Resource library

It’s Neurodiversity Celebration Week, a worldwide opportunity to challenges stereotypes and misconceptions about neurological differences.

A policy manager at GuildHE has published an article on how providers need a more inclusive and long-term approach to support care-experienced students after graduation.

Academics from Lancaster University have published new research into the hidden costs of a medical degree.

UK Parliament has published a briefing about financial support for undergraduate and postgraduate students over 60 across the UK.

JTeen has launched the UK’s first dedicated mental health support service specifically for Jewish university students.

TASO (Transforming Access and Student Outcomes in Higher Education) has published the recording of their recent event launching research into LGBTQ+ student mental health.

HEPI (Higher Education Policy Institute) has published an article exploring how care-experienced students view their time in higher education.

A professor from Oxford Brookes University has written an article about how to support Muslim students during Ramadan.

The Student Loans Company has updated its guidance for higher education providers about the Lifelong Learning Entitlement (LLE).

The University Jewish Chaplaincy has published research that finds 89% of Jewish students surveyed had encountered antisemitism at university.

TASO (Transforming Access and Student Outcomes in Higher Education) has published a report highlighting the mental health difficulties LGBTQ+ students experience.

A team of academics have created an evidence-based guide for an inclusive approach to teaching, learning and student support for Muslim students.

The University of Bristol has published new research about understanding the barriers and possibilities for refugees wanting to access UK higher education.

Student Minds has published advice and reflections on navigating university life as a transgender and / or non-binary student.

The Office for Students has published research about students’ expectations and experiences of higher education.

AMOSSHE members are leading projects addressing sector-wide risks identified in the Equality of Opportunity Risk Register.

AMOSSHE Conference 2024 keynote speaker Dr Monika Nangia has written an article highlighting the power of storytelling to improve leadership opportunities for women of colour in higher education.

A senior staff member at University of Glasgow discusses their approach to supporting Jewish and Muslim students and staff during conflicts in the Middle East.

Gendered Intelligence has published a resource pack for organisations to improve their trans inclusive practices.

Times Higher Education has published an article about the challenges faced by students with parental responsibilities.

NEON (National Education Opportunities Network) has published a report about the regional inequalities and a widening gap in university admissions for students who receive free-school meals.

HEPI (Higher Education Policy Institute) has published an article about tackling the integration challenges faced by Chinese students.

UCAS (Universities and Colleges Admissions Service) has published their data about the admissions to university in 2024. It found that disadvantaged applicants reached a record high in participation, though advantaged groups used clearing the most.

TellMAMA (Measuring Anti-Muslim Attacks) has published survey findings highlighting growing concerns within British Muslim communities since the far-right demonstrations in the UK after the death of three girls in Southport.

An academic at Buckinghamshire New University has published an article calling on the decolonisation of the awarding gap.

In an episode of the Job Shadowing HE podcast, a Reverend discusses how the role of chaplaincy has evolved at his institution over the past ten years.

The Social Market Foundation has published a report on how universities can further support care-experienced and estranged students at university.

HEPI (Higher Education Policy Institute) has published the English Higher Education Social Mobility Index for 2024, which measures the social mobility of graduates.

UPP Foundation has published a report showing data about how supported transitions from college into higher education can improve student retention rates, build student confidence and foster more diverse university populations.

Wonkhe has published an article about a report on the benefits of credited pre-university programmes, using examples from the United States and New Zealand.

The Sutton Trust has published a report about the class differences of those studying and working in the creative industries in the UK.

Wonkhe has published an article about the doctorate system. It points out issues of gatekeeping and barriers that reduce inclusivity and restrict equitable access.

The Children’s Commissioner has published a handbook for professionals working in higher education for improving the experiences of care-experienced students.

Medr has published guidance and funding allocations to support anti-racism and race equality in higher education providers in Wales. This takes over from the previous HEFCW (Higher Education Funding Council for Wales) allocation for race equality work.

HEPI (Higher Education Policy Institute) has published an article addressing access to higher education for underrepresented students. It highlights that they struggle significantly with retention and academic performance compared to their peers from wealthier areas.

Wonkhe has published an article highlighting the lack of support and awareness surrounding menopause in professional settings as it remains stigmatised, and many women feel unsupported at work.