Implementation strategy 3

Description

Our Access to Success project will aim to identify engagement gaps and work with under-represented students to better understand the barriers to engagement with the aim of improving accessibility, service design, information and staff development. In response to data analysis and consultation with students, we will ensure this work addresses the needs of student parents and commuting students. Our Student Unions have highlighted the need to review the definition of a commuting student to incorporate those students who are not living at home but choose to live some distance from campus to find affordable rented accommodation. We will aim to find out more about the extent of this practice and work with students to better understand barriers and potential solutions.

For more information see Access to Success Theory of Change

Rationale 

The University provides a significant range of services and support which directly address barriers to equal opportunity but sometimes those students who may benefit most may be least likely to engage or we simply do not have a sufficiently full or nuanced understanding of patterns of engagement to understand where barriers exist to inform the shaping of provision. As we continue to widen participation it is important to fully understand the varied journeys of our diverse students to ensure we anticipate their needs and facilitate support accordingly. Staff feedback also shows lack of awareness of what is on offer to enable facilitated engagement and referral.

 

Description

We will increase the eligibility threshold of our Access to Exeter Bursary to £35,000 p.a. in 25/26 and increase the value of awards, particularly in Year 1. Our evaluation of this scheme indicates it helps to level the playing field for low-income students with qualitative feedback confirming its impact on reducing financial stress and supporting continuation. We will also replace existing bursary support available through application for care experienced and estranged students, with an automatically awarded bursary to provide more transparent and upfront support to help decision-making and budgeting. Funding support for around 3,000 students each year.

Rationale 

The pandemic and cost of living crisis coupled with a national student funding system which has not kept pace with inflation has exerted unprecedented financial pressures on all our students, but this is particularly felt by those from lower income households or with personal circumstances restricting their ability to draw down additional sources of income from family or part-time work.  The University’s Cost of Living task force along with our Student Unions have put in place considerable mitigation to provide direct financial support and help make university study more affordable but cost pressures are a continued concern and a priority for our students. We seek to provide support through our Student Funding Package but cannot make up the shortfalls of the national student funding system or solve the cost-of-living crisis.  We will help to mitigate some of this risk by increasing the financial support available to the lowest income students and strengthening provision for students trying to manage independently without family support.

More detail in the Student Financial Support Theory of Change

 

Description

We will work in partnership, initially with Housing Hand, to set up a new guarantor scheme will help address barriers to accessing accommodation for those students without family support. We will pay for this service for our care leavers and estranged students so they can get free access to a guarantor.

Rationale 

The challenges faced by care experienced students entering the rented sector highlighted by organisations such as Barnardo’s, are just as relevant to young people who have become estranged from their families and are unable to access a guarantor. The need for this type of help and support has been requested by our own care experienced and estranged students.

Guarantor Scheme Theory of Change

Description

The development of our Transition and Induction Framework drew on learnings from a literature review and internal audit of best practice. We will seek to review and enhance this work, firstly by working through the Mental Health Charter to ensure we are embedding good practice to foster wellbeing across our transition activity; secondly through evaluation of current interventions; and thirdly by extending our focus on other key transition points such as year abroad and industrial placement.

Rationale 

Periods of change, particularly as students enter higher education and progress through their first year, can be particularly unsettling with potential impacts on mental health, wellbeing, academic success and retention. Pre-Covid the University began to develop a coordinated institutional strategy to support effective transition, drawing on findings and good practice identified through sector literature and reports such as the Quality Enhancement Themes: First Year Experience  and the HEA’s Student Transitions in Higher Education. These focused on mainstream, coordinated activities starting pre-arrival and continuing throughout Year 1 to support peer and staff engagement, sense of belonging, academic success and wellbeing.

Description

Beginning pre-Freshers' Week with interventions throughout term 1, this programme for groups of students experiencing the largest continuation gaps provides information and signposting to key student support services including wellbeing, finance, academic skills and employability.

Enhanced Induction Programme Theory of Change

Rationale 

Evaluation

Description

In addition to providing effective wellbeing support, the University is working towards achieving the University Mental Health Charter with the aim of embedding policy and practice which supports good mental health both for our students and staff.  Strands of this work will focus on key processes such as transition and induction, in addition to the wider learning environment. We hope to achieve the Charter during the period of the plan.

Rationale

We continue to see escalating mental health disclosures and related demand for services. Between 21/22 and 22/23 demand for mental health appointments increased by 27%.  More students disclosed pre-existing mental health conditions than ever before and the number of students with complex mental health needs continues to rise rapidly.  Approximately 10% have disclosed neurodivergent disabilities including dyslexia, dyspraxia, ADHD or a social/communication condition. As a result, demand for services such as talking therapies, crisis support, and mental health mentoring have increased substantially.

Description

We will seek to learn more from our students, sector literature and good practice, about developing our support for neurodivergent students, particularly during transition and induction. We will also expand our resources to support the development of our staff. This project is also linked to inclusive education projects focusing on academic responses to support this group

Rationale 

The rising number of students presenting as neurodivergent and requiring more structured support from the University was a common theme raised through our consultation process in developing our Access and Participation Plan. We can see intersections with conditions such as ADHD and autism with mental health issues. Research has identified that transition into higher education can be particularly challenging for neurodivergent students who can experience information and sensory overload and anxiety about not ‘fitting in’. Our staff also felt they needed more information and resources to better support these students’ academic and non-academic needs.

Description

Our Exeter Cares Community provides a transparent and joined up approach to supporting care leavers, estranged students and other students who may require additional support due to their personal circumstances. The initiative is an important intervention in supporting the continuation and wellbeing of students such as care leavers and those without family support who experience higher rates of discontinuation than their peers. Exeter Cares offers support pre-arrival through to post graduation and includes practical help, opportunities for peer networking and socialising, and specialist welfare support.

Exeter Cares Theory of Change

Rationale 

Evaluation

We will publish evaluation of Exeter Cares via these web pages in an impact report during 25/26.