Higher Education Institutions typically implement buddy schemes to help first-year students transition into university life, focusing on general academic guidance and social integration. Our School of Computer Science and Electronic Engineering has about 400 first-year students from diverse backgrounds, including international students, neurodivergent students, and those without A-level Computer Science or Further Mathematics. Students from these backgrounds often struggle to achieve their desired academic results within their first semester, impacting their confidence and progression.

To address this, we launched a specialised academic Buddy Scheme, led by senior students from diverse backgrounds. These buddies bring cultural sensitivity and a broader perspective to mentoring. Before starting, buddies receive onboard training on inclusive practices, ensuring that all students—regardless of background—feel supported. To improve accessibility, an online channel was introduced, allowing students to ask questions asynchronously, with buddies responding to queries.

In weekly sessions, academic support is provided in key areas such as programming, algorithms, and mathematics, where many new students face difficulties. Unlike formal lab sessions or office hours, the Buddy Scheme creates an informal, relaxed space where students feel comfortable making mistakes and learning from them, encouraging participation without fear of judgment.

As one student described: "My experience with the scheme was really positive. It was a great way to receive help from individuals who had gone through the course, offering a supportive environment that boosted my confidence. It made a big difference, especially in the first few weeks when everything felt new."

Focus group insights indicated that students benefited from seeing senior students make mistakes and problem-solve in real time, reinforcing debugging and problem-solving skills. The Buddy Scheme offers a low-pressure, informal learning space, where students can bounce ideas, make mistakes, and learn in a supportive environment. This creates a growth mindset atmosphere, where learning from mistakes is the norm.

However, several challenges emerged. These included low engagement among students who were struggling the most, the need for clearer mentor role definitions, and barriers such as scheduling difficulties and a lack of motivation to attend the scheme. To address these, targeted outreach efforts and hybrid online/in-person models are being explored to increase participation and impact.

The scheme will be improved by strengthening mentor training, introducing structured topic-based sessions, and implementing proactive intervention strategies. By providing consistent and friendly support throughout the year, we believe the Buddy Scheme will enhance academic success and foster a stronger sense of community and belonging among diverse cohorts.

Keywords: Peer Mentoring, Student Engagement.