Reverse mentoring flips the traditional mentoring model: instead of more experienced individuals guiding juniors, less experienced staff—often from underrepresented groups—mentor senior academics or leaders to share lived experiences and insights. 

What Is It and Why It Matters

In higher education, reverse mentoring facilitates open dialogue across hierarchies. Rachael O’Connor (University of Leeds) explains that it “subverts the traditional ‘top‑down’ mentoring dynamic,” creating “a safe environment where both can learn from each other”.

By dismantling old power structures, schemes like these bring fresh ideas and inclusive perspectives into leadership decisions. 

Real‑World Examples from UK Higher Education

• The University of Leeds piloted reverse mentoring with student–leader pairings focused on belonging and underrepresented voices. Feedback showed increased student confidence in being understood:

“It gave me more confidence that the University has people’s best interests at heart”

• Imperial College London paired senior leadership with junior staff in a pilot scheme (which has now been made permanent) in 2020. One mentor, Aneesha Bhumber (a technician), noted:

“The reverse mentoring program not only enhances active listening skills but also expands networking opportunities” 

Key Benefits

Reverse mentoring:

• Enhances inclusion: empowers marginalised mentors and strengthens empathy among senior staff (Scope 2024)
• Builds institutional knowledge: senior staff gain a ground‑level understanding of student/staff experiences (Foster 2023)
• Cultivates allyship and trust: encourages allies to reflect and act based on lived experience (Scope 2024)
• Develops mentors: juniors build confidence, visibility, networks, and professional identity.

Best Practices for Successful Schemes

1. Pair thoughtfully: match participants with different backgrounds or roles to maximise exchange.
2. Set guidelines: agree confidentiality, meeting frequency, scope, and expected outcomes (Middlesex 2021)
3. Support both sides: offer mentor training and prepare senior mentees for active listening and openness (Middlesex 2021)
4. Embed institutionally: integrate schemes into induction processes and strategic inclusion goals, with proper evaluation and resourcing (Bera 2024)

Mistakes to Avoid in Reverse Mentoring in UK Higher Education

Reverse mentoring has to be done well to deliver significant benefits in promoting inclusion and organisational learning in UK universities Here are some mistakes to avoid.

1. Treating it as a token gesture. When reverse mentoring is implemented ‘for show’, rather than genuine dialogue, it risks reinforcing distrust. As Foster (2023) notes, schemes must be “meaningfully resourced and embedded into institutional strategy” to be credible.

2. Failing to prepare mentors and mentees. Without structured training, junior mentors may feel uncertain, and senior staff may lack the skills for active, non-defensive listening. Middlesex University (2021) recommends preparatory workshops and written guidance to build confidence and clarity on roles.

3. Poor matching and unclear expectations. Mismatched pairs—based solely on availability or surface-level diversity—can lead to awkward or unproductive sessions. Reverse mentoring should be set up like any other mentoring. There should be shared goals between mentor and mentee, and boundaries should be clear from the outset. (O’Connor, 2022).

4. Neglecting emotional labour. Junior mentors often carry the weight of educating others about marginalisation. Institutions must acknowledge this burden, avoid over-asking from already underrepresented groups, and ensure support is in place.

5. Lack of follow-through. Reverse mentoring must lead to real reflection and change. Without feedback loops and a ready plan for institutional action, trust and participation can quickly fall away. At the worst, this can just confirm a suspicion that the organisation ‘really doesn’t care’ after all. 

Summary

Reverse mentoring in UK academia isn’t just symbolic—it builds culture, empathy, and leadership agility by valuing voices that are traditionally unheard. When done well, the increased awareness that it generates in the mentee cascades in a way that benefits the whole institution.

References

Bera (2024) https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.4078

Foster, M. (2023). How reverse mentoring helps co-create institutional knowledge. THE Campus, Times Higher Education, 23 March 2023.

Imperial (2021) https://www.imperial.ac.uk/news/221594/imperials-reverse-mentoring-scheme-returns-following

Middlesex University (2021). Reverse Mentoring Framework. Middlesex University.

O’Connor, R. (2024). ‘Do you identify as under‑represented?’ A wellness‑focused exploration of co‑designing a reverse mentoring scheme in partnership with under‑represented students. The Journal of Educational Innovation, Partnership and Change, 9(1)

Scope (2024) https://business.scope.org.uk/reverse-mentoring-with-disabled-colleagues