Amir Arian – a scientist and medical school graduate with experience of children’s social care – explains what must change to ensure more care-experienced people can access and succeed at university.
This World Suicide Prevention Day, University Retreat – a collaborative drop-in service in Bournemouth where students define their own crises and receive immediate support – reminds us that flexible, student-led crisis support can save lives.
Georgia Hyde-Dryden, Researcher at the Rees Centre, shares three reflections on ‘Pathways into and through higher education for young people with experience of children’s social care’.
Mikayla Boginsky, TASO Research Officer, examines a decade of UCAS results day trends, exploring the lasting impacts of COVID-19 on higher education acceptances and entry rates by disadvantage and region.
Nicholette Pollard-Odle explores the often-overlooked experiences of student parents in higher education, highlighting challenges such as limited data tracking, financial strain, and structural barriers within universities.
Our submission to the APPG on Students’ Commission on Students in Higher Education highlights the importance of evidence-based policy in widening participation, supporting student mental health, and improving access and outcomes for disadvantaged groups.
In line with recent calls for widening participation
and ‘getting in, getting on and getting out’, Jezz Brown argues the case that universities cannot claim to be bastions of opportunity until they provide adequate support for their underrepresented students.
Find out how we have updated the TASO post-entry mapping tool, to better record transition and wellbeing activities, to aid clarity and help develop clearer evidence on what works in student success interventions.