Dolores Webb

A Supportive Space to Understand, Navigate and Move Forward

My mentoring is person-centred, strengths-based and collaborative, built around a genuine partnership between mentor and student. I provide confidential, regular and individualised support, recognising that every student’s experience, needs and goals are different.

I specialise in providing non-medical mentoring support for students experiencing challenges associated with ADHD, autism, anxiety, mental wellbeing, social isolation, low confidence, motivation difficulties and the impact of childhood trauma. My role is not to diagnose or provide clinical treatment, but to offer a safe, supportive space where students can better understand their challenges and develop practical strategies to navigate them.

How I Support Students

I begin by creating a calm, safe and non-judgemental environment where students can talk openly and at their own pace. Through active listening, empathy and consistent support, I build a trusting professional relationship while maintaining clear boundaries and confidentiality.

Together, we explore what may be creating barriers to progress, including:

* Anxiety, overwhelm and emotional distress
* ADHD-related challenges with organisation, focus, procrastination and motivation
* Autistic differences, including navigating change, communication, sensory demands and social situations
* Social isolation, confidence and difficulty connecting with others
* Limiting beliefs, self-doubt and feeling "stuck"
* The impact of past experiences or childhood trauma on confidence, relationships and academic engagement
* Managing competing academic, personal and emotional demands
* Developing routines, structure, self-care and practical coping strategies

Scaffolding Support — Building Independence

A key part of my approach is scaffolding. Rather than expecting students to tackle everything at once, I help break challenges down into smaller, realistic and achievable steps.

We identify the blocks that may be getting in the way, explore what is behind them, and develop strategies that feel manageable and realistic for the individual student. As confidence and skills develop, the level of support can gradually reduce, helping students build independence, self-awareness and belief in their own abilities.

I also support students to recognise patterns such as procrastination, avoidance and limiting beliefs, helping them move from "I can't" or "I don't know where to start" towards "What is one small step I can take?"

A Partnership, Not a Prescription

My mentoring is about working alongside the student rather than telling them what to do. I encourage students to take an active role in identifying their goals, choosing strategies and recognising their own progress.

Through encouragement, gentle accountability, practical guidance and emotional reassurance, I aim to help students feel heard, understood, respected and empowered.

Progress is reviewed collaboratively, with goals and strategies adapted as circumstances change. Where a student requires support beyond the scope of non-medical mentoring, I sensitively signpost or encourage appropriate professional and specialist services.

My aim is simple: to help students understand what may be holding them back, recognise their strengths, develop practical tools and take confident steps towards where they want to be.

What to Expect From Our Mentoring Sessions

My mentoring sessions are warm, relaxed, supportive and completely student-centred. Whether we meet remotely online or in person, the focus is on creating a safe space where you can talk openly, feel understood and work at a pace that feels manageable for you.

With over 10 years’ experience supporting students across Further and Higher Education, through to PhD and doctoral level, I understand that no two students—or two sessions—are the same.

How Sessions Work

Sessions are structured but flexible. We usually begin by checking in and exploring how things have been since our last meeting. From there, we identify what feels most important to focus on that day.

Depending on your needs, we might explore:

* Anxiety, overwhelm and confidence
* ADHD and autism-related challenges
* Motivation, procrastination and getting started
* Limiting beliefs and negative thought patterns
* Organisation, planning and managing academic demands
* Social isolation and navigating relationships or communication
* Building routines and practical self-care strategies
* Identifying barriers or **"blocks"** that may be preventing progress
* Breaking larger challenges into smaller, achievable steps
* Developing confidence, resilience and independence

I use scaffolding, practical strategies, gentle accountability and collaborative goal-setting to help you move forward without feeling overwhelmed

Remote or In-Person

You can choose the format that feels most comfortable and accessible for you:

?? Remote sessions
Meet from the comfort of your own space, making support accessible when travelling, social situations or busy environments feel challenging.

?? In-person sessions
Meet in a calm, supportive environment where we can work together face-to-face.

Whichever format you choose, the relationship remains the same: confidential, respectful, non-judgemental and focused on you.

A Partnership, Not a Lecture

These aren't lessons where you are expected to simply sit and listen. They are conversations and collaborative working sessions where you have an active role.

You bring what is happening for you; together, we explore it, identify what might be getting in the way and find practical ways forward.

You don't need to arrive knowing exactly what you need. We can work that out together.

My goal is to help you leave each session with greater clarity, a little more confidence, and at least one achievable next step.