were unsure what to do if their mentee
wanted to change course.
 They need to seek permission both from their current department and the one
they want to change to.
 They need to fill out a form here.
 If they’d like advice form the Union then direct them to the Ed Unit.
 There’s also a step by step guide to changing course saved in ‘Resources for
mentors’ on Blackboard.
A note on course changes

27.  The basics of safeguarding are here as a reminder.
 If you would like a more in-depth look at safeguarding, have a look at
the ‘Safeguarding’ training on Blackboard.
 Be aware: you may find some of the content of this part of the
training upsetting. Take a break if you need to, and remember that
you don’t have to read everything in one go.
Reminder of Safeguarding

28.  As a mentor, you are in a position of trust and it may be
that one of your mentees will come to you for help.
 Bear in mind that you may be the only person they have,
or will, speak to about abuse or harassment. Make sure
you act on anything they tell you.
Why is this important?

29. Nationally:
 77% of students have experienced sexual harassment once or more
during their time at university.[1]
 Since the age of 16, almost 30% of women and 17% of men in
England and Wales have experienced domestic abuse.[3]
At the University of Leicester (survey conducted in 2016):
 31% of students had experienced sexual harassment
 19% of students had witnessed sexual assault
Harassment and abuse are a problem:

30. A communicative relationship is based on confidentiality. It is assumed that you will
not repeat or speak about that person without their permission.
However, there are certain exceptions to this:
 If both parties agree that they can speak to someone else about an issue or
problem.
 If one party believes that there is a risk of harm to them or any other person,
based on something that they have said.
If you are concerned about your mentee’s safety you may be the only person who
knows about the issue, please act to help them.
Confidentiality

31.  Physical abuse
 Emotional abuse
 Sexual abuse
 Neglect
 Financial abuse
 Discriminatory abuse
 Self neglect and harm
The main categories of abuse are:

32. People suffering abuse may display some the following behavioural traits:
 Furtive, secretive behaviour
 Uncharacteristic aggression or withdrawn behaviour
 Low self esteem, unhappiness, fear, distress, anxiety
 Indiscriminate friendliness
 Poor social relationships
 Compulsive eating or sudden loss of appetite
 Sudden poor co-ordination of physical self and organisation
 Difficult staying awake
 Repeated absence
 Clothing changes i.e. suddenly wearing a lot of long sleeved or full length items even in height of Summer
 Significant change in weight.
What to look out for

33.  The number of students who took their own lives in England and Wales rose by
50% between 2007 and 2011 – from 75 to 112 – despite the number of students
rising by only 14%[2]. In 2014 there were 130 cases in England and Wales. The
figures are increasing despite a general downward trend amongst the wider
population[4]. .
Main concerns are:
 Student debt and repayment
 The pressure from social media and cyberbullying
 Maintaining grades and meeting deadlines
 High expectations for graduation grade and making family “proud”
 Employment after University
Suicide

34. Suicide- Risk Indicators
 Depression, including excessive feelings
of guilt or shame, self reproach and
anger.
 Feelings of worthlessness and very low
self-esteem, particularly if accompanied
by very high ideals or expectations.
 Feelings of hopelessness, helplessness
and futility.
 Feelings of alienation and isolation;
being a loner.
 History of previous suicide attempts.
 A detailed suicide plan.
 Alcohol and / or other substance abuse.
 Comments about killing him/herself or about
the pointlessness of life.
 A recent, severe trauma or stressful event
such as a major loss, or the threat of loss.
 Significant changes of behaviour, e.g.
becoming withdrawn, when this is not
typical of the individual.
It is not true that 'people who talk about suicide, don't
actually do it'!
Please refer directly to Mental Wellbeing or if it is out of
Uni hours, straight to their GP or walk in centre.

35. In 2010 NUS conducted the first ever UK-wide study of women students’ experience of harassment,
stalking, violence and sexual assault. Called Hidden Marks, it involved distributing a survey to 2058
women in further and higher education in the UK.
They found:
 Around 1 in 7 respondents had experienced a serious physical or sexual assault during their
time as a student
 12% had been stalked while at university or college
 68% had been a victim of one or more kinds of sexual harassment while they were at
university.
Fellow students were the majority of perpetrators.
Furthermore, Hidden Marks revealed that only a small minority of women students who had been
seriously sexually assaulted reported it to their institution (4%) or to the police (10%).
Harassment

36.  Men can be harassed too, and are the least likely to report such occurrences, particularly
sexual harassment.
 Let’s be the change and ensure ALL harassment is dealt with. #HeForShe
 The most common reason overall for not reporting was that students did not feel that what
had happened was serious enough to report.
 We take a zero tolerance stance on harassment of any kind. Please report any situation.
Harassment
Harrassment can be reported to the union via:
zerotolerance@le.ac.uk
Safe space drop ins, Thursdays 2-4pm, in the Ed Unit
At the university:
• Personal tutor
• Student welfare service

38. 1. Listen
 Listen actively to what your mentee has to say.
 Do not ask questions to probe them on what is happening, only to clarify what they have told you.
 Ensure that you behave appropriately and professionally.
 Do not promise confidentiality before you start the conversation.
2. Support
 Be supportive, but bear in mind that you are not responsible for investigating possible cases of abuse.
 You are not an expert on safeguarding or in dealing with these situations, nor should you try and act as a
counsellor to your mentee.
Your Responsibilities- Listen, Support, Refer

39. 3. Refer
Your Responsibilities- Listen, Support, Refer
My mentee has asked
where to go for help
Refer them to the
appropriate University or
Union support service.
I’m concerned about
my mentee.
I think my mentee is
in danger
See the Leicstalk
website or poster on
blackboard for details.
Refer them to the
appropriate University or
Union support service.
Contact the peer
mentoring team if you’re
unsure what to do.
Ring 999 if they are in
immediate danger.
Ring 101 or refer them to their
GP if you think they need
mental health support.
peermentoring@le.ac.uk
0116 223 1160

40.  There is a poster and timetable on Blackboard under ‘Resources for Mentors’
about the Leicstalk services.
 These are University, Union and community services.
 Please familiarise yourself with these services so you know where to refer
your mentees to if they have any issues.
#Leicstalk

41.  You are not legally responsible for the wellbeing of your
mentee.
 You will not get into any ‘trouble’ if you fail to refer a
mentee to the correct place.
 The peer mentoring team can advise you in any situation
you’re not sure about.
Some Reassurances

42. Peer Mentoring Info Platforms
@SUPeerMentor Discussion forums on
Blackboard
Updates and tips
will be sent out
each month.
peermentoring.su.le.ac.uk

43. If you have any questions from this training, or any other aspect of peer
mentoring that you’d like to discuss with us, please come and see us at a drop- in
session. There’s no need to book and it is entirely optional. There are 3 to choose
from:
 Thur 16th March 10am
 Tues 21st March 10am
 Thur 23rd March 1pm
All held in the SU training room.
Drop-in Sessions

44. Support available for mentors
I am available in the
SU Hub 10-4, Mon-Fri
0116 223 1160
peermentoring@le.ac.uk
Returning Peer Mentors
(ADX048)
E-guide