Higher education providers give themselves six out of ten for progress towards an inclusive model of support for disabled students. What does this look like and what more needs to be done?
Today HEFCE has published its latest update of the Participation of Local Areas (POLAR) classification.
Over the last six years the number of students who are the first generation in their (immediate) family to attend university has grown.
The latest data released by HEFCE tells us that lesbian, gay, bisexual and trans (LGBT) students, and students of faith, exist in enough numbers that we can – for the first time – report reliable statistics at a national level.
A recent report from Student Minds recommends training accommodation staff to support mental health difficulties, as part of a whole-university approach to student and staff wellbeing.
To nurture students experiencing disadvantage we need to support them to challenge limiting mindsets.
Unacceptable inequality persists in the degree and employment outcomes for certain groups of students. Our new Catalyst Fund programme, ‘Addressing Barriers to Student Success’, will tackle these issues head-on.
In January 2015, the Equality and Diversity Advisory Panel for the Research Excellence Framework expressed disappointment that relatively little progress had been made since the 2008 Research Assessment Exercise towards increasing the diversity of panel membership for 2014.
With Disabled Students’ Allowance decreasing and demand for support increasing, the sector must look harder at what inclusivity means and how best to accomplish it with the resources available.