Dissertation retreats improve student confidence and reduce anxiety

New research from the University of South Wales (USW) highlights the value of writing retreats in supporting undergraduate students.

Psychologists have found that dissertation writing retreats significantly enhance student confidence, reduce anxiety and foster a stronger sense of community.

Over two academic years, the research examined the impact of structured dissertation writing retreats designed to support psychology students during one of the most demanding stages of their degree.

The psychology team at USW organised two residential writing events designed to give final-year students protected time and space to work on their dissertations. The retreats ran over two days with an overnight stay. They combined periods of focused writing with short breaks. Students worked alongside peers, at a similar stage of the dissertation process, creating a shared sense of purpose.

Lecturers were present to offer light-touch guidance, answer questions and provide reassurance when needed. Students were consulted prior to the events to what topics they would like covered in masterclasses, which gave targeted support.

The emphasis was on progress, confidence-building and community rather than formal teaching, helping students to break down large tasks and re-engage positively with their dissertation work.

The findings show that students who participated in the writing retreats reported higher self-belief, improved focus and lower levels of dissertation-related stress. Participants also described feeling less isolated, benefiting from working alongside peers in a shared, supportive environment.

Dr Dan Bowers, Head of Psychology, said: “This research challenges traditional assumptions about dissertation writing as a solitary process.

“The dissertation is often experienced as an isolating and anxiety-provoking part of undergraduate study. Our findings show that writing retreats can transform this experience by providing students with structure, community and reassurance. When students feel supported and confident, they are better able to engage productively with their research and writing.

“This builds on work we have done around creating larger, group-based dissertation projects where students work with external partners to create real-world impact.”

Students involved in the retreats highlighted the importance of shared goals and collective momentum, reporting that seeing peers actively working helped them stay motivated and maintain progress.

The researchers argue that writing retreats offer a low-cost, high-impact approach that universities can embed within existing dissertation support structures. Beyond academic outcomes, the retreats also appear to contribute positively to student wellbeing, aligning with sector-wide priorities around mental health and inclusive learning environments.

The study concludes that dissertation writing retreats are a promising approach to improving student experience and supporting successful dissertation completion, with potential applications across a wide range of disciplines.