New research finds that email nudges and learning analytics data alone do not effectively support student wellbeing or academic engagement, while trusted relationships help build confidence and encourage positive engagement with studies.
Aniela Bankowicz, TASO Evaluation Officer, reflects on what the Home Office’s review on what works to reduce violence against women and girls means for universities implementing the new OfS condition on harassment and sexual misconduct, and why reporting rates alone cannot tell us whether progress is being made.
Dr Molly Rowlands, Research Manager at TASO, explores how theory of change was used to strengthen the design, delivery and evaluation of Middlesex University’s personalised transition support programme, turning promising ideas into a coherent, evidence-ready intervention aimed at improving student continuation and success.
The National Institute of Economic and Social Research (NIESR) has conducted a literature review exploring the evidence on why students drop out and whether support during transition to university can help.
The HEEL will serve as a central, searchable repository for evaluations of interventions across the student lifecycle, from initial university and college access through to student success and career progression.
Lucy Haire, Director of Sector Engagement at UPP, argues that amid persistent access gaps and unhelpful rhetoric, higher education remains a vital and positive pathway for disadvantaged students and must continue to be actively championed and supported.
Nicholette Pollard-Odle explores how menstruation affects students’ experiences in higher education, drawing on HEPI evidence to highlight the need for more coordinated institutional responses to support menstrual equity.
Hannah Thomson, Evaluation Manager at TASO, explains how aligning equality and inclusion work across an institution can be more effective than standalone interventions.
As TASO enters its seventh year, CEO Dr Omar Khan evaluates the progress made in shifting the sector toward evidence-led practice. He examines the milestones of 2025, noting the persistent barriers to equality, and looks forward to our work in 2026.