I, Ruth, lived in a student hall of residence during my first year at university and generally attended most lectures and seminars, excited by the opportunities and a sense of shared purpose (or least a fear of missing out) with my fellow students. My second year was definitely very different. I moved out into a shared house and became far more interested in nighttime social events than morning lectures! I also became more impatient to start my life. I longed to travel and expand my horizons, and my studies took a backseat to living in the UK with cheap flights to Europe.
This “second year slump” is a phenomenon that has been quite well explored in the scholarly literature. Also known as the “sophomore slump”, it refers to a marked dip in student engagement, academic performance, and overall motivation that commonly strikes university students in their second year of study.
After the novelty and structured support of first year fades students often find themselves adrift, with orientation scaffolding gone, the excitement of new beginnings worn off, and the reality of sustained academic commitment setting in. In the Australian context, Lodge et al (2013) identified a clear need for sustained, supportive learning and teaching environments that extend well beyond the first year. Their research highlighted that second-year students frequently fall into an institutional blind spot, no longer “new” yet not fully independent, leaving them vulnerable to disengagement at a critical point in their degree. This is compounded by pressures common to Australian students, including the financial strain of living costs in major cities, the demands of navigating major pathway decisions, and a loosening of timetable structure that offers choice and freedom but reduces accountability. The result is a cohort that is at genuine risk of attrition or of losing direction precisely because institutional attention and support tends to be concentrated in the first year.
How about at Sydney?
To find out more about how students at the University of Sydney experience their second year, two Sydney Student Voice focus groups were conducted in May 2026. Participants included a mix of second and third-year students from a range of faculties and disciplines, with domestic and international students represented across both workshops.
In the workshops, we asked questions about:
- learning supports and engagement in second year
- experiences of challenge or reduced support
- assessments and feedback experiences
- opportunities to improve the second-year learning experience
Learning support and engagement
Tutorials
Our students identified several factors that supported their learning. Tutorials were consistently highlighted as particularly valuable, especially compared to lectures or fully online delivery. Tutorials were seen as places for asking questions, engaging with content and learning from peers. Approachable and engaged tutors were also important, with supportive staff contributing positively to both confidence and learning.
Tutorials have been game changing since people do different stuff and we collaborate and learn new things.
For me library and tutorials have been more exciting than lectures.
Peer learning
Peer learning was another strong theme. Students valued studying with classmates, sharing knowledge and connecting with more experienced peers. Smaller and more specialised classes were seen as supporting both academic and social connections.
Resources and study spaces
Students also made frequent use of the Learning Hub, Library and online discussion forums. They valued collaborative study spaces, access to resources and the ability to ask and answer questions online. Additional supports such as revision sessions, society-led activities and work integrated learning were also viewed positively. Many students noted that their awareness of available supports improved during second year as they became more familiar with the university.
Reduced support and other challenges
Extra-curricular support
A key theme related to a perception of overwhelm was a reduction in visible support after first year. Peer mentoring, wellbeing initiatives and clear communication were associated with first year, while second year was described as needing to be more independent and sometimes isolating. Students often felt there was an expectation that they should already understand university systems and academic requirements.
In first year, they have peer mentoring and wellbeing support but in second year there is no support like there are less wellbeing check ins and there are less ways to connect community. It would have been nicer to have more community or peer support in second year since in first year you can have that bond but in second year you’re like ‘I’m on my own now, how do I have that?’
Assumed knowledge
Assumed knowledge was another concern. Students reported that content is often built on prior learning without sufficient revision, alongside inconsistent expectations across units and staff. In some cases, prerequisite knowledge was unclear.
In second year, there was a lot more assumed knowledge which maybe it was meant to carry over from first year, but they don’t really go in depth even in new concepts they just tell us we need to know it.
I found the pace harder for sure because I was feeling like I was suddenly behind or hadn’t started yet and it happened for all my units.
Teacher accessibility and academic advice
Teaching quality and staff approachability also influenced students’ experiences. Some students felt that first year teaching was more student focussed and accessible, while second year teaching could feel less supportive. Concerns were raised about teaching experience, communication and clarity.
I found the pace harder for sure because I was feeling like I was suddenly behind or hadn’t started yet and it happened for all my units.
Students also reported limited guidance on unit selection, progression and career pathways. This was particularly evident for students in three year degrees who were beginning to consider post university options.
Assessment and feedback
Assessment design
Assessment design strongly influenced engagement. Students responded positively to smaller, ongoing assessments, which they feel supported consistent study and reduced pressure from heavily weighted tasks.
However, many students reported less guidance compared to first year. Assessment expectations were often unclear, leading students to rely on peers or online forums for clarification.
It’s the opposite of first year which is so organised.
Timely feedback
Delayed feedback was a major concern. Students reported that feedback was often returned too late to inform subsequent work. While institutional expectations often suggest a two week turnaround, students indicated this was not consistently met.
the feedback was so slow. We hadn’t even gotten the first one back before we had to submit the second one and it was important for us to apply it but we didn’t have a chance. They said they were busy but they didn’t give us an explanation.
Marking standards
Inconsistent marking and conflicting advice across tutors also created confusion, particularly in larger units. Students highlighted several additional concerns:
- limited access to practice exams or exemplars
- unclear expectations for exams
- difficulty accessing timely support
- feedback perceived as brief or generic
Clear expectations, accessible guidance and timely, useful feedback were strongly associated with improved engagement and confidence.
Opportunities for improvement
Career pathways
Students saw second year as an intermediate stage between first year support and final year full independence. Many felt there was an expectation to be confident and self- directed while still lacking clarity about future pathways. Career development was a key area for improvement. Students wanted earlier access to internships, placements and industry experience. Peer connection was also important; students expressed interest in mentoring and opportunities to learn from more experienced peers.
AI-generated teaching materials
The use of AI generated teaching materials was also discussed. Some students were worried by an apparent trend towards this and felt this reduced clarity and made learning less personal, particularly where direct interaction with staff was limited.
“We need to stop with the AI slides and PowerPoints. I mean it’s been since first year but I feel like in first year, we can all cope with this problem. The reason I call them a problem, is that what the lecturer is saying doesn’t match the slides so I ignore the slides and it’s like listening to an hour-long podcast which is hard to do. Since second year has more content, it makes it harder with no visual support.”
Feedback channels and raising concerns
Students identified several barriers to providing feedback. Unit of Study surveys were seen as the main formal channel, but many questioned whether feedback led to visible change. The new SET guidelines and closing the loop may help with this. Some students were hesitant to approach teaching staff directly, particularly where they were uncertain about outcomes or concerned about potential impacts.
Key issues included:
- Limited opportunities to provide feedback during semester
- Uncertainty about how feedback is used
- Low visibility of outcomes from surveys
- Delays between feedback and action
Students indicated that clearer communication about how feedback informs change would improve trust in these processes.
Other opportunities
A number of other areas for improvement were raised through the focus groups. To improve the second year student experience, students suggested:
- Clearer communication about expectations and progression
- More internship and industry opportunities
- More accessible academic and wellbeing support
- Expanded peer mentoring
- Clearer assessment guidance and feedback
- Greater consistency in teaching and communication
- Improved transparency around course changes
Conclusion
Second year is also a transition period, marked by increased expectations and independence but often without equivalent levels of structured support. Students value the depth of second year learning, but highlight the importance of approachable staff, clear communication, timely feedback and peer connection.
Get involved
Please join the Division of Teaching and Learning, along with directors and senior colleagues from the Library, Learning Hub, Careers Centre, and Centre for English Teaching, for scoping discussions and collaboration on practical strategies for enhancing second year support.
- Roundtable 1 – literature, data, and resources Mon 12 October, 14:00–15:30, Law Building Annex Seminar Room 028
- Roundtable 2 – ideas and implementation Mon 23 November, 13:00–14:30 Susan Wakil Health Building Learning Studio 225
Register here: Supporting second year educators roundtables.
Student consultation was facilitated through Sydney Student Voice, Student Partnerships and Programs, Student Life.
