Students entering university bring diverse educational backgrounds, with pre-university practical chemistry experience varying significantly between institutions and curricula (Leong et al., 2021). For many, the university laboratory is an unfamiliar, high-anxiety environment (Rummey et al., 2019). This transition is often compounded by steep learning curves and traditional "lecture-style" briefings that provide little hands-on orientation before the commencement of assessed work.
To mitigate student anxiety and improve the laboratory induction experience, we designed and implemented a new, non-assessed introductory practical session. This session allows students to engage with the laboratory environment in a low-pressure setting, featuring a guided facility tour and an introduction to fundamental techniques that underpin the first-year curriculum. The effectiveness of this intervention was evaluated following the first semester using student surveys. Results indicate that the activity significantly increased student confidence and reduced environmental anxiety. Specifically, students highlighted that early familiarisation with laboratory layout and equipment prepared them more effectively for subsequent assessed experiments. This formative approach offers a scalable model for easing the transition into advanced university laboratories by prioritising student confidence alongside technical competency.