As the Practicum Coordinator for School Psychology and teacher of the Practicum in Psychology at the University of Nicosia, I have had the privilege of closely observing the transformative journey of our psychology students through their participation in the Bridges by Mentors programme. Over the past year, the integration of mentoring and community-based activities, particularly those in collaboration with Hope for Children has proven to be deeply meaningful and educational for our students.
The students demonstrated significant enthusiasm and commitment to the mentoring programme from the beginning. Many were initially curious and even a bit hesitant, especially about how mentoring would fit into their broader academic and professional development. However, through their engagement with the various activities, including training sessions, reflections, and hands-on community involvement, they gradually developed a stronger sense of purpose, confidence, and social responsibility.
One of the most impactful aspects of the programme has been the collaboration with Hope for Children, which provided students with a unique opportunity to connect with real-world issues, particularly those affecting vulnerable populations such as unaccompanied minors. Students reported that their experiences within these activities challenged them to think more critically and empathetically. They gained not only professional skills such as active listening, cultural sensitivity, and ethical decision-making but also personal insights into their own values, motivations, and career aspirations.
From a teacher’s perspective, I have noticed measurable changes in the way students reflect on their roles as future psychologists. They speak more openly about social justice, inclusion, and the ethical implications of their work. Their participation in mentoring has strengthened their soft skills and enhanced their ability to work collaboratively, skills that are essential in the field of psychology.
Additionally, the mentoring activities fostered a stronger sense of connection between students and the university community. Through regular feedback sessions and peer discussions, they were able to articulate their experiences, share challenges, and learn from one another. The structure of the programme also allowed for individual growth within a supportive framework, ensuring that students felt heard and empowered.
Overall, I consider the involvement of our students in Bridges by Mentors and their work with Hope for Children to be an exemplary model of how higher education can integrate academic learning with civic engagement. Not only do students give back to the community, but they also gain practical, emotional, and ethical competencies that will serve them well in their future careers.
I strongly support the continuation and expansion of such initiatives and would be glad to see more collaborations of this kind. They provide a meaningful bridge between theory and practice, fostering not only skilled professionals but also compassionate human beings.