A Wellbeing-Integrated and Person-Centred Supervision Framework for Capstone Projects

Engineering and Computer Science education is inherently competency-based, requiring students to apply technical knowledge in real world problem solving. Capstone projects, typically undertaken in the final year, are a key component of this process, challenging students to deliver research informed solutions to complex engineering problems. However, the high stakes nature of these projects can result in significant stress. Recent trends in UK higher education have seen a rise in mental health disclosures, particularly following the COVID-19 pandemic. Engineering and Computer Science students with specific learning differences or neurodiverse profiles experience emotional strain and identity disruption as they transition from collaborative learning to independent capstone project work. This is compounded further by limitations of the traditional hands-off supervisory approach, which often leads to unclear boundaries and mismatched expectations, contributing to student disengagement and emotional fatigue. Drawing on Carl Rogers’ person-centred theory, this paper proposes a compassionate supervision framework that legitimises well-being, emphasises psychological safety and affective engagement. Employing a qualitative action research methodology, we identified themes and activities centred on unconditional positive regard, empathy, and congruence. The findings offer educators a practical framework for enhancing their supervision practices, thereby fostering a more supportive and effective learning environment.