Resit Roadmaps: Proposing ways to support students during resits

<p dir="ltr">Resits represent a pivotal moment in many students’ academic journeys, yet institutional support for these assessments is often inconsistent or absent. A resit roadmap (Ma & Liu, 2006) offers a structured, pedagogically informed approach to guiding students through the resit process, combining academic, wellbeing, and practical support within a coherent framework. It helps students understand where they went wrong, how to improve, and how to sustain motivation during a period when academic confidence may be low and contact with staff is limited.</p><p><br></p><p dir="ltr">This poster outlines the rationale for resit roadmaps, and draws on student-partnered qualitative (Braun & Clarke, 2006) and quantitative research led by FBMH academic Dr Karen Lander, which highlights feelings of isolation, confusion, and lack of feedback during the resit period. Roadmaps aim to counter these challenges by integrating three key elements: (1) personalised feedback that clarifies expectations for improvement; (2) structured opportunities for review and targeted practice embedded across the academic year; and (3) clear signposting of resources, timelines, and points of contact to ensure students remain connected to their course and teaching community.</p><p><br></p><p dir="ltr">Resit roadmaps should be embedded as part of a broader strategy for retention, progression, and inclusive education. They have the potential to transform a high-risk point of disengagement into a platform for growth, resilience, and successful continuation. </p>