A new academic initiative has revealed how simple digital tools can help first-generation university students combat the overwhelming effects of imposter syndrome. The research, led by Natalie Quinn-Walker at Birmingham City University, explores how using digital platforms such as Padlet supports self-reflection, promotes resilience, and fosters a greater sense of belonging in higher education. The findings were published in the journal ISPCE Bulletin.
First-generation students often carry the weight of expectations from their families, combined with the unfamiliar territory of academic life. Many find themselves plagued with feelings of inadequacy and the belief that their success is unearned. This internal struggle, commonly known as imposter syndrome, is not only emotionally draining but has been shown to contribute to anxiety, depression, and eventual academic burnout.
Quinn-Walker, herself a first-generation student, reflected on the personal dimension of the research. “As a first-generation student, I have experienced imposter syndrome. The impact of self-doubt and questioning whether you belong can be impactful to individual mental well-being.”
The study introduced Padlet as a reflective tool within classrooms, inviting students to document their progress and challenges through visual and written posts. This online bulletin board allowed learners to track their development, celebrate achievements, and share messages of encouragement with peers. Unlike traditional methods of academic reflection, Padlet’s interactive design created an inclusive environment where students could engage in their own time and style.
According to Quinn-Walker, the project aimed to address this internal struggle head-on. “The aim was to establish methods to overcome self-doubt and build students’ self-esteem. The project used digital pedagogies to encourage students to note their successes and progress throughout their course, allowing them to reflect on their experience and see how far they have come.”
For many, the ability to visually map their growth proved transformative. Students were able to see just how far they had come, countering the common belief that they were merely ‘lucky’ to be succeeding. Comments from students demonstrated a shift in mindset. They began to recognise their own competence and feel pride in their academic journey. Some even shared their boards with family and friends, offering loved ones a glimpse into the daily efforts behind their qualifications.
Quinn-Walker noted how the use of digital tools empowered students to acknowledge their achievements. “I found that having a visual storybook demonstrating the student’s growth allowed them to recognise they belong, are achieving, and are succeeding.”
The project also acknowledged that digital tools must meet a range of needs. Accessibility features, including text-to-speech and multilingual support, were critical for ensuring all students could participate fully. This inclusivity was especially beneficial for dyslexic students and those with limited academic experience. It enabled a focus on individual strengths rather than perceived shortcomings.
Educators played a vital role in the project’s success. By embedding Padlet into their teaching, they helped to normalise self-reflection and positive reinforcement. The use of supportive commentary on students’ posts created a classroom culture grounded in kindness, collaboration, and mutual encouragement.
Notably, the platform also allowed students to reflect on setbacks in a structured way, using established models such as Gibbs’ reflective cycle. This helped frame challenges as part of the learning process, rather than personal failures, encouraging long-term confidence.
Beyond individual benefits, the shared nature of Padlet posts helped build a peer community. It enabled students to support one another, acknowledge progress, and ease the loneliness that can often accompany being the first in one’s family to attend university. A simple comment like “Great teamwork today” had a powerful effect, reinforcing students’ sense of value and visibility.
Looking ahead, Quinn-Walker expressed her interest in developing the research further. “Moving forward, I plan to explore other tools to overcome imposter syndrome and develop ways to improve student mental health and further explore how digital pedagogies can be used to improve students’ confidence and self-esteem.”
