Traditionally, writing centres have functioned as free spaces for students to learn and develop critical engagements. We foreground that the affective domain of teaching and learning is central to our practice, and we carefully consider our students’ experiences, attitudes, knowledge, and values. Drawing on our practitioner experience, we contend that academic support interventions are essential for socialising students into disciplinary discourse and cultivating critical thinkers who can effectively contribute to society. This study examined the impact of writing centre group tutorials in facilitating academic writing support to enhance students’ epistemological access and success in higher education. The study employed both qualitative and quantitative research methodologies to collect data from participating student groups and writing centre tutors through semi-structured interviews and surveys. Data was gathered from the writing centres in Durban and the Midlands to understand how group consultations contribute to students' and tutors' educational experiences and perspectives. Findings from the semi-structured interviews and questionnaires indicated that students prefer group consultations to individual ones, as they can share ideas and engage in discussions with their peers and tutors. This study concludes that students flourish in interactive, inclusive environments that promote critical thinking and lifelong learning. Writing centres have the potential to create inclusive learning environments through a humanising approach to student support. By adopting a multifaceted approach that is agile, inclusive, and responsive to students' evolving needs, the centre can deepen student writer engagement.

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