Personalised welcome events might be better suited to neurodiverse students, students who have complex needs, or students with higher levels of uncertainty and anxiety. HEPs should consider, for example, offering 1:1 tours to disabled students to enable them to visit the campus in a calm, quiet way as HEP-wide open days or inductions can be busy and overwhelming. This could include meeting with a student support officer, the disability support team, and individual academic departments.

Ideally, such tours should be conducted by a lived experience ambassador. Events should also provide students with information that can increase awareness of their journey throughout their time in HE to support their decision-making (such as, whether or not the HEP provides relaxed graduation / opting out of ceremonies as an option or information about support for transition into further study or employment). They can be tailored to specific disability groups or as general events, with clear signposting to manage student expectations. Alternative sessions should be organised for students that miss personalised welcome events due to the late disclosure of their disability. [Type 1 evidence]

Change mechanism

Early engagement with HEPs ➝ students integrate the lived experience of their disability with the HE journey ➝ improved knowledge and / or increased confidence and trusting relationships with staff and support services

Assumptions

1.1 We assume that students have time available and invest it to actively engage with HEPs and to take up the support on offer to them during their transition journey. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

1.3 We assume that the interventions / programmes generate awareness and confidence among those that have not shared information about their disability to declare or seek targeted support. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

1.4 We assume that disabled students welcome the opportunity to learn about disability support from HEPs and related interventions / programmes and engage with them. This is based on Type 2 evidence from Markle, Wessel and Desmond (2017) as well as Type 1 evidence from HEPs delivering transition support for disabled students.

1.5 We assume that disabled students experience their engagement with staff and other stakeholders as being supportive and trustworthy. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

2.2 We assume that education providers are proactive with supporting students with a disability and reflect their commitment through activities such as staff training, student access to disability services / resources. This is based on Type 2 evidence from Baker et al. (2021).

2.3 We assume that education providers identify appropriate interventions / adjustments aligned with specific disabled student needs. This is based on Type 2 evidence from Baker et al. (2021).

2.4 We assume that staff and other stakeholders (such as peers involved in interventions / programmes) form supportive and trustworthy relationships with disabled students in all engagements conducted. This is based on Type 2 evidence from Hillier et al. (2019).

2.5 We assume that faculty members understand the importance of their role in the academic success of students with disabilities and the reasons why transition into HE might be more difficult for students with disability. This is based on Type 2 evidence from Markle, Wessel, and Desmond (2017).

3.3 We assume that there are sufficient resources available for implementing a programme of transition support at HEPs. This is based on Type 1 evidence from HEPs delivering transition support for disabled students.

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