A few weeks ago, the news was released that Student Hub Live was having to close. This has had a great impact on staff and students alike. Years of work from Isabella, Margaret, Rafa, Cat, Bob, and more ended. I have been a guest a couple or so times on SHL with Isabella and have attended the workshops on various topics. It is a lovely community and really helpful for OU studies. I see it as the heart of the OU in terms of community and extra curricular support.
The closure has come as a shock to many and many are left not knowing what to do for community and academic extra support. The neurodiverse community relied on some sessions set aside for them and their ways of learning and studying.
Below is a little essay I wrote from my stance as a professional in psychological services. I also value it as a student at the OU continuing studies as lifelong learning.
Please reach out to SHL and/or authorities at the university if you have anything to say on this matter and what SHL has meant to you and why it is a needed resource.
Exploring the Biopsychosocial Benefits of Student Hub Live Events at the Open University
The Open University (OU) provides a unique and flexible approach to higher education, accommodating a diverse student population including working adults, carers, people whose brains work in a neurodivergent way, and individuals with health conditions or disabilities (physical or mental). Given this, initiatives like Student Hub Live (SHL) play a crucial role in supporting students' academic journeys. When viewed through a biopsychosocial lens, SHL events demonstrate substantial benefits that contribute to student wellbeing and academic success. This essay explores how these events address the biological, psychological, and social needs of OU students, and how SHL is helping to foster engagement, resilience, acceptance, and a sense of community in a distance learning environment.
From a biological perspective, SHL events contribute to students’ physical wellbeing. The structure and routine offered by scheduled live sessions can help students develop consistent study habits, which is even more important for students who experience ADHD. Such regularity has beneficial effects on physical health, especially for students balancing study with work, caring responsibilities, or health conditions (Engel, 1977). Furthermore, participation in engaging and interactive sessions can reduce stress by alleviating feelings of isolation (especially in remote learning and distance learning) and academic pressure and stress, common amongst distance learners (Hughes and Spanner, 2019). The diverse model nature of SHL, including visual aids, transcripts, replays, and live chat, interactive exercises, and more supports all learning stylers, and allows for accessibility for students with neurodivergence, reducing cognitive overload and fatigue (Open University, 2023).
The psychological benefits of SHL are beneficial and enriching. These sessions offer a safe and inclusive space for learners to engage with both content and an OU community. With informal discussions, study skills sessions, and writing workshops, confidence and organisation sessions, it can help demystify academic expectations and workload, enhancing students’ self-confidence, self-agency and academic achievement (Richardson, 2010). This can be particularly powerful for adult learners or those returning to education after a significant gap who may be lacking confidence, or for those who have not studied in further or higher education in the past. By normalising common challenges and encouraging reflective thinking and self-esteem, SHL reduces feelings of imposter syndrome, discouragement, and lack of confidence, and promotes mastery and emotional resilience (Stone and O’Shea, 2019). The opportunity to learn in a supportive, inclusive, and non-judgemental setting also fosters growth and positive mental health outcomes (Hughes and Spanner, 2019).
The social benefits of SHL events include valuable opportunities for connection, inclusion, and community building, especially important in online and distance learning environments. Through real-time chat, presence of tutors and facilitators, and interaction with staff and peers, means students experience a sense of belonging to a wider academic community (Open University, 2023). This social interaction enhances motivation and reduces the isolation often experienced by distance learners. SHL events also reflect the diversity of the OU student body, helping to build an inclusive academic and community culture that values and represents a wide range of experiences, backgrounds, academic levels, and cultures.
In conclusion, Student Hub Live events provide valuable and regular biopsychosocial support to Open University students in a safe and enjoyable environment. It helps with physical routine, reducing stress, boosting confidence and self-efficacy, and offers social connectedness within the often-difficult experience of distance learning, The SHL events address important areas that contribute to student wellbeing and academic achievement. In a distance learning environment where students are often navigating complex life circumstances, such extracurricular support is essential. SHL is a beacon of how such initiatives can create inclusive, supportive, and empowering educational experiences that are much-needed enhancements to traditional academic support.
References
Engel, G.L. (1977) ‘The need for a new medical model: A challenge for biomedicine’, Science, 196(4286), pp. 129–136. Available at: https://doi.org/10.1126/science.847460
Hughes, G. and Spanner, L. (2019) University Mental Health Charter. Leeds: Student Minds. Available at: https://www.studentminds.org.uk/charter.html (Accessed: 20 June 2025)
Open University (2023) Student Hub Live. Available at: https://studenthublive.open.ac.uk/ (Accessed: 20 June 2025)
Richardson, J.T.E. (2010) ‘Perceived academic quality and approaches to studying in the UK Open University’, Studies in Higher Education, 35(6), pp. 655–670. Available at: https://doi.org/10.1080/03075070903216620
Stone, C. and O’Shea, S. (2019) ‘Older, online and first: Recommendations for retention and success for students who are older, studying online, and first in family to attend university’, Australian Journal of Adult Learning, 59(2), pp. 262–291. Available at: https://www.ajal.net.au/older-online-and-first/