Introduction – who we are
Jess [mentee] is a postgraduate researcher undertaking an ESRC-funded PhD in the field of early childhood education, which explores children’s needs when starting school. Her research highlights the importance of children’s social and emotional wellbeing, as well as using different research methods to accommodate participant needs. Jess has a hidden disability and is interested in adaptable and accessible methods. In addition to her research, Jess is involved with supporting children in the early years.
Armineh [mentor] is a Disabled researcher with experience of working in DPO, public and HE sectors. In her work, Armineh has researched, and commissioned and managed disability research projects on a range of topics, including disability arts, inclusive education, attitudes towards Disabled people, employment, housing, family relationships, and social care and support. She is currently a Research Associate on the Wellcome Anti-Ableist Research Cultures project, Priority Area 1 Environment, which focuses on Recruitment and Employment experiences of Disabled staff.
From January to June 2025, we participated in the Participatory Research Network (PRN) Mentoring Programme. Here we write about our reflections and experiences of the programme and what it meant for us individually.
What the PRN Mentoring Scheme is/was all about?
The literature we received, prior to the start of the programme, defined the PRN Mentoring Scheme as a collaborative and reciprocal relationship where an experienced academic in participatory research acts as a guide, a role model, an academic elder and supporter of a postgraduate researcher, helping them to navigate the PR landscape. For us, both the collaborative and reciprocal nature of the relationship was essential in the partnership and has been the strength of the programme. We created a safe space in our online meetings, where we felt comfortable to share our vulnerabilities and support each other. We understood barriers we faced individually in our research and shared a sense of solidarity, respect and sensitivity when discussing the ways we dealt with similar difficulties in our own work.
About our mentoring meetings – our discussions: The importance of flexibility and creating developmental opportunities
Right from the beginning, having received the first email exchange, we were delighted to have been paired for the PRN Mentoring Scheme!
The guidance provided by PRN@TUoS included goal setting, agreeing aims and potential achievements, as well as boundary setting and what we had to share and offer each other – as a mentor and mentee. The Mentoring Scheme emphasised the importance of exploring issues and in confidence engaging in discussion in an empathetic way, promoting reflection and the revisiting of topics and ideas. We continuously appreciated each others’ contributions and kept the momentum high, which encouraged me, as the mentee, with my PhD studies! Furthermore, we discussed our mutual values and embraced the shared notion of there not being one set answer. In relation to the guidance provided by the PRN and SMART goal setting, our goals were achieved through the Mentoring Scheme, but there is also much to consider looking beyond this, as further opportunities have been created.
We received formal information and guidance about the Scheme, however, the opportunities extend beyond this! We discovered that we have shared interests, not only relating to participatory values, but also with the types of research with children and young people we have both been engaged with. In particular, one of our shared priorities is to ensure that research is as accessible as possible, and our participants feel included - their voices are listened to in our research.
How we found the meetings – what we gained: Our relationship and developing rapport
We openly discussed the beneficial aspects of undertaking research, as well as the challenges. As the mentee, I found that my mentor is extremely supportive, making me feel at ease, both during discussion and when asking questions. Together, we have learnt and continue to learn about the valuable work we are undertaking. We have the opportunity to openly feedback to each other, reflectively listen and engage. Most importantly, each mentoring session was enjoyable, and it is always a pleasure to meet!
I learnt a vast amount from my mentor, as well as gaining a boost in confidence in everything I do!
In our meetings, we have evaluated and navigated the realities of our PR work within the university environment. We have reflected on research ethics in PR work and have discussed the value of PR in our respective fields. As remote workers, through sharing our skills and knowledge, we have felt less isolated. Having opportunities to share my everyday research work with my mentee and responding to her well formulated questions, has allowed me to be more present and reflective in the work I do. Learning about my mentee’s commitment to her research area has renewed my motivation in my own work.
Conclusion - The impact of the Mentoring Scheme and what it continues to mean for us
In summary:
As a mentee, I have developed numerous skills from my participation in the Mentoring Scheme. I have received much support and I am pleased that we are continuing our discussions beyond the Scheme!
As a mentor, I feel this relationship has been mutually beneficial, and I have gained as much as my mentee has. It has been a joy to contribute to the programme and I have always looked forward to our meetings!
We highly recommend the mentoring programme in helping to contextualise the role of PR in HE and much more.
