Roma, Gypsies and Travellers in Higher Education

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Event overview

 Society for Research in higher Education, London. Gypsies, Roma, and Travellers in the United Kingdom (UK) are under-represented in higher education (HE).  The Census 2021 for England and Wales indicates that out of all ethnic groups, Gypsies and Irish Travellers are least likely to have a level 4 qualification or above, with 11% of Gypsies and Irish Travellers reporting this qualification.  This is substantially below the average for England and Wales (34%), whilst the percentage for Roma is 32%. Evidence of inequalities is apparent in HE in England for these communities including potential awarding gaps and low undergraduate continuation rates with many students feeling ‘outsiders’ in HE spaces. This is often compounded by experiences of anti-Gypsyism and anti-Roma racism.  Moreover, Roma, Gypsies and Travellers are often invisible within university spaces, discursive practices, and initiatives including university anti-racism policies, Race Equality Charters and Access and Participation Plans – despite the Office for Students in England identifying the communities as having a decreased ‘equality of opportunity’ in HE and initiatives such as the Gypsy, Traveller, Roma, Showmen and Boater (GTRSB) into Higher Education Pledge.  This session will explore some of the recent research and support discussion around how Roma, Gypsies and Travellers can best be supported in HE.  

Learning from implementing evaluations in your own context: addressing the ethnicity awarding gap

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Event overview

This online session from NERUPI will reflect on the approaches taken by two different institutions to implement findings from a published intervention evaluation – the Racially Inclusive Practice in Assessment Guidance (RIPIAG) tool – shown to address the ethnicity degree awarding gap (EDAG). Rebecca and Jared will discuss the challenges and opportunities of applying these findings in their own institutional contexts.  By implementing the same intervention in different institutions, we can explore key considerations that arise such as developing contextualised Theories of Change (ToC), obtaining institutional buy-in, and navigating ethical approval. Participants will be invited to consider these themes when replicating interventions, particularly in view of the launch of the Higher Education Evaluation Library (HEEL) An Evaluation of the Racially Inclusive Practice in Assessment Guidance Intervention on Students’ and Staffs’ Experiences of Assessment in HE: A Multi-University Case Study  

Estranged Students NEON Working Group

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Event overview

Following the closure of the Stand Alone charity earlier this year, the responsibility of supporting estranged students in higher education now falls to each of us in the widening participation sector.  Working with its members, NEON has established a NEW Estranged Students Working Group to provide a platform for members to share best practice, shape the national agenda and drive forward the development of support for estranged students in higher education.  Join the group’s inaugural meeting to learn more and help shape its direction for the future. This Working Group is organised by Nottingham Trent University. The agenda for this session will be published closer to the event date.  

GDP Student Governors, part two

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Event overview

This is the second of the Advance HE two part programme, (the first took place on 3 September 2025) – Day 1 was designed to equip newly-appointed Student Governors with the essential knowledge and skills needed to excel in their first term on the governing body. This Day 2 session allows student governors to reflect on their year to date, provide further skills development and network mapping as well as preparing them for their end of year handover.  Building on the day one event it provides participants with a space to reflect and share their experience as well as look forward to how they can maximise their impact in the second half of the year.   Learning Outcomes Enable you to understand your role and responsibilities as an HE governor and gain knowledge of the structure and responsibilities of a governing body Enhance your understanding of the HE policy environment Improve your skills as a governor and how to effect change. For returning Student Governors there is a dedicated strand of activity and content specifically crafted to enhance your second year. Take advantage of expert facilitation and invaluable advice as you reflect on your previous year’s experiences and discover new ways to maximize your contribution.