"A Different World": The Impact of Socioeconomic Background on the Student Experience

“A DIFFERENT WORLD”: THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 2025

2 UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE Introduction 3 Definitions 4 Partners 5 Findings Inclusion and Belonging 6 Finance and Work 12 Student Accommodation 15 Recommendations 16 Case Studies Manchester Metropolitan University 19 University of Leeds 20 Appendix 22 CONTENTS

3 < BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE Widening access and participation is crucial for fostering an inclusive and equitable higher education system in the UK, which in turn leads to a more equitable and productive workforce that draws on everyone’s skills. Right now, students from disadvantaged backgrounds are significantly less likely to progress to higher education than their more advantaged peers, or to complete their course if they do enrol. This has implications for individuals, families, communities, universities and the UK as a whole, perpetuating regional inequalities, skills gaps, and strain on public services. Despite many years of success in widening participation, we are seeing early signs that progress is stalling. The progression rate for disadvantaged young people fell from 32.5% to 31.9% between 2022 and 2023, widening the gap between the most and least disadvantaged1. Furthermore, students from the most disadvantaged backgrounds are over 10 percentage points less likely to complete their course compared to the most advantaged students2. Some of the barriers they face are structural, and the current government made a manifesto pledge to make the student finance package more progressive. However, the Office for Students has identified a wider range of risks experienced by disadvantaged students when applying for, and succeeding in, higher education. These include a lack of information and advice, hesitance about higher education, limited choices, insufficient academic and personal support, and reduced access to resources at university3. These factors represent thousands of individual student touchpoints by universities, students’ unions, accommodation providers, partner organisations and other students. It should be noted that students who are disadvantaged in relation to their socioeconomic background are not all alike. Their backgrounds and experiences can be highly diverse, and individuals may not recognise some, or even any, of the experiences shared in this report. Nonetheless, by combining qualitative and quantitative data and conducting a literature review, we are confident that the findings and recommendations will be relevant for many students. The aim of this report is to represent a wide range of risks experienced by disadvantaged students, presenting them predominantly in students’ own words and providing an insight into individual student journeys. It provides recommendations, co-created by students themselves, that highlight opportunities to make a positive difference. While there is some focus on student accommodation, we have chosen to let the students guide the narrative, and to raise the issues and potential solutions that are important to them. This report, therefore, is for everyone who works with and for students in the UK. 1 https://explore-education-statistics.service.gov.uk/find-statistics/ widening-participation-in-higher-education/2022-23 2 https://www.officeforstudents.org.uk/news-blog-and-events/press- and-media/students-from-disadvantaged-backgrounds-less-likely- to-complete-their-course/ 3 https://www.officeforstudents.org.uk/for-providers/equality- of-opportunity/equality-of-opportunity-risk-register/student- characteristics/students-from-low-income-households/ INTRODUCTION

4 < BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE This report is about UK undergraduate applicants and students who are disadvantaged due to their socioeconomic background. Socioeconomic categories can be difficult to discuss without using language that suggests a deficit or hierarchy, for example “lower socioeconomic groups”. To avoid this, we will use the terms “disadvantaged students” and “disadvantaged applicants” throughout. The data drawn from the 2024 Applicant Index focuses on applicants from households with D and E classification according to the National Statistics Socio-economic Classification (NS-SEC), and students who had qualified for free school meals. Asian/Asian British students were over- represented in the D and E groups, and this was also reflected in the demographics of the students who took part in the qualitative research. The qualitative data comes from students studying at the University of Leeds and Manchester Metropolitan University, who took part in focus groups or individual interviews. They were identified by their university to be under-represented due to their socioeconomic background, including students from low participation neighbourhoods, those who were first in their family to go to university and those who had qualified for free school meals. They were a mix of resident and commuter students, and some had taken time out prior to university to work or attend to family issues. A small number had changed university due to significant life events, giving them an insight into other university settings. A few international students also took part in the research and their input was helpful in understanding wider aspects of belonging and alienation during their early months in higher education, and to distinguish these from issues arising due to socioeconomic background. DEFINITIONS

5 < BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE Unite Students is the UK’s largest purpose-built student accommodation provider (PBSA), with around 70,000 residents living in 150 properties across 23 vibrant UK cities. We create safe, high-quality homes with space for residents to grow, belong and create community. Offering modern studios and cosy en-suites, plus access to welcoming social areas, quiet study rooms and student support services, Unite Students is a Home for Success. As the UK’s pioneer of PBSA, we continuously innovate to improve the student experience while leading the sector through insights and research. Student Success at the University of Leeds focuses on reducing inequalities in higher education at every stage of a student’s journey, from access to progression. Established in 1904, the University of Leeds is one of the largest universities in the UK and a member of the Russell Group, renowned globally for its research and teaching excellence. We foster a sense of belonging, engage students actively, and ensure their experiences shape university strategies and policies. Our evidence-based approach supports the University’s Access and Student Success Strategy and Access and Participation Plan. Manchester Metropolitan University is making an impact on Manchester, the UK and beyond, with a driving ambition to discover and disseminate knowledge, and make higher education accessible and beneficial to all those with the passion and ability to succeed. The University, which celebrated its 200th anniversary in 2024, is home to 43,000 students with an alumni network of more than 340,000 graduates. 90% of its research is rated as ‘internationally excellent’ and it has been rated in the top five most sustainable universities in the UK for the past 12 years. PARTNERS

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 6 The transition to university can be particularly challenging for students from disadvantaged backgrounds. The 2024 Applicant Index4 found that disadvantaged applicants are less likely to agree that “I want to be an active part of the student community while I’m at university” or that they have people they can turn to in a crisis. While this suggests a level of self-reliance among disadvantaged applicants, the data also reveals that they are much more likely to feel lonely in the months prior to starting higher education. Furthermore, the most socioeconomically disadvantaged applicants are significantly more likely to have strong feelings of shame, and less likely to feel loved. When it comes to thinking about starting university, the most disadvantaged applicants are less likely to believe that they would feel welcome, or to feel as though they belong, compared to the most advantaged applicants. > 4 https://www.unitegroup.com/wp-content/uploads/2024/07/ Unite-Applicant-Index-Report-2024.pdf INCLUSION AND BELONGING Percentage of socioeconomic group Percentage of socioeconomic group “I expect that I will feel welcome” “I expect that I will feel like I belong” Socioeconomic group Socioeconomic group A A C2 C2 B B D D C1 C1 E E 100% 100% Agree Disagree Don’t know Neither agree nor disagree Agree Disagree Don’t know Neither agree nor disagree 75% 75% 50% 50% 25% 25% 0% 0%

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 7 INCLUSION AND BELONGING > Their concerns may be warranted. The literature shows that disadvantaged students can be surprised by the differences between themselves and students from different backgrounds, leading to a sense of being ‘lesser’ than their peers in terms of their knowledge, experience and preferences. This can be especially acute in universities with a high proportion of students from privileged backgrounds5. As a result, disadvantaged students may find it difficult to reconcile their background with that of the majority of other students, leading to a sense of alienation6. This may be compounded further for students from racially minoritised backgrounds if staff do not reflect the diversity of the student body7. Social involvement in student organisations and societies can help to create a sense of belonging among disadvantaged students, and this may be especially powerful when they find opportunities to be with students from similar backgrounds to their own8. CULTURE SHOCK In the interviews and focus group, students often talked about a sense of pride, achievement and excitement in starting university, yet it could also be accompanied with strong sense of alienation. “You can feel like you are in a different world” Students spoke frequently about imposter syndrome and finding it hard to relate to other students at first. Sometimes they were surprised to find so few students with similar backgrounds to their own. “I’ve just got into dentistry, which is a huge milestone for me. I did not even consider the type of people who would be on my course when I joined. They’re no doubt lovely people, but if you’re asking is anyone the same socioeconomic background as me? I genuinely think there’s about two people who are.” Some students were surprised by the differences between their backgrounds and those of their peers. Different lifestyles and other students’ assumptions about holidays, home and school experiences, could be jarring, leading students to reconsider their sense of “normal”. “I grew up in an area where everyone is very much like me, so they understand my situation, they understand what it means, you know, so in my house… [someone] can be in the shower, but you can’t turn on the washing machine at the same time. It’s that kind of thing.” “Different holidays, like they would go on to places like all around the world, whereas back home like people wouldn’t really take holidays that much.” >

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE INCLUSION AND BELONGING > For some students, this led to feelings of homesickness which they had not been expecting. One response to this was to travel home more often, but if this became unaffordable or was too difficult because of the distance, this could lead to a high level of distress. “I was just really upset all the time. I was really homesick and I think it was just like a huge culture shock as well, ‘cause my parents never went to university.” Living in a completely different environment could also be a challenge. “I was just completely overwhelmed… so I would only attend my lectures and then go home because I was really anxious about being outside just because of how busy it was.” While this is not necessarily directly linked to socioeconomic background, it may be more of an issue for students who have not had as many opportunities to travel and develop their confidence in different environments. Sometimes, a sense of difference and alienation was triggered as early as the open day: “I did feel welcomed by the students, but I also felt a bit out of place. Because I had never really been to a higher education institution before. And I met people that had, like, PhDs, Masters’ degrees, very educated people.” Generally, the students had overcome these challenges. They had made friends and settled in well. Those who had been given opportunities to meet with students from similar backgrounds found this very helpful in feeling a sense of belonging in the early days and weeks of their time in higher education. Those in student accommodation who happened to get on with their flatmates also had an easier time settling in. Reflecting back on their transition to university life, students talked about the benefits of adapting to a different environment and getting to know people from different backgrounds, leading to development and growth. However, by definition, the students who took part in the research were still in higher education. Students still battling with these issues, and who feel unable to overcome them, may be at greater risk of dropping out. > 5 https://wrap.warwick.ac.uk/id/eprint/142367/1/WRAP-negotiating- sense-fit-elite-higher-education-Fernando-2020.pdf 6 https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12438 7 https://www.heacademy.ac.uk/system/files/bme_students_ participation_in_he_final.pdf 8 https://www.duo.uio.no/bitstream/handle/10852/88258/-The- Gilded-Circle-of-Privilege----Masters-Thesis--Isaac-Worthington. pdf?sequence=1 8

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE > ISSUES OF IDENTITY Being conscious of their identity, sense of self and change were common themes in the interviews and focus groups. These could be felt in relation to socioeconomic disadvantage, and also to intersectional identities such as race, religion and disability. Some felt uncomfortably different, leading to anxiety about university. This was especially the case among students who felt that they were different in terms of their race and/or religion. Fears about being “the only one” were common before starting university but in most cases, this was unfounded. When the university recognises and provides for students’ cultural needs, for example providing halal food, this can allay fears and encourage a feeling of belonging. The differences that students felt between themselves and other students could trigger several responses: self-consciousness, feeling alienated, efforts to hide or change aspects of themselves, and in some cases a feeling of inferiority when comparing themselves with “normal” students. Conversely, some students saw themselves to be the normal ones, and felt confident in their own identity. A common theme was surprise about the differences students saw between themselves and other students. “I guess I just assumed there would be people like me.” This could cause, or intensify, feelings linked to imposter syndrome, leading students to question themselves. “Sometimes I used to think, ‘Oh my God, what am I doing here?’. Like, I didn’t even know private schools were a real thing.” Meeting students from different backgrounds could prompt students to hide or change aspects of their own identity to fit in. “I am included when I change myself, but when I don’t change myself I find that people kind of avoid me or walk on eggshells around me.” Accents were raised frequently as a marker of being different. Some students had made efforts to change their accent, or found it changing naturally. Students talked about sounding “too Northern” or “too Southern” within their environment. “I’ve actually noticed in some situations… I can even slightly change my accent… I’ll subconsciously make it a bit less intense.” Accent change can trigger a self-consciousness about identity, leaving students feeling that they don’t quite fit in anywhere. “Sometimes when I go home, everyone will tell me that, oh, you speak differently, your voice has changed, you sound posh now. But I don’t think I sound posh to most people that I go to uni with.” More broadly, some students were conscious that their identity was undergoing a gradual shift. Sometimes this was a planned change to ‘strive for a lot more than I grew up with’, but even this could come at a price. “I’ve kind of struggled with identity all my life and that is probably the hardest it’s been.” “Part of me feels proud but part of me feels like I’m leaving everything behind.” Some students came to realise over time that they could be themselves, leading to more authentic friendships. On the other hand, a some had heard other students making discriminatory remarks, though usually not directed at them personally. In some cases, they felt the need to go along with the group to be accepted which caused them to feel conflicted, and some chose to pull away from a friend group because of these remarks. Some students felt that they were stereotyped by others, or subject to others’ expectations, > INCLUSION AND BELONGING 9

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 10 > because of their socioeconomic background or other characteristics. This could make it more difficult to express themselves naturally, and prompted feelings of “but that’s not who I am”. Students who had the opportunity to meet people from similar backgrounds, including through pre-sessional or foundation programmes and widening access schemes, found that this helped them to feel more comfortable and to make like- minded friends. Despite all these challenges, students had pride in their achievements and a strong determination to make the most of their time at university and to pursue their ambitions. “My background has taught me that it’s a very big accomplishment that I’ve made it to medical school… I have to make use of all the opportunities that I am presented with. So if there is something that I think, this might be a bit hard to do, I still feel like I should do it because I feel if I am this position I should make the most of it.” NOT KNOWING VITAL INFORMATION Students frequently talked about areas of university life that confused them, or that they had not known about in advance. This could make them feel at a disadvantage and in some cases affected their academic confidence. “I just feel like I don’t belong at times… I feel like the expectations of me are too high.” Areas that were mentioned as previous, or even current, gaps in knowledge included: • What freshers’ week is • How to get support and help • How their course is structured, including timetabling and assessments • Skills such as reading academic papers, academic writing and especially referencing • How to use online academic resources • How to book time with academic advisors / personal tutors and what could be discussed with them • What is provided in in university accommodation and what to expect on arrival • How to organise second year accommodation • What societies are, how they work and what to expect from them This could significantly affect their first months at university which put them at a disadvantage or caused them to miss out. “I’ve not gone to any society meetings, honestly I didn’t really know how they worked” Students had not had the opportunity to learn about these aspects of university life from their school or from family. They either had not been told about these things or didn’t know where to access the information. In some cases they were not aware that there was anything to know until much later. > INCLUSION AND BELONGING

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 11 > SOCIAL LIFE Students’ social lives could be circumscribed in a number of ways, including financial means, religious and cultural practices, being a commuter student, and social class relative to peers. Finances were commonly mentioned, especially in relation to societies, which could be expensive. One of the universities offered bursaries to support students to engage with societies and sports, which had made a lot of difference, but not all students knew about this support or how to access it. More widely, some students didn’t feel able to join some societies. Certain sports such as rugby and lacrosse were seen as classed, and even academic societies could feel unwelcoming because of the attitudes of the members and lack of diversity. “[The society] was very homogeneous, the people in it… all had the same ideas.. very similar to each other or just so much different from me that I didn’t really feel comfortable just being around them… their backgrounds were so different, even though they’re studying a course which is, you know, about society and stuff like that. I just found the people there quite ignorant so I didn’t really feel comfortable going.” Alcohol-related events and nights out are difficult for students who don’t drink and for those who commute. This could be a problem when sports or academic societies had a strong drinking culture, meaning that students felt unable to take part. Students also spoke about being pressured to drink by friends, which could cause annoyance, embarrassment and distress. Additionally, transport could be a challenge for all students late at night depending on where they lived. “Sometimes I’ve tried to go to a pub quiz or something but it’s just been uncomfortable and I’ve been like, why am I here? I don’t have to drink when I’m at a pub quiz, but it just feels like that’s the vibe and everyone around me is doing that.” Some students found that the difference in budget between themself and others created a barrier, especially if more affluent friends didn’t fully understand these constraints. “Like recently, sometimes you have to say no to going out because you don’t have the money. Which is a pretty rubbish feeling.” Some of this was linked to financial prudence among the students, which is discussed further below, though it could also be due to hard limits to their budgets which other students did not always understand. “I have to say [to other students] I don’t know if you really get what I’m saying, I can’t spend this money.” INCLUSION AND BELONGING

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 12 FINANCE AND WORK Some of the financial issues and anxieties experienced by disadvantaged students are likely to lead to lower application rates, and therefore will not present themselves in research on applicants and students. We know that financial concerns can prevent students from disadvantaged backgrounds from applying to or attending university9 with fear of debt a significant deterrent10, having an impact on participation rates. The Applicant Index data shows that socioeconomically disadvantaged applicants are more motivated by achieving financial stability as a reason to go to university, however they are also more likely than other applicants to have considered taking paid employment as an alternative to higher education. They are more likely to think they will need to rely on loans and grants, and less likely to rely on family support. Compared to other applicants they are less confident about having enough money to cover their costs and less likely to feel that they can call on family or friends for financial support. Data about the extent finances affect their mental health is not clear cut: it seems to peak slightly in the lower-middle segment of the socioeconomic categories, but overall there is little difference in rates across the groups as a whole. When applicants were asked how likely it was that they would not, after all, go to university, there was no clear pattern of difference across the socioeconomic groups, and no significant differences in the reasons given by those who thought they may not go. When it comes to work experience prior to university, it is applicants in the middle of the socioeconomic spectrum that are most likely to have done paid work and to work more hours per week. The most disadvantaged applicants are less likely to believe they have lots of work experience or that they have taken part in activities to develop skills for employment. > \ 9 https://www.suttontrust.com/wp-content/uploads/2021/11/ Universities-and-social-mobility-final-summary.pdf 10 https://ifs.org.uk/publications/7164

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE FINANCE AND WORK 13 > FINANCIAL ISSUES Having restricted financial means could affect students in a number of ways, reducing their activities and options compared to other students. Some spoke about not going to open days, or only going to those that were nearby or where they could share a lift. “The only reason why I went [to the open day] is because my friend was going and I got a lift there… as no-one in my family drives… it just wasn’t viable for me to go [on the train]… as it was going to be over £100.” Financial issues could restrict the choice of university, especially in the case of students who were commuting. However, the decision to commute was not always due to finances alone - cultural and religious considerations could also play a part in the decision. Students who commuted spoke positively about the practical and emotional support they had from their families. However, a common theme was parents not being able to help cover extra or unexpected expenses. Some students had supported parents through difficult times, either financially or by moving home. “They would have to use some of my money to help pay for bills. They’d never ask me, it was more something I wanted to help them with.” Unexpected expenses could cause practical difficulties among students with very restricted means, for example a broken laptop can mean having to rely on university computer clusters which are not available all the time. Difficulties are also caused by rent dates not lining up with student loan payments. While this is usually taken into account within PBSA, it is not always the case for HMO accommodation. Financial constraints can also single students out from their friends, and some felt that more affluent students didn’t fully understand their financial struggles. “Everyone just kind of says, ‘me too’ even though they… spend a lot more money” Students who had qualified for financial support appreciated it, but at the same time it could feel stigmatising. WORK Term-time work was a feature of many students’ experiences. A few had also taken a gap year to earn money to support themselves at university. >

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE > “I knew I wanted to go [to university] but I kind of had to take a year out just to work and save up.” For those who needed to work long hours during term time for financial reasons, this could be onerous, causing them to miss out on other experiences or compromise their academic deadlines. “Last week I worked 30 hours and I had to hand in the draft of my dissertation the same week.” However, there were also students who had part time work with, or related to, the university. They tended to have a better balance between work, study and socialising, more flexibility and were happy with the work they were doing. Working for the university also helped them to draw boundaries around their hours and reach a good balance. In addition to part-time work, issues around graduate work were raised. A student on a professional course had heard peers talk about family connections that would lead to a more lucrative career, which reinforced the ongoing disadvantage that the student faced after graduation. FINANCIAL SKILLS Students generally considered themselves to have sound financial skills which in most cases were learned from their family. They took pride in good planning and budgeting, ability to shop around and find amazing bargains, create savings for emergencies and for treats, and making prudent decisions. There was also an appreciation of “treats”, from small items to trips and nights out, which they had earned through work and good planning. This was sometimes contrasted with other students who lacked these skills and could be “wasteful”. “I see a lot of university students just spend, spend, spend all day. And I’m really not that way. And yeah, probably because my parents weren’t either.” Students also leveraged other skills and assets to help them keep to budget, such as finding second hand items, meal planning and prepping or, for those living with family, taking in leftovers. “I’ll never buy brand new clothes… my grandma loves charity shops, I’ve always gone with her my whole life and that’s just what I plan to keep doing.” While a few students had experienced challenging financial periods, they had drawn on their skills to get them through. FINANCE AND WORK

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 15 Student accommodation has been referenced in previous sections as a context for other themes. This short section summarises themes that refer solely to accommodation. Students who had lived in PBSA, whether through the university or with a private provider, had generally been happy with it. Flatmates often became friends, although this was not guaranteed. “You’re living away from home for the first time. You don’t really know these people.” However, when they did find friends among their flatmates it made a positive difference to their experience. Where there is a range of price points in a city, accommodation can become “segregated” on socioeconomic grounds; this could be a positive when it helped disadvantaged students to find friends with similar backgrounds. For other students able to do so, they had financially prioritised accommodation and chosen a more expensive room to help them feel safe and comfortable. Those living in student accommodation appreciated events and activities in the accommodation and would like to have seen more of them throughout the year. Events that were casual, didn’t involve alcohol, or that centred around activities were especially appreciated as being effective in helping to form friendships and to “get students out of their room”. In one case, a student who worked part time in the accommodation bonded with some of the accommodation staff because they were from a similar background to their own. “I would see some of those older members of staff and I’d kind of see them like my own family back home.” Overall, students were positive about their accommodation experience. However, one had previously experienced an unresolved maintenance issue that compromised their safety and security. This coincided with a medical emergency within their family, compounding their distress. Some students had remained in PBSA into their second year or beyond because they had missed the opportunity to find a shared house with friends, sometimes because they were unaware about how to arrange second year accommodation. STUDENT ACCOMMODATION

16 < BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE These recommendations are for everyone who works with, or designs services for, applicants and students. For the benefit of higher education providers, they have been cross-referenced with the Office for Students’ Equality of Opportunity Risk Register (EORR)11 to enable them to be linked to Access and Participation Plans. The recommendations are deliberately worded in a non- prescriptive way to encourage innovation and co-creation with disadvantaged students themselves when applying them locally. It is likely that you are already doing many of these things, but the message from students is clear: do a little more, and communicate it more proactively. 11 https://www.officeforstudents.org.uk/for-providers/equality- of-opportunity/equality-of-opportunity-risk-register/ RECOMMENDATIONS FOSTER A SENSE OF BELONGING FOR NEW STUDENTS EORR Risk 8: Mental health 1. Create opportunities for new students to meet others from similar socioeconomic backgrounds 2. Ensure that open days and offer-holder days include friendly and knowledgeable students from a wide range of backgrounds 3. Provide appropriate guidance for resident students on diversity, inclusion and being a good flatmate 4. Academic modules should start with a ‘getting to know you’ ice-breaker session so that students can build social connections 5. Consider how to leverage the diverse backgrounds of staff from across different teams when welcoming and supporting students 6. Communicate your inclusive services and practices to potential students 7. Normalise the ups and downs of settling in, but also signpost support for those who are struggling

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 17 PROVIDE PROACTIVE AND ACCESSIBLE KNOWLEDGE AND INFORMATION EORR Risk 2: Information and guidance 8. Offer information about key higher education concepts at open days, virtual open days and in pre-arrival information 9. Offer “ask me anything” sessions with students at open days and virtual open days 10. Provide a session for all students at the start of the year to explain course structure, assessments and key academic concepts 11. Offer sessions on referencing and academic writing within the timetable 12. Enable new students to view accommodation, either in person or virtually, before they arrive so that they can visualise themselves living there 13. Explain what to expect when arriving in student accommodation for the first time 14. Provide information to resident students about where to buy reasonably priced food and household items 15. Provide clear, timely and proactive information about second year accommodation options to resident students, with access to help and support where needed SUPPORT STUDENTS TO MAKE SOCIAL CONNECTIONS ACROSS THE YEAR EORR Risk 7: Insufficient personal support 16. Provide free events and activities in a variety of settings throughout the year that will help students to make new connections 17. Develop communications that help students to recognise healthy and unhealthy friendships 18. Offer daytime as well as evening events 19. Provide clear information about how societies work, and communicate societies more proactively, especially to students who are currently under-represented 20. Work with student societies and students themselves to be more inclusive of non- drinkers 21. Offer bursaries for societies and sports club fees for disadvantaged students 22. Consider an Access to Sports scheme to diversify engagement RECOMMENDATIONS

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE HELP TO MITIGATE FINANCIAL PRESSURES FOR STUDENTS ON LOW INCOMES EORR Risk 10: Cost pressures 23. Offer targeted accommodation bursaries for students from the most disadvantaged backgrounds 24. Remove additional fees, for example resit fees, where possible 25. Food pantries, parcels and other access to food initiatives are highly appreciated by students; consider how they can be targeted and expanded for disadvantaged students 26. Consider how to support students who have ‘gaps’ between loan payments and accommodation costs in both PBSA and HMO 27. Offer access to laptop schemes SUPPORT STUDENTS TO WORK EORR Risk 10: Cost pressures; Risk 12: Progression from higher education 28. Take every opportunity to employ students into part-time roles 29. Consider ringfencing some roles for disadvantaged students as appropriate 30. Find ways to help students to maintain good boundaries around working time as far as possible 31. Offer career mentors to disadvantaged students, especially those on professional courses EMBED COMPASSION INTO STUDENT PROCESSES11 EORR Risk 6: Insufficient academic support; Risk 7: Insufficient personal support 32. Consider how academic regulations are applied to students who need to work long hours, including no-penalty extensions and online resources 33. Consider the impact of accommodation maintenance or flat-dispute issues on students in the light of their wider life circumstances 12 https://www.ntu.ac.uk/__data/assets/pdf_file/0030/2526771/ Compassionate-Communication-Statement.pdf RECOMMENDATIONS 18

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE 19 MANCHESTER METROPOLITAN UNIVERSITY The university has co-created a series of resources with their Peer Guides to address a number of the issues raised in this report. These include a video and podcast aiming to reduce harm from alcohol consumption. They have delivered sessions to committee members of the netball, football, rugby union and hockey teams and are liaising with the SU to deliver such sessions with societies. So far, the Surf Club has completely transformed its Instagram page and socials as a result. The peer guides have also developed a video about hate crime and a 3 minute budgeting video is in production. Their podcast material includes: preparing for assessments, developing resilience, navigating wobble week, and imposter syndrome. There is guidance for students seeking information about second year accommodation options. ResLife to Residential covers a range of aspects including how to find a house, types of contract, where to live, moving and safety advice, liaising with landlords and tips on how to be a good housemate. The university runs a food bank every Wednesday in halls, and Peer Guides attend to offer support. For next year, Manchester Met is developing early identification of students who are in debt in halls. They plan to offer budgeting advice over coffee and, where possible, offer students the opportunity to work for the university. CASE STUDIES

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE CASE STUDIES THE PLUS PROGRAMME AT THE UNIVERSITY OF LEEDS Launched in 2014, the Plus Programme at the University of Leeds offers a range of support for UK-domiciled undergraduate and taught postgraduate students from under- represented groups. Its goals include fostering a sense of belonging, improving financial stability, and offering customised academic and professional development opportunities. The Plus Programme provides comprehensive support throughout students’ academic journey, including Welcome, Induction, and Transition (WIT) activities, ongoing support during their courses, and postgraduate (PG) guidance. All initiatives are driven by a data- first approach to evaluation and a commitment to continuous improvement. Services include: • Free social activities and events to help students connect with peers and build supportive networks. • Enhanced career services, featuring one- on-one support from Employability and Progression Assistants, who are recent graduates providing advice on career planning, CV writing, and job applications. • Access to various funding opportunities for eligible students, such as the Opportunities Fund, which offers up to £500 for extracurricular professional development activities. A core aspect of the Plus Programme is enhanced access to academic enrichment and student support services, recognising that success at university involves more than academic attainment alone. Participants are signposted to relevant academic skills development opportunities such as workshops on critical thinking, time management, and academic writing, delivered through the University’s Skills@ Library and other learning support teams. In addition, the programme offers tailored guidance to help students navigate university life, including support with mental health and wellbeing. Students are encouraged to engage with the University’s wellbeing services and are supported in developing strategies for resilience, self-efficacy, and help-seeking. Mitigating financial pressures on students is also a central strand of the Plus Programme. This year, > 20

< BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE > they launched the Financial Wellbeing Project, aimed at all University of Leeds students, with a focus on widening participation students. A key financial aid is their Opportunities Fund, which provides up to £500 annually to support students with interview expenses, equipment, and tools. The fund’s growing popularity is evident from the increasing number of applications each year, rising from 19 in 2017 to 306 in 2023/24. In 2025, the fund celebrated its 1000th award. From 24/25’s applications so far, 97% reported they would have faced financial difficulties without the fund, and 56% said they couldn’t have participated in their opportunity at all. Hussein (Y2 Accounting and Finance) said, “This fund allows me to get the best out of my time at University…I can enjoy Muay Thai society to the fullest, improving physical and mental health, increasing my chances of academic success.” At Leeds, the Plus Programme contributes significantly to student success and retention. Data indicates that undergraduate students engaging with the programme have an improved retention rate compared to peers. In 2022/23, the continuation rate for engaged PP students was 7% higher than non-engaged home UG students, and 1% higher in 2023/24. Furthermore, engaged PP students matched the attainment rates of non- PP students, whereas non-engaged PP students were 9% and 12% lower in 2023/24 and 2022/23 respectively. Students have reported increased confidence, a greater sense of belonging, and improved access to opportunities. Students like Etta (Y3 History) share, “The Plus Programme has been so supportive, from holding socials to information sessions, which really helped when everything was new and scary.” Drug and Alcohol Impact Programme The University of Leeds and Leeds University Union work in partnership on an accredited Drug and Alcohol Impact programme with SOS-UK. Criteria for this accreditation provides an invaluable framework for activity in this area. Utilising data from an annual Students, Drugs and Alcohol survey, a key area of focus for the Partnership is assessing student perceptions of and attitudes toward alcohol consumption at university. This includes: • evaluating the availability of sober spaces and sober activities for students • intervention development and facilitation (such as running a peer-to-peer Alcohol Intervention and Brief Advice programme) • and ongoing work to understand and respond to student attitudes towards alcohol – crucially, including those who do not drink alcohol – and the impact that not drinking has on those students’ sense of belonging at university. LUU deliver training to sports club leads at the start of each academic year. Students attending training are advised of the need to ensure that social activity is inclusive; to have nominated sober contacts at every event; and prohibits initiations and hazing. The University also has a successful ongoing harm reduction Student Communications campaign and has released blogs and social media posts addressing alcohol consumption, some of which specifically address pressures associated with not joining in drinking with peers, providing relevant advice and support information. 21 CASE STUDIES

22 < BACK TO CONTENTS UNITE STUDENTS | THE IMPACT OF SOCIOECONOMIC BACKGROUND ON THE STUDENT EXPERIENCE This research draws on a literature review, data from the 2024 Applicant Index, and interviews and focus groups with students. A total of 31 students from two higher education institutions took part in qualitative research, which included one-to-one semi-structured interviews and two focus groups. One of the focus groups used a semi-structured question approach, and the other involved a presentation of the findings to date, inviting students to build on them and suggest recommendations. Transcripts of the interviews and initial focus group were coded thematically, guided by the themes arising from the literature review. Recommendations were developed based on suggestions from students and examples of schemes or interventions that had helped them. Students who met the criteria for the project were invited to take part by their university. They were required to sign an informed consent statement before taking part in the research, and were signposted to sources of support within their university should they need them. The scope of the qualitative research avoided direct questions about mental health on ethical and risk grounds. Students were rewarded for their time in taking part in the research. APPENDIX: METHODOLOGY AND RESEARCH ETHICS