SDG 10 - Reduced Inequalities

We're working to reduce inequality within and among countries. Learn about our recent work, progress, and impact.

Our recent work and impact on SDG 10: Reduced Inequalities

SDG 10 (Reduced Inequalities) aims to reduce inequalities within and between communities and countries.

Our research focuses on social justice, inequality, inclusion, public policy and creating fairer systems and opportunities for all.

Fieldwork access

Our Department of Geography is reducing carbon emissions from international field courses while improving inclusivity and access. All courses are optional and included in tuition fees, covering travel, accommodation and meals to reduce financial barriers.

No-fly trips provide alternatives for those unable or unwilling to fly, while also supporting audits of accessibility and participation. These measures ensure students benefit from transformative fieldwork experiences without compromising equity or sustainability.

Read our SDG 10 progress report for 2024/25

Success for All is at the heart of our Education Strategy which aims to widen participation, close gaps in student outcomes and build a diverse and inclusive learning environment. A collaboration between academics, professional services staff and students, it seeks to create an educational culture in which everyone can realise their potential.

The impact of Success for All on the outcomes and experience for underrepresented students contributed positively to our TEF Gold outcome, and our work to build an inclusive university culture, improved student experience and UN sustainability goals.

We have an Access and Participation Plan to improve access and retention of students from under-represented groups, with specific objectives relating to recruiting students from under-represented groups (see objectives 1 and 2). We are committed to supporting staff and students from all walks of life and building an inclusive environment. We have dedicated staff who are on hand to help students who require additional support and provide an enhanced induction programme for eligible students.

Supporting underrepresented students

We believe all students should have equal and fair access to Higher Education. We also recognise that studying at university isn’t as straightforward for everyone, and depending on financial, personal or ethnic background, students may face additional challenges in both accessing Higher Education and throughout their studies.

Specific support is offered for students meeting the following criteria: free school meals; first generation into HE; Black, Asian and Ethnic minority students; mature students; care leavers and care experienced; student carers; estranged students, asylum seekers and refugees; students from military families; students from low participation neighbourhoods, areas of multiple deprivation and with low incomes.

Find out more about our support for widening participation students.

Our Access and Participation Plan 2020/21-2024/25 includes specific targets to increase recruitment from underrepresented groups.

Access target 1. Ratio of entrants who are from POLAR4 Q1&2 v entrants from Q4&5 (target 1:3 from 1:4.7)
Access target 2. Ratio of entrants from the South West from POLAR4 Q1 v Q5 (target 1:1 from 1:1.5)
Access target 3. Percentage of entrants from IMD 1&2 and state school (target 13% from 11%)
Access target 4. Percentage of BAME entrants (target 15% from 10.1%)
Access target 5. Percentage of mature entrants (target 8% from 5.8%)

Our annual report (pg 28-29) outlines the measures we took in 2024-2025 to recruit and support disadvantaged and underrepresented students.

The Department of Geography at the University of Exeter has been working to reduce the carbon emissions associated with their international field course travel. More inclusive and accessible experiences are available for students and staff through a range of measures. All Geography field courses are optional, meaning that students positively opt-in to travelling on a field course. The costs of travel, accommodation and two meals a day is included in the tuition fee for all field courses, reducing inequalities based on ability to pay. No-fly travel can also be positive for those who have a fear of flying. Indeed, running such no-fly trips has enabled a full audit of inclusivity and accessibility on field courses and how we can continuously work with students to improve access and participation.  

Supporting underrepresented staff

The University participates in the 100BWPN accelerator and change programme which is aiming to promote equity of opportunity in the academia. The programme not only supports Black academic women to navigate and manage their careers, it also challenges assumption and bias, recognising the need to address fundamental societal inequities, and acting to achieve systemic change for a fairer world.

As a Disability Confident employer we aim to recruit and retain disabled people and those with health conditions.

At the University, our values – Community, Inclusion, Discovery, Excellence and Respect – are at the very heart of everything we do. In addition to our Equality, Diversity and Inclusion Policy we have a suite of related policies and procedures.

Our Dignity and Respect Policy aims to:

Promote an environment and culture in which bullying, harassment and victimisation are known to be unacceptable, and proactively work towards eliminating them by creating an inclusive culture, raising awareness within our community and where reporting routes are transparent.
Individuals have the confidence to raise genuine concerns of bullying or harassment without fear of ridicule or reprisal and know that appropriate action will be taken.

The University Wellbeing Inclusion and Culture Committee (WICC) aims to support our strategic priorities and commitments by bringing together colleagues to focus on the delivery of strategies for health and wellbeing, equality, diversity and inclusion, and colleague experience and development.

Our vision is to create a positive and inclusive working environment that is a great place to work. Promoting and embedding gender equality is central to this vision and our progress in this area has been recognised with our institutional Athena Swan Silver Award.

Race Equality Charter Bronze Award - recognising the University’s commitment to and efforts towards advancing race equality in higher education.

Exeter has won two major national awards for its work on social mobility, diversity, and widening access.

Degree apprenticeships award – March 2025

The University won the Diversity and Inclusion category at the 2025 Apprenticeships and Training Awards. The award recognised Exeter’s focus on social mobility and supporting learners from underrepresented backgrounds. With more than 3,000 apprentices and over 400 employer partners, Exeter now has the largest degree apprenticeship portfolio in the Russell Group, supported by its dedicated Centre for Degree Partnerships.

Social Mobility University of the Year - October 2025

Exeter was also named University of the Year at the 2025 Social Mobility Awards. The award highlights its work to widen participation, close outcome gaps, and embed social justice across teaching and strategy. It also reflects Exeter’s leadership of the South West Social Mobility Commission, its skills‑focused education programmes, and its policy engagement through its Centre for Social Mobility.