Quiet Introduction events build confidence and reduce anxiety for new college students
Borders College’s Quiet Introduction and Supported Enrolment programme continues to play a vital role in supporting students who may find the transition into college challenging, according to feedback from the 2025 programme. The report highlights the positive impact of a calm, structured, and supportive approach to enrolment, particularly for younger learners and those requiring additional reassurance.
A total of 74 students attended the events, with 52 completing entry and exit surveys. The majority of attendees were aged 16–19, representing a significant increase compared to the previous year. Students came from across all curriculum areas, with strong representation from Creative, Enterprise, Technology and Essential Skills, Health and Social Care, and Landbased and Rural Skills. Nearly a third of attendees disclosed a disability or learning need, reinforcing the importance of tailored transition support.
One of the clearest messages from the report is the confidence-building effect of the Quiet Introduction model. Before attending, many students reported uncertainty or anxiety about starting college. After the event, 85% said they felt more confident about coming to college, and almost nine in ten felt their needs had been met. This shift suggests that providing time, space, and personalised support before term begins can significantly reduce barriers to engagement.
Awareness of support services also improved as a result of attendance. Following the sessions, 88% of students left knowing what support was available to them as Borders College students. This is particularly important given that many attendees cited funding guidance, enrolment support, and help with navigating college systems as key reasons for attending. The findings indicate that addressing practical concerns in a quieter, less pressured environment allows students to absorb information more effectively.
The welcoming atmosphere of the events was another standout theme. All attendees agreed that the college felt welcoming, and students consistently highlighted the role of staff in easing nerves and creating a positive first impression. Opportunities to meet staff, receive one-to-one enrolment help, and see teaching spaces ahead of the academic year were especially valued. These elements reflect best practice in transition support, where familiarity and human connection are central to building trust and confidence.
As one student shared:
“Staff made me feel welcome and helped my nerves. I feel a bit better about starting college now.”
While overall feedback was extremely positive, the report also points to areas for reflection. A small proportion of students indicated uncertainty about whether their needs had been met, suggesting that continued follow-up and clear next steps after the event could further strengthen outcomes. Nonetheless, the consistency of positive responses across multiple years demonstrates the effectiveness of the model.
Eilidh Forrest, Students’ Association Support Officer, commented:
“Quiet Introduction gives students the chance to ask questions, take things at their own pace, and feel supported before the campus becomes busy. The feedback shows how much that reassurance matters.”
Overall, the 2025 findings reinforce the value of Quiet Introduction and Supported Enrolment as an inclusive, student-centred approach. By prioritising calm spaces, clear information, and supportive relationships, the programme helps students begin their college journey with confidence, clarity, and a sense of belonging.