Evidence toolkit

Our toolkit summarises the existing evidence on approaches to widening participation and student success for disadvantaged and underrepresented groups. The evidence is presented by types of interventions.

Click through for detail on the efficacy and evidence of interventions.
Find out how approaches have been categorised on our ratings page.
We’ll be updating our toolkit as new evidence is produced. If you have evidence to share, please get in touch.

Order by:

Teaching employability skills (post-HE)

Interventions developed by higher education providers that aim to teach employability skills and a range of competencies deemed necessary for success in securing and retaining employment (e.g., career adaptability).
- Progression to employment
- Progression to PG study
- Skills development
- Social / cultural capital
- Post-entry to HE
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  More evidence needed
- Impact on behaviour / outcomes
  
  More evidence needed
- Strength of evidence
  
  Weak evidence
Reasonable adjustments (or accommodations) for disabled students

Higher education providers must provide a range of reasonable adjustments (or, particularly in the US context, ‘accommodations’) for disabled students to help them succeed on their course; for example access to assistive technologies, or extra time on tests.
- Attainment raising (post-entry)
- Belonging in HE (post-entry)
- Completion
- Retention
- Skills development
- Wellbeing
- Post-entry to HE
- Disabled learners
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  More evidence needed
- Impact on behaviour / outcomes
  
  More evidence needed
- Strength of evidence
  
  Weak evidence
Promoting self-advocacy for disabled students (post-entry)

Self-advocacy is the ability to speak up for yourself. It relates to an individual’s ability to manage their own environment effectively. Promoting self-advocacy involves supporting students to navigate and negotiate their learning.
- Belonging in HE (post-entry)
- Completion
- Retention
- Skills development
- Wellbeing
- Post-entry to HE
- Disabled learners
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  Small positive impact
- Impact on behaviour / outcomes
  
  Mixed impact
- Strength of evidence
  
  Emerging evidence
Online teaching and learning (post-entry)

Online Teaching and Learning is the support carried out in the absence of face-to-face contact.
- Attainment raising (post-entry)
- Completion
- Progression to employment
- Progression to own institution
- Progression to PG study
- Retention
- Skills development
- Post-entry to HE
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  More evidence needed
- Impact on behaviour / outcomes
  
  Mixed impact
- Strength of evidence
  
  Emerging evidence
Programmes of student support (post-entry)

Programmes of student support refers to sustained programmes of engagement (for example, via course modules or events) designed to improve retention and success among students from disadvantaged and underrepresented groups.
- Attainment raising (post-entry)
- Belonging in HE (post-entry)
- Completion
- Progression to employment
- Progression to PG study
- Retention
- Skills development
- Social / cultural capital
- Wellbeing
- Post-entry to HE
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  Small positive impact
- Impact on behaviour / outcomes
  
  Small positive impact
- Strength of evidence
  
  Weak evidence
Mentoring, counselling, coaching and role models (post-entry)

Mentoring, counselling, coaching and advising all involve a relationship between two individuals where a more experienced person provides support to a less experienced individual.
- Attainment raising (post-entry)
- Belonging in HE (post-entry)
- Completion
- Progression to employment
- Progression to PG study
- Retention
- Social / cultural capital
- Wellbeing
- Post-entry to HE
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  Small positive impact
- Impact on behaviour / outcomes
  
  Small positive impact
- Strength of evidence
  
  Emerging evidence
Mentoring, counselling, coaching and role models (pre-entry)

Mentoring, counselling and role model interventions are designed to encourage students to perceive higher education as a desirable destination and a place where they would belong.
- Attainment raising (pre-entry)
- Belonging in HE (pre-entry)
- Progression to ‘high tariff’ institution
- Progression to HE
- Progression to own institution
- Social / cultural capital
- Pre-entry to HE
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  Small positive impact
- Impact on behaviour / outcomes
  
  More evidence needed
- Strength of evidence
  
  Emerging evidence
Transition support into HE for disabled students (pre-entry)

Transition support aims to help disabled students transition into higher education.
- Completion
- Progression to HE
- Progression to own institution
- Retention
- Skills development
- Wellbeing
- Pre-entry to HE
- Disabled learners
- Cost
  
  Medium cost
- Impact on aspirations / attitudes
  
  More evidence needed
- Impact on behaviour / outcomes
  
  More evidence needed
- Strength of evidence
  
  Weak evidence
Work experience (post-HE)

Work experience includes a range of interventions providing students with exposure to industry and employment. These interventions are run by higher education providers to improve career outcomes and employability for students.
- Progression to employment
- Skills development
- Post-entry to HE
- Socio-economic / demographic disadvantaged learners
- Female learners
- BAME learners
- Disabled learners
- Cost
  
  Low cost
- Impact on aspirations / attitudes
  
  More evidence needed
- Impact on behaviour / outcomes
  
  Small positive impact
- Strength of evidence
  
  Emerging evidence
Technology-based solutions to improve employability/employment outcomes (post-HE)

Technology-based solutions include a range of innovative practices that make use of new technologies to improve graduate employment outcomes.
- Progression to employment
- Progression to PG study
- Skills development
- Social / cultural capital
- Post-entry to HE
- Cost
  
  Low cost
- Impact on aspirations / attitudes
  
  More evidence needed
- Impact on behaviour / outcomes
  
  More evidence needed
- Strength of evidence
  
  Weak evidence

Order by:

Evidence interventions

Teaching employability skills (post-HE)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Reasonable adjustments (or accommodations) for disabled students

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Promoting self-advocacy for disabled students (post-entry)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Online teaching and learning (post-entry)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Programmes of student support (post-entry)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Mentoring, counselling, coaching and role models (post-entry)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Mentoring, counselling, coaching and role models (pre-entry)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Transition support into HE for disabled students (pre-entry)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Work experience (post-HE)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence

Technology-based solutions to improve employability/employment outcomes (post-HE)

Cost

Impact on aspirations / attitudes

Impact on behaviour / outcomes

Strength of evidence