Reflection is increasingly being embedded into higher education curricula, not only due to the benefits it has for long-term learning, but also due to it becoming a key requirement in professional competencies beyond the university context. However, due to assumptions that reflection is an innate ability already at students’ disposal, the necessary scaffolding of the thought processes involved are often overlooked. This study therefore aimed to demonstrate how the use of a labyrinth could stimulate and deepen the learning and teaching of critical reflection skills within UCLan. Reporting on initial findings from five labyrinth workshops with staff and students, this paper identified that both groups appreciated the wellbeing effect the labyrinth afforded, but differed in their evaluation of the sessions’ most valued quality. Whereas staff welcomed the opportunity, time and space to stop and reflect on their practice, students acknowledged the labyrinth’s effectiveness for learning about reflection, its models and its application to their assessments and practice. Potentially signalling their differing familiarity with the processes and goals of reflection, this study concluded that the labyrinth is a useful scaffolding tool for the learning and teaching of reflection which can be used across different subject areas, year groups and levels of expertise
