Background
I am the Year 1 leader for the BA Fashion Photography course. At the moment, there are 59 students in the 2026 cohort, with a wide range of skill levels and learning needs. The aim of the first two units is to introduce the concepts of inclusivity, diversity and equality, and to run workshops that help bring everyone’s technical abilities to a similar level. These units also support students in learning how to study in an academic environment and how to begin working as professional fashion photographers. A key challenge is supporting students who experience anxiety, especially when this is linked to assessment pressure, confidence in their creative ability, or the fear of not producing “good enough” work.
Evaluation
Last year’s student survey showed that many students wanted more feedback from tutors. This lack of feedback increased anxiety around assessments and contributed to low confidence. In response, I added more structured feedback opportunities into the Scheme of Learning, such as regular check‑ins and work‑in‑progress reviews. I also invited alumni to speak about their experiences from Year 1 to Year 3.
When alumni visited during the second unit, they spoke honestly about how pressured they had felt in Year 1 when asked to collaborate and network. Many had never shot in a studio before university, and some had only collaborated with friends. Their comments helped me understand why several current Year 1 students looked overwhelmed after Christmas. Many appeared stressed, confused, and unsure of how to progress with their first assessed unit. To support them, I monitored attendance closely and reviewed the work of students who had lower attendance. This helped me identify concerns early and reduce pressure where possible.
Building Confidence
Collaboration is an essential part of Fashion Photography, but for many students it is unfamiliar and intimidating. Most of them have moved to London for the first time and hardly know anyone. To support this transition, I have reached out to the Fashion Styling and Production team to organise a Year 1 mixer during Unit 1, giving students a chance to meet, connect and build early working relationships. Although we encourage collaboration, I realised it is important to offer options so students can decide how much they want to take on.
Additionally, Bamber and Jones (2015) share the experience of Mary, a first‑generation university student, who said, “They tell us to do these things, but they don’t show us how.” She also noted that she struggled to understand what lecturers were talking about “half the time”. Reflecting on this, I realised that I sometimes assumed home students needed less guidance than international students. Both groups—especially in their first year—often need clearer instructions, slower pacing, and more processing time.
Finally, Arao and Clemens (2021) note that “interrupting someone who is speaking is a form of disrespect”, which I strongly relate to. However, they also explain that “in some cultural contexts interruption and talking over one another is welcome”. These cultural differences can make discussion overwhelming for some students. In a diverse classroom, communication styles will inevitably clash, so it is important to find ways to support everyone and create an environment where all voices can be heard. This could be solved by using written format or having a rule such as “one person speaks at a time”.
Moving Forward
Allowing thinking time before discussion will also support participation. Arao and Clemens (2021) note that “some might have been formulating a thought to share with the group. Some might have been very uncomfortable with the topic and decided they were unable to rise to the challenge of discussion.” International students and students with ISA particularly benefit from extra processing time. This has helped me understand the importance of knowing who has an ISA in the group so I can offer the right support when needed.
I am considering adding more detailed slides that demonstrate my thought process step by step. Some students freeze when questions are too open. Structured prompts—such as multiple-choice options or asking students to choose from three interpretations—can reduce anxiety and make analysis more accessible.
Several students also struggle to understand how lectures relate to assessments. I can make this clearer in each session by explaining why the content matters and how to apply it to their practice. At the same time, I must avoid giving too many hints, as this can reduce independent learning. Finding the right balance between guidance and creative freedom will be an important part of my development moving forward.
References
Arao, B. and Clemens, K. (2021) From Safe Spaces to Brave Spaces, pp. 135–150.
Bamber, V. and Jones, A. (2015) Enabling Inclusive Learning, pp. 152-168
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