Living Black at University Commission Report web

COMMISSION REPORT 2022/23 Creating meaningful change through collaboration

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 CONTENTS ABOUT THE UNITE STUDENTS COMMISSION Foreword 4 3.0 Staf昀椀ng 28 ON LIVING BLACK AT UNIVERSITY About this report 6 3.1 Introduction 29 In February 2022, Unite Students published To ensure the 10 recommendations were taken forward Living Black at University, the 昀椀rst research report and embedded nationally, Unite Students convened Recommendations 7 3.2 Recommendation 3 30 into Black students’ experience in UK purpose-built a Commission whose members represented national student accommodation. organisations, professional sector bodies and universities Summary of actions 8 3.3 Recommendation 5 31 working on relevant projects. Chaired by Professor Iyiola Finding evidence of racism, cultural insensitivity and Solanke, Jacques Delors Professor of Law at the University exclusion – all of which had a signi昀椀cant impact on of Oxford and founder of the Black Female Professors Black students’ mental health – the report included Forum, the Commission launched in April 2022. 10 recommendations to be implemented by universities, 1.0 Arrival & integration 12 4.0 Complaints & data 32 sector bodies and accommodation providers. These The Commission has met regularly since, with members spanned areas such as mental health, complaints processes, discussing the recommendations in detail and collectively 1.1 Introduction 13 4.1 Introduction 33 staff race training and data. agreeing actions to take forward. A comprehensive list of Commission actions taken or in progress so far is available 1.2 Recommendation 2 14 4.2 Recommendation 8 34 within this report. 1.3 Recommendation 4 16 4.3 Recommendation 9 36 In its next phase, the College of University Business Of昀椀cers (CUBO) and Unite Students will oversee the Commission. 1.4 Recommendation 6 17 4.4 Case study: University of Nottingham 38 Research into the experiences of Black students in UK student accommodation Commissioned by Unite Students 1.5 Case study: Newcastle University 18 1.6 Case study: University of Southampton 20 5.0 Creating meaningful change 40 DOWNLOAD LIVING VISIT THE BLACK AT UNIVERSITY COMMISSION WEBSITE 5.1 White Allyship: will you stand up? 41 2.0 Mental health 22 5.2 Creating a business case for change 43 2.1 Introduction 23 5.3 Case study: University of Kent 46 Acknowledgements Thanks to everyone who contributed to this report and everyone on the Unite Students Commission on Living Black at University – 2.2 Recommendation 7 24 5.4 What next for the sector? 48 a full list of Commissioners, correct as of September 2023, is available at the end of the report. We would particularly like to thank Professor Iyiola Solanke for her capable chairing of the Commission from 2022-23, Sam Kingsley for 2.3 Case study: LSBU 25 developing and leading on the implementation of the recommendations, and Jen Steadman for her role as Commissioning Editor on this report. We would also like to thank CUBO for agreeing to support with leading the Commission in its next phase. 2.4 Case study: Student Minds 26 Our Commissioners 51 Thanks additionally go to Dr Nick Cartwright for creating the EDI Data Maturity Framework, Newcastle University for supporting the pilot phase of creating a Black services directory, and Unite Students’ 10,000 Black Interns in 2022 and 2023 for their sterling work on pulling together a Black services directory covering 23 university towns and cities. We are indebted to the original research undertaken by 'Teleola Cartwright, Osaro Otobo and Lenny Emanuel – the Black-led research team at Halpin Partnership – for the original Living Black at University report, and the Black students who took part in the research, whose courage in sharing their experiences has been invaluable for supporting the sector to address race inequality in UK student accommodation. Finally, we would like to thank everyone who has downloaded this report with the intention to improve Black students’ accommodation experience, whether by taking action in their own institution or sharing with others in the sector who have the power to take these decisions. Richard Smith Chief Executive at Unite Students 2 3

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 FOREWORD When Unite Students approached me last year with an invitation And when it comes to the consequences, we can point That is why we ran the Living Black at University to chair the Unite Students Commission on Living Black at to mental health impacts, a lower sense of safety and Conference in March 2023, and why I am delighted that University (LBU), it took me back a few decades, to the time even the Black awarding gap. We know that providing the Commission is being taken forward by the wider when I was considering where to go for university. a supportive living environment for children positively sector through Unite Students’ collaboration with CUBO. impacts their development, so why don't we consider It’s so important that we collaborate if we’re to create Whilst I chose to stay in London, the city of my birth, I did move that a student’s living environment can impact their lasting change. We must ensure that our work in student away from home. Yet my own experience in student halls was success in tertiary education? accommodation contributes to wider diversity, equity so alienating that I considered dropping out of university in the As a sector we must make progress on this issue, and and inclusion (DEI) work by individual institutions and the 昀椀rst term. Thankfully I didn’t; had I done so, I would not now be student accommodation has an important role to play. whole sector. a Professor of Law at the University of Oxford. So, what do we do? When I read the results of the Living Black at University research, And what about the 昀椀nal recommendation? This states: Professor Iyiola Solanke Over the last year it has been a privilege to chair the “Accommodation providers [both university accommodation Jacques Delors Professor of EU Law I was sad – how could it be that the current generation of Black Unite Students Commission on Living Black at University. at University of Oxford students living in university accommodation are still experiencing The Commission was born of a sense of determination teams and private providers] should work to build a the same issues faced by Black students in the past? to lay the foundations for change. We wanted to do this relationship of trust with Black students.” collaboratively, drawing on existing research, expertise The Commission was committed to ensuring this would not be Trust is perhaps di昀케cult to de昀椀ne – but you know if it’s and networks so that this change had many owners. the case for students in the future. not there. It is both valuable and vulnerable; built slowly Over the last year, the members of the Commission have over time, it can be broken in an instant. Student accommodation is a very important part of going to worked through 8 of the 10 recommendations made in the According to the research team from Halpin, trust also: university. For the majority of students, it is the 昀椀rst time they’ve report, looking for ways in which we can help you take action. “…involves demonstrating that we trust Black students by lived away from the people, places and things that they grew up listening to them, believing them and taking their concerns with. What happens in student accommodation can make or break We drew on other research and direct evidence to drill seriously through meaningful and sustainable action.” down into the issues, and discussed what to do about the whole university experience – it makes a di昀昀erence to that sense them. We’ve broken down some of the recommendations of belonging that we hear so much about in higher education today, We as a Commission are thankful to all the students that is widely recognised as the foundation of a good experience and into smaller and more manageable pieces through our who took part in the research and who shared their has been linked to retention, success and wellbeing. sector notes. We’ve run workshops at conferences. experiences at the conference. We have listened to We’ve produced toolkits. We’ve written to Professor you, we believe you and we take you seriously. Through Feeling like you belong at university, that you’re meant to be there Edward Peck, the Government’s Student Support the work of the Commission to date, and through the – this is something that every student should be able to take for Champion. And we have started the process of changing incredible work of the pioneering universities published granted. But sadly, many Black students still do not feel this way: the national codes for student accommodation. in this report, we have taken action. the Living Black at University research showed a belonging gap In this report you will have an opportunity to hear from Ultimately, we must make student accommodation a safe of 18 percentage points between Black and White students. the Commissioners themselves, sharing their learnings and comfortable place for all Black students – so that at While developing a sense of belonging is not a straightforward and guidance on how to embed the recommendations, university they have a home where they can feel they as well as case studies from those organisations and belong, that can serve as a foundation for their long-term thing, this 昀椀nding must be taken seriously. What is behind this Higher Education institutions (HEIs) that have already academic success. This is my vision for the future, and belonging gap? Which experiences – big and small – contribute begun to take action inspired by the original research. one I know is shared by the rest of the Commission, who to it? What are its implications? Recommendation 1 states: will continue to take action and honour the di昀케cult truth that they have shared with us. Things that may drive it include: racial homogeneity amongst sta昀昀 “Universities and accommodation providers should collaborate to eliminate racism from all areas of the student across campus and housing; a lack of clear processes to deal with experience, including student accommodation.” racist incidents; perhaps even something as simple as not knowing where to get your hair done. 4 5

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 ABOUT THIS REPORT Jen Steadman You may notice that there are only eight sector notes, So, we invite you to join us on this journey. It won’t Buoyed by e昀昀orts to both widen participation domestically and Commissioning Editor, Unite Students recruit students from all across the world, the UK’s student when there are 10 recommendations. By engaging with be easy – it will take time and work, persistence and population has never been more diverse. the work of the Commission, you are already ful昀椀lling resolve, honesty and accountability. But through With the impact of the student accommodation experience on Recommendation 1; by doing the work to improve Black collaboration and courage, we can make UK purpose- satisfaction already well-documented, universities are keenly aware students’ university experience, you will eventually built student accommodation a safer and more of how powerful a tool both their own accommodation supply and achieve Recommendation 10. equitable environment for Black students – creating that of private accommodation providers can be for enhancing a home in which they can thrive. their students’ university experience. However, the original Living Black at University research report highlighted some of the ways in which one rapidly growing demographic group of students was being failed in their accommodation experience. RECOMMENDATIONS Everyone in the Higher Education sector is on a journey with inclusion. No one has all the answers. There is much to be done, whether at individual, organisational or national level, and in order to move forward we must work together. The response to Living Universities and accommodation providers Universities and accommodation providers Black at University has shown the sector’s desire to learn, to do, 1 should collaborate to eliminate racism 6 should work together to create intentionally and to do more, and these are the reasons why Unite Students – from all areas of the student experience, diverse and inclusive student accommodation. as part of our own journey – convened the Commission on Living including student accommodation. Black at University. Improve acclimatisation and integration Universities and accommodation providers 2 activities for all new students and extend the 7 should collaborate to ensure mental health This report shares the insights we have learned and the actions period over which these activities take place. and wellbeing support is available, accessible we have taken over 18 months in the Commission’s 昀椀rst phase, and appropriate for Black students. with the intention of supporting you to turn the report’s 10 recommendations into action. In the pages to come, you will Introduce meaningful race training for peers Ensure there are clear and accessible 昀椀nd sector notes – which break down recommendations 2-9 3 and sta昀昀. 8 policies and procedures (including into bite-sized chunks, covering key issues, best practice tips, anonymous reporting) that deal explicitly self-assessment questions and Commission actions – alongside with racism in accommodation. expert commentary, case studies and guidance on taking action at your own institution or organisation. Accommodation providers should con昀椀rm Accommodation providers should routinely 4 a commitment to tackling racism, both in 9 collect, analyse and publish relevant data We hope that this report supports you to implement the their internal policies and in their student on the racial diversity of their residents recommendations and move closer to race equity within your behavioural agreement or charter. and employees, as well as outcomes of organisation. However, this is not an exhaustive report; there is much reporting and investigation of complaints. more to be explored within the scope of the recommendations, and more can, and will be, done in future. Every organisation and Improve the representation of Black people as Accommodation providers should work to build institution represented on the Commission remains on that journey. 5 employees to re昀氀ect the diversity of students. 10 a relationship of trust with Black students. 6 7

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 SUMMARY OF ACTIONS COMPLETED Run a 1-day conference to bring together DEI leads and accommodation leaders, Write to Professor Edward Peck, the Department for Education’s 昀椀rst Higher Education to showcase actions and to deliver training. Student Support Champion, to highlight the need for inclusive practice and cultural (Recommendation 1) competence within student support services. (Recommendation 7) More than 100 delegates attended the 昀椀rst Living Black at University Conference, held in Newcastle in March 2023 and featuring presentations, DEI training and a Q&A session WATCH HERE This area is being explored further by Professor Peck’s team. with a student panel. Following the success of the 昀椀rst conference, a second conference will take place in 2024. Equality, Diversity, and Inclusion Data Maturity Framework Pilot a Black services guide resource for incoming Black students, and share CULTURAL SERVICES TOOLKIT Create and share an DEI data maturity framework. EQUALITY, DIVERSITY, AND INCLUSION DATA MATURITY FRAMEWORK A guide to supporting acclimatisation and belonging A change model for Higher Education Institutions the template with the sector as part of a toolkit. (Recommendation 9) by Dr Nick Cartwright (Recommendation 2) The Equality, Diversity and Inclusion Data Maturity Framework was created to help To address the much-discussed 昀椀nding that a lack of culturally relevant services universities and accommodation providers address gaps in their ethnicity data – contributed to Black students’ sense of isolation, the Commission committed to piloting which can, in turn, highlight gaps in the experiences of minoritised sta昀昀 and students. a Black services guide so that accommodation teams could easily signpost to services 1 like international supermarkets and Black haircare. Written by Dr Nick Cartwright (Lecturer in Law at the University of Leeds, Senior Advisor DOWNLOAD to the Halpin Partnership and Visiting Fellow in Race Equality and Education at the Centre DOWNLOAD Unite Students and Newcastle University ran the pilot in Newcastle during the 2022/23 for Advancing Race Equality), the framework shows how universities and accommodation academic year. The Newcastle guide was compiled by Jessica Eve and Andrew Nartey, providers can gradually improve how they collect, use and analyse data, in order to who interned with Unite Students through the 10,000 Black Interns programme. Student support a more inclusive environment. feedback was resoundingly positive when the guide was launched in October 2022. Based on a simple model to show progressive data maturity practices, the framework For the 2023/24 academic year, Unite Students has rolled out a full includes practical examples across both the sta昀昀 and student journey. Black services directory to cover all 23 of their cities, with the information being compiled by the 2023 intern cohort. A toolkit to support the wider sector in creating these guides was launched at the Living Research Toolkit Create a toolkit pack that enables universities to replicate the Living Black at University RESEARCH TOOLKIT Using research to improve Black students’ Black at University Conference, and has already been used by the University of Kent and accommodation experience the University of Leeds to support their 2023/24 student intake. research with their own students. (Recommendation 9) The Halpin research team collaborated with the Commission conveners to create a toolkit for HE institutions and accommodation providers who want to replicate the research with their own students. 1 DOWNLOAD 8 9

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 SUMMARY OF ACTIONS IN PROGRESS Update National Codes to re昀氀ect the recommendations of the Living Black at University Meet with Global Student Living to explore the possibility of including diversity research. and inclusion data, questions and awards in the Global Student Living Index. (Recommendations 3 & 8) (Recommendation 9) The National Codes have committed to undertake actions including: Each year, the Global Student Living Index surveys more than 100,000 students across • Adding an anti-Black racism learning module to the National Codes online training course 15 countries about their experience within their accommodation, and the Commission believed that this data set could o昀昀er further insights into the experience of Black • Providing guidance for members on accessing relevant and meaningful DEI training that is students in their accommodation over time. speci昀椀c within an HE context During a meeting between Global Student Living (GSL) and several Commissioners, the • Providing training for sta昀昀 on receiving sensitive complaints GSL team committed to collect ethnicity data starting in their Q2 2023 survey. However, a major challenge was that standardised UK ethnicity questions would not work across • Providing information on appropriate support services for students concerned about all markets. racism and other forms of discrimination, and additional information on the National Code complaints process. To better understand the ways in which people identi昀椀ed their ethnicity across all markets, respondents were asked whether they considered themselves to be part of an ethnic minority and given the option to self-describe their ethnicity in a free-text format. This gives universities and accommodation providers the opportunity to break down the Create a best practice guide for student behavioural agreements that set out survey 昀椀ndings by ethnicity and identify speci昀椀c areas of concern. expectations around inclusivity, featuring examples of good practice already in place across the sector. (Recommendation 4) So far, we have undertaken a review of student behavioural agreements in the sector to establish best practice. Create a toolkit about supporting Black students’ mental health. (Recommendation 7) Create a student guide on making complaints to the O昀케ce of the Independent Adjudicator for Higher Education. (Recommendation 8) These resources are scheduled for publication in 2024. 10 11

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 1.1 INTRODUCTION Melissa Browne The transition to university can be challenging for new students, Deputy Director of Commercial Services who face the stress of adjustment, change in environment and & Estates at University of Kent lack of pre-existing social support at the same time as they may 1 Rebecca O’Hare struggle to navigate new spaces and discover who they are. Interim Deputy Director of Residential The opportunities to socialise and build a community within Services at the University of Leeds purpose-built student accommodation (PBSA) can sometimes help with these challenges, but for Black students, this can be 2 a di昀케cult and stressful environment. When Black students have a positive experience of arriving at university and attending orientation events, it helps foster a sense of belonging. Orientation programmes designed for Black students provide a space where they can connect with peers who may share similar experiences, backgrounds and challenges. This can reduce feelings of isolation and increase Black students’ sense of community, making them feel more supported and included within the university environment – which, in turn, can contribute to improved academic performance and higher retention and graduation rates. Positive experiences during orientation – such as being able to engage in activities that celebrate their heritage and access ARRIVAL & resources which are tailored to their needs – can also empower INTEGRATION Black students, boost their con昀椀dence and make them feel valued and appreciated. By recognising and amplifying their perspectives, universities can encourage Black students to become active 1.1 Introduction 13 1.4 Case study: 18 participants in their education and overall university experience. Newcastle University Orientation programmes also connect and network students 1.2 Recommendation 2 14 1.5 Case study: 20 with faculty, other employees and alumni; establishing these relationships early on can be particularly bene昀椀cial for Black 1.3 Recommendation 4 16 University of Southampton students in receiving tailored guidance and mentorship while navigating university for the 昀椀rst time. 1.3 Recommendation 6 17 Universities that prioritise and celebrate DEI send a clear message that Black students' identities, experiences and contributions are 1 valued. This validation can positively impact their mental health, Dr Lesley Scanlon, Louise Rowling and Zita Weber, self-esteem and overall wellbeing, and creates an environment ‘You don’t have like an identity… you are just lost in a crowd’: Forming a Student Identity in the First-year Transition to in which they feel supported to grow and succeed – contributing University’, Journal of Youth Studies, 2007, p.223-241 towards a more inclusive and equitable experience. 2 Zak Foste, ‘Oh, That’s the White Dorm': The Racialisation of University Housing and the Policing of Racial Boundaries’, BACK TO CONTENTS Journal of College Student Development, Volume 62 Number 2, March-April 2021, p169-185 12 13

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 1.2 RECOMMENDATION 2 Improve acclimatisation and integration activities for all new students and extend the period over which these activities take place. Good practice tips Self-assessment questions Identi昀椀ed issues • The welcome period is typically two weeks • Induction materials for new students do not Rebecca O’Hare, Interim Deputy Director of Residential Does the diversity of your organisation’s Services at the University of Leeds: following arrival, which may not be long enough identify where students can 昀椀nd culturally welcome steering group re昀氀ect the diversity for new students – particularly international relevant services, such as haircare, mental health • Review arrival activities with a student working of the student body? students – to adjust to their new surroundings support and international supermarkets group that includes students’ union members, and make friends Are accommodation teams represented on your Residence Life Assistants, and members of relevant institution’s welcome steering group? • Opportunities to bring integration and Commission actions societies such as Afro Caribbean and faith groups acclimatisation e昀昀orts into student residences Does your institution’s welcome steering group can be missed as a result of accommodation • Develop and pilot a Black services guide resource • Use 昀椀ndings from the working group to create consider events shaped by and organised for in collaboration with Black students, to signpost teams being overlooked in university welcome action plans and build into annual objectives; this non-White and international students? steering groups to culturally relevant services in university cities will centre Black students and create a relationship Do your organisation’s induction materials consider • Create a toolkit to support the wider sector to use between students and sta昀昀 • University welcome steering groups are majority the Black services guide resource in their city the needs of students from di昀昀erent countries and White, meaning events aimed at non-White • Create content designed speci昀椀cally for Black cultures, including signposting to culturally relevant students may not be considered students, supporting them to navigate university life, services in your town/city? the campus and student accommodation, and share this through pre-arrival communications, printed Are your university’s international and/or ethnic guidance and student-led social media content societies in contact with your accommodation team, and does your accommodation team • Provide opportunities and budget for Black signpost students to these societies? students to lead activities of interest to them and their peers throughout the academic year Does your institution hold ‘refreshers’ events throughout the year, and for students in later years of study, to o昀昀er new touchpoints for making Sharon O’Donnell, Head of Customer Services friends and building a sense of community? & Residences Life at Newcastle University: Does your institution o昀昀er a good variety of events • University accommodation teams, student life without alcohol for students whose faith or cultural teams and the Students’ Union should work background may prohibit its consumption? collaboratively to create a joined-up, coherent induction experience • Prepare students for induction prior to arrival with a dedicated site, so that they can familiarise themselves with the university and city in advance • O昀昀er a hybrid induction, giving students the opportunity to engage with content both in-person and online • Continue to run events throughout the year that recognise a variety of culturally signi昀椀cant dates and festivals 14 15

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 1.3 1.4 RECOMMENDATION 4 RECOMMENDATION 6 Accommodation providers should con昀椀rm a commitment to tackling racism, both Universities and accommodation providers should work together to create in their internal policies and in their student behavioural agreement or charter. intentionally diverse and inclusive student accommodation. Identi昀椀ed issues Self-assessment questions Identi昀椀ed issues Good practice tips • References to DEI are sparse in wider university Does your university or accommodation provider • Allocation processes can lead to students being Rebecca O’Hare, Interim Deputy Director of Residential policies, including behavioural agreements have a student behavioural agreement or charter inadvertently segregated in accommodation Services at the University of Leeds: • Some students may not be experienced in, or in place that students are required to commit to? blocks, due to factors like budget and time • Develop accommodation allocation policies open to, living in a diverse environment with Does your charter outline expectations for student of booking – this can create a sense of Black which work to ensure Black students are not students from di昀昀erent backgrounds, which behaviour around diversity and inclusion? students being othered segregated into particular buildings or 昀氀ats, can cause issues for minoritised students How are students held accountable if they fail • Students who are ill-equipped or unprepared to whether intentionally or unintentionally. While to meet these expectations? live in a diverse environment may compromise it is encouraged to allocate Black students with Commission actions the safety and/or wellbeing of Black students, at least one other Black student, 昀氀at allocations whether intentionally or unintentionally where possible should be as diverse as possible • Create a best practice guide for student • Students from diverse ethnic backgrounds may and provide students with the opportunity behavioural agreements that set out expectations feel isolated by a lack of representation of their to meet and mix with others from many around inclusivity, featuring examples of good cultural or religious celebrations, particularly backgrounds and cultures practice already in place across the sector international students who cannot celebrate • Where universities are working in partnership important cultural events with their families with private accommodation providers, include Good practice tips minimum race or multicultural competency training requirements for student facing sta昀昀 Melissa Browne, Deputy Director of Commercial Services Self-assessment questions members in service level agreements (SLAs). and Estates at University of Kent, and Rebecca O’Hare, Does your allocation data suggest that students Records of this training should be stored safely Interim Deputy Director of Residential Services of the same ethnicity are being segregated within with refresher training delivered every two years, at the University of Leeds: your accommodation? and training should be undertaken as part of the • Include commitments in the charter that induction plan for new sta昀昀 members encourage students to both respect and be Have you reviewed your allocation processes and/ or policies to explore whether they unintentionally • Residence Life teams should seek to identify an active part of a diverse student community segregate students by race or ethnicity? and celebrate a broader range of inclusive • Promote the charter through pre-arrival events which are relevant to the demographic communications, induction programmes and Do you work collaboratively with private sector of students living in your residence welcome packs, any university or accommodation accommodation providers to ensure that apps and websites, and on social media students have opportunities to mix with a diverse range of people within accommodation • Reference the charter during any conversations about conduct and, if necessary, during disciplinary meetings 16 17

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 1.5 CASE STUDY: NEWCASTLE UNIVERSITY We will continue “ to strive towards a fully integrated Sharon O’Donnell At Newcastle University, we had already implemented Head of Customer Services & ResLife Residence Life (ResLife) initiatives to improve the student student body. at Newcastle University experience through a DEI lens prior to the publication of Living Black at University. However, this report and the Commission’s work has emphasised the need for collaborative work – both internal and external – to create change that improves the Black student experience and, as a result, the experience of other minoritised groups. Work undertaken by the ResLife team at Newcastle so far includes: • Implementing a ResLife curriculum that is diverse, transparent and accessible: By fully embedding DEI into the curriculum, we are not only addressing racism and the importance of race-related inclusivity, but providing an o昀昀er that is inclusive of gender, disability, LGBT, religion and belief, families and carers. • Making our ResLife o昀昀er fully inclusive: We continue to strive towards a fully integrated student body by providing varied Freshers activities to create opportunities for all students to make new friends. Black students contribute ideas for our social programme and by operating a ‘You said, we did’ approach to our inclusion work, we hope to build trust with Black students and create a sense of belonging and community. This is part of a wider programme of work which saw Newcastle University earn its Race Equality Charter Bronze Award in November 2022. 18 19

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 1.6 CASE STUDY: UNIVERSITY OF SOUTHAMPTON Laura Palmour Following the publication of the Living Black at University report, Associate Director of Residences the University of Southampton conducted a self-assessment at University of Southampton on progress towards embedding the recommendations, and additionally considered the recommendations made in Osaro Otobo’s HEPI blog on complaints in accommodation. Our self- assessment highlighted areas that required focus to improve sense of belonging, and how accommodation can contribute to narrowing the awarding gap. A cross-university working group was established, including leads from teams that deliver services or activities in halls, while the ‘Awarding Gap’ project student group were consulted in order to hear students’ lived experience and the actions that were most important to them. Funding was secured for a team of students to redesign the halls welcome guide. The university worked in partnership A Student Charter was already in place at Southampton: We are currently developing ‘DEI toolbox talks’ with with CampusLife to design a brand new e-induction for halls, with as a result of the Living Black at University report, the university Equality, Diversity and Inclusion team – expectations and messages about belonging at the forefront. Residences have raised further awareness of the which provide regular bite-size training to the teams Our Residences directorate attended the university-wide Equality Charter through the Halls Welcome Guides, e-induction in Residences and our contractors – and are also and Diversity Committee to raise awareness of the research and halls welcome events. The student wellbeing developing pathways training for security teams. outcomes and the Southampton action plan, building connectivity team at Southampton were already providing access Finally, Residences are closely monitoring data on with other departments in understanding Residences’ training to counsellors from Black and minoritised ethnic sense of belonging in halls and university surveys, and needs. Attending the Living Black at University Conference to backgrounds prior to the report’s publication. data teams are widening access to data by building understand the national response was also incredibly valuable for In response to Recommendation 3, Residences new reports to help us to make and monitor change developing our approach. are discussing research and training opportunities across the university. This work enabled the Residences and the Widening Participation at directorate-led, all-team sessions to encourage and Social Mobility teams to connect, and to address the awarding conversations about building inclusive environments. gap. Through the Living Black at University and Awarding Gap Residences already deliver training to all team projects, a student panel co-created the Black Freshers guide and members, including active bystander and Residences have promoted these guides in halls for September unconscious bias training, as well as training through 2023 arrivals, as well as including content in the Halls Welcome ACAS (Advisory, Conciliation and Arbitration Service) to understand the skills required to ensure fair Guide; this has been reviewed by students to provide content that celebrates our diverse community for September 2023. investigations are undertaken. 20 21

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 2.1 INTRODUCTION Nicola Frampton Over the past decade, the HE sector has become increasingly Insight Manager, Student Minds aware of, and concerned about, students’ mental health. Evidence suggests that a large proportion of students are 3 experiencing poor mental health, with particularly high rates of 4 anxiety and loneliness reported during the COVID-19 pandemic, in addition to symptoms of depression and issues with food and 5 body image. The impact of poor mental health at university is clear: students experiencing mental illness are more likely to drop out or underperform, and less likely to secure higher-level 6 employment or postgraduate study. Although the sector’s approach to supporting mental health has developed substantially, there has been limited progress in understanding the role of inequalities in shaping mental health and support, including the relationship between race and mental health within HE. Some research, including that carried out by Student Minds, has found that Black students report lower rates of mental 7 distress than Asian and White students, whilst also reporting 8 disproportionately high rates of loneliness. Stoll et al. identi昀椀ed several key themes shaping the mental health of 9 Black students in the UK: academic pressure; learning environments; MENTAL HEALTH Black gendered experiences; culture shock; alienation and isolation; racism; and support. The study highlighted that “for Black university students, their mental health… may be deeply rooted in institutional factors or dimensions, largely racism, which negatively a昀昀ects most 2.1 Introduction 23 aspects of their higher education experiences.” This is echoed by the Living Black at University research, which found that 75% of Black 2.2 Recommendation 7 24 students surveyed had experienced a negative impact to their mental 10 health because of racism. 3 2.3 Case study: LSBU 25 Student Minds, February 2023: new research 昀椀ndings on student mental health, February 2023 Good student mental health requires a whole-university approach, 4 O昀케ce for National Statistics (ONS), and that includes understanding and dismantling barriers created 2.4 Case study: Student Minds 26 Coronavirus and higher education students, March 2022 5 and sustained by inequalities. This chapter highlights some of the ONS, Coronavirus and 昀椀rst year higher education students, England: 4 October to 11 October 2021, October 2021 good work happening across the sector that is speci昀椀c to mental 6 Gareth Hughes and Leigh Spanner, health, but it is important to remember that the work highlighted University Mental Health Charter, 2019 in other chapters will also have positive wellbeing impacts 7 Cibyl, Student Mental Health Study 2022, October 2022 8 too. As a sector, we must strive to not only respond to mental HEPI, Student Academic Experience Study, 2022 9 Nkasi Stoll, Yannick Yalipende, Nicola C Byrom, Stephani illness e昀昀ectively, but also to proactively create mentally healthy L Hatch, Heidi Lempp, Mental health and mental well-being environments for all students. of Black students at UK universities: a review and thematic BACK TO CONTENTS synthesis, 2022 10 Unite Students, Living Black at University, February 2022 2222 23

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 2.2 RECOMMENDATION 7 Universities and accommodation providers should collaborate to ensure mental health and wellbeing support is available, accessible and appropriate for Black students. Identi昀椀ed issues Good practice tips Self-assessment questions • Black students are less likely to report concerns Andy Owusu, former O昀케ce for Students (OfS) How does the ethnic make-up of your Does your organisation o昀昀er any tailored about, or access support services for, mental health Mental Health Project O昀케cer for Black Students organisation’s support team compare wellbeing support or resources to Black students, despite recording lower scores on wellbeing at London South Bank University: to your student population? and were these resources created in consultation • Poor mental health is often stigmatised in Black • Building a physical presence for Black mental What percentage of Black students access with Black students? communities and cultures, creating a barrier for health services on campus during the arrival your organisation’s support services compared How do you signpost students to this support Black students in seeking help period is important, as it highlights and to White students? online and in-person? • Black students have often experienced racism in normalises the service educational settings from an early age, meaning • University lecturers can be useful for signposting that by the time they reach university there is to university welfare services, as they are a visible already an ingrained lack of trust in support services point of contact for students 2.3 • University support services are predominantly • A scheme that matches students with a support CASE STUDY: sta昀昀ed by White professionals, whose service sta昀昀 member of the same ethnicity can LONDON SOUTH BANK UNIVERSITY understanding of and approach to mental health support Black students to feel more comfortable is White-centric about approaching these services • Black students feel safer using informal Black-only • Student con昀椀dence in positive outcomes can be student support systems, but supporting others’ built by displaying testimonials on the support mental health is in turn is fuelling burnout among service’s website and social media channels Andy Owusu Funded by the O昀케ce for Students, London South Bank Black students University (LSBU) ran the Black Students Mental Health • Universities should co-create relevant, tailored Former Of昀椀ce for Students Mental Health resources with students which cover topics that Project Of昀椀cer for Black Students at Project, working with Black students to understand their views on and experiences of mental health and related London South Bank University are speci昀椀c to Black students, including those who services in order to build services and resources that were identify as LGBTQ+ and/or have a disability culturally competent. Commission actions Dr Nkasi Stoll, Co-Founder of Black People Talk: • Write to Professor Edward Peck, the Department • Universities should have procedures in place to Concluding in June 2023, the methodology, learnings and outcomes of this ground-breaking project have been shared for Education’s 昀椀rst Higher Education Student check in on students who regularly miss classes, Support Champion, to highlight the need for to make sure that this isn’t a manifestation of in a case study on the O昀케ce for Students website. inclusive practice and cultural competence within poor mental health and wellbeing READ MORE student support services • Universities and accommodation providers should • Create a toolkit to help accommodation teams signpost to specialist, culturally relevant mental A bank of resources co-created with Black students at LSBU support Black students’ mental health health resources on their websites has been shared on the NHS-approved Good Thinking website for wider use within the student population. ACCESS HERE 24 25

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 2.4 CASE STUDY: STUDENT MINDS Nicola Frampton Student Minds recognises the clear ways in which a student's Student Minds itself is committed to becoming a truly anti-racist Insight Manager at Student Minds race or ethnicity shapes their mental health, wellbeing, access organisation. We are working with an external consultant to develop to support and overall university experience. Taking a whole- and embed an anti-racist approach across our whole organisation university approach to mental health, our aim is to build higher and have established an Anti-Racism Council, which includes We have continued education communities where no student is held back by their representatives from the Living Black at University Commission, to “ mental health – but we know that to achieve this aim, we must scrutinise and steer us whilst ensuring ongoing accountability. to explore how be active in dismantling the barriers to good mental health which Recommendation 7 of the Living Black at University report notes we can provide exist through inequalities like racism. the importance of collaboration on mental health support. Our Our work to improve the mental health of Black students has experience has demonstrated its immense value, and has enabled tailored support developed over time. It became increasingly apparent during the us to learn, develop and importantly, improve our support for Black for Black students students. We look forward to continuing our learning journey and COVID-19 pandemic that existing inequalities were being exacerbated. further improving our approach in the years to come. In 2021, through our newly-developed digital support platform through our Student Space – supported by the O昀케ce for Students and the programmes. Higher Education Funding Council for Wales (HEFCW) – we launched funded partnerships with organisations that o昀昀ered tailored support for students who had been disproportionately impacted. One organisation that we collaborated with was Black People Talk, who o昀昀ered peer-support groups for Black students to come together and share their experiences. Since this partnership ended, we have continued to explore how we can provide tailored support for Black students through our programmes. We have recently committed to co-producing a new package of psychoeducational content, aimed speci昀椀cally at supporting Black students during their time at university; we plan to publish this content on Student Space in 2024. We have also actively shared the learnings of the Living Black at University research, and work of the Commission, with members of our University Mental Health Charter programme and training networks, with the hope that universities and accommodation providers will learn from this work and improve their own practices to support Black students. 26 27

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 3.1 INTRODUCTION Victoria Tolmie-Loverseed Get a group of PBSA managers together, and conversation will Assistant Chief Executive of Standards usually turn to how they got into the sector. The majority will at Unipol confess they “fell” into it, but are now hooked, because working with students is exciting, energising and often very challenging. They play a complex role, balancing technical knowledge with the need for sensitivity and empathy for students at a point of transition and deep importance in their lives. Despite this, many working in PBSA are unprepared and often inadequately trained to deal with incidents involving mental health, harassment, and discrimination. The Living Black at University research brought the experience of Black students into focus and underscored how without careful and skilled management, PBSA can be an excluding and unsafe place for them. But how as a sector do we select, induct and support PBSA sta昀昀 to rise to this challenge and respond to the issues identi昀椀ed? How do we create rounded professionals that can foster diverse and supportive communities, tackling issues head-on? The original report provided clear recommendations and pointers for the sector to adopt, and PBSA providers that wish to distinguish STAFFING themselves over time will: • Equip their sta昀昀 with the skills and support structures to address racism and other forms of discrimination that occur in PBSA both from sta昀昀 and between students 3.1 Introduction 29 • Go beyond the basics of an o昀昀-the-shelf learning and development package, investing in sector-speci昀椀c induction and training that 3.2 Recommendation 3 30 encompasses the values of the wider higher education endeavour including equity, belonging, internationalism and community 3.3 Recommendation 5 31 • Provide support, brie昀椀ng and ongoing CPD (Continuing Professional Development) to all sta昀昀, tapping into research that aims to improve the experience of students such as this Report, using it to inspire and spur change • Empower and enable local teams work with institutions on matters of student support and DEIB to enable joint initiatives and e昀昀ective signposting, even outside of formal relationships • Finally, accept there may be systemic issues within their organisation that allow racism to hide in plain sight, and have the BACK TO CONTENTS maturity to tackle these. 2828 29

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 3.2 3.3 RECOMMENDATION 3 RECOMMENDATION 5 Introduce meaningful race training for peers and sta昀昀. Improve the representation of Black people as employees to re昀氀ect the diversity of students. Identi昀椀ed issues Good practice tips Identi昀椀ed issues Good practice tips • To access meaningful race training, university Sam Kingsley, Head of Belonging & Engagement • Black students can feel uncomfortable approaching Rhiannon Thomas, Learning & Early Careers accommodation teams require wider at Unite Students: White members of sta昀昀, particularly when Manager at Unite Students: organisational buy-in – which may not be present • For race training to be meaningful, it must reporting racist incidents • Data can highlight issues, gaps and opportunities – • Training can be expensive to facilitate for large demonstrate its connection to a greater purpose – • A non-diverse sta昀昀 base can negatively impact on consider running a DEI survey for your employees organisations, exacerbating the need for buy-in at its value and impact for the wider community Black student recruitment and/or collecting employee ethnicity data if you a high level, while small organisations may struggle • Facilitators need to be experienced in delivering • Sta昀昀 recruitment is often carried out centrally, don’t already to 昀椀nd resource to pay for training training on diversity, equity and inclusion so that it rather than by accommodation teams themselves • Targeting under-represented groups in early • Take-up of, and/or genuine engagement with, can be delivered safely and e昀昀ectively • Universities based in areas with non-diverse careers recruitment can widen the pool of diverse training can be low – especially if it doesn’t carry • Training should be speci昀椀c to the institution and/or populations can struggle to recruit a diverse sta昀昀 talent within an organisation accreditation role, with case studies and real-life examples so • Collaborate with local councils who often have • Training is often a one-o昀昀, mass-produced that people can really connect to the material and • It can be challenging to retain Black employees in workplace support pathways to reach under- programme which lacks meaning and relevance understand how it a昀昀ects their day-to-day role non-diverse environments represented communities where people may be to a student accommodation environment, struggling to 昀椀nd work while there is a limited pool of suitable training • Many recruitment platforms include programmatic facilitators within the sector display advertising, which can be used to advertise • Race training rarely goes beyond unconscious bias roles to applicants from marginalised groups using browser cookies Commission actions (to take forward in Phase 2) Self-assessment questions Commission actions (to take forward in Phase 2) Self-assessment questions • Create a free anti-racism e-learning module Is your race and equity training accredited, and • Build a competency framework/model for student Does your organisation have data on employee for Unipol if so, could this training be recommended to accommodation sta昀昀 which outlines/recommends diversity? • Create a best practice guide to outline what others in the sector? what the minimum training should be and What action is your organisation taking to should be covered in meaningful race training, Is your race and equity training tailored to provides resources for training support diversity in recruitment? including a facilitator assessment form the experience of working in the student • Create a shortlist of recruitment agencies that will Do Black employees feel comfortable and • Explore inclusion of meaningful race training into accommodation sector? support diverse recruitment supported when discussing racialised incidents Race Equity Charter guidelines Does your race and equity training programme • Create a model recruitment brief outlining with White colleagues? expectations of recruiters on diverse recruitment require ongoing commitment, action or e昀昀ort Do you have access to ethnicity data for throughout the year? • Explore inclusion of diverse recruitment into employees leaving your accommodation teams, Do you have data on take-up of race and equity Race Equality Charter application guidelines including reasons for leaving? training within your student accommodation teams? 30 31

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 4.1 INTRODUCTION Jo Nuckley Student complaints can be a fantastic resource for people Head of Outreach & Insight at Of昀椀ce of the working to improve Black students’ experience within the Independent Adjudicator for Higher Education student accommodation sector: complaints are fundamentally a form of feedback. When students have taken the time and trouble to raise a concern, we should respect that engagement and understand it as an opportunity to take a fresh perspective. Taken individually, each complaint has the potential to o昀昀er learning from a student’s lived experience. Listening to what an individual student says can help us to identify practical steps that may improve the experience for everyone. Taken collectively, complaints o昀昀er us information about the prevalence and impact of an issue. Thorough analysis of the complaints that students make, and how those complaints have been resolved, should be a routine element in de昀椀ning and evaluating success in the provision of accommodation for students. But learning from complaints is much harder if students do not bring their concerns forward. It can be di昀케cult for students to know who can help with a problem, how and when to raise it, and what may happen when they do. There is no universal answer COMPLAINTS to these questions. Much will depend on local context, who the & DATA accommodation provider is, whether they follow the ANUK/Unipol Codes of Practice, or whether the issue is something that the university or college itself has some responsibility for. 4.1 Introduction 33 It is essential that, wherever students are living, they can easily 昀椀nd clear advice about how to seek help with a problem or 4.2 Recommendation 8 34 how to make a complaint. We hope the resources developed by the Commission, such as Dr Nick Cartwright’s excellent 4.3 Recommendation 9 36 EDI Data Maturity Framework, are a useful model for accommodation providers to develop their own materials 4.4 Case study: 38 for students and sta昀昀. University of Nottingham BACK TO CONTENTS 3232 33

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 4.2 RECOMMENDATION 8 Ensure there are clear and accessible policies and procedures (including anonymous reporting) that deal explicitly with racism in accommodation. Identi昀椀ed issues Good practice tips Self-assessment questions • Complaints processes are not always well Jo Nuckley, Head of Outreach & Insight at the Does your organisation have clear signposting to Does your organisation share examples of complaint signposted or explained, meaning that Black O昀케ce of the Independent Adjudicator: your complaints process? processes and outcomes on your website? students may be unclear on how to submit • Reframe how complaints are viewed within your Is it clear on your university’s website that Is there a process in place in your organisation to or escalate a complaint about their experience organisation – complaints are proof that students complaints processes are not solely for academic signpost complainants to student support services? in student accommodation complaints? feel safe to disclose their concerns; a lack of Does your university work with neighbouring • They may also be reluctant to submit a complaint complaints doesn’t mean a lack of issues Does your website explain to students that their universities to resolve complaints involving in case it leads to further negative outcomes within • Explore data around complaints to see recurring complaint will only be shared with people who students from di昀昀erent institutions? their accommodation, particularly where the issues, which issues make it through the process need to know about it? complaint involves 昀氀atmates or neighbours and which issues have been rejected • A lack of transparency around outcomes from • Look at website analytics for digital complaint previous complaints can make complaint processes forms; if there is a frequent exit point midway appear ine昀昀ectual, deterring students from going through the process, students may not through the process understand how the process works – or it may • Universities or accommodation providers may not work for them have limited options for resolving complaints, • Assign a human name to a complaints email in particular where there is a lack of supply to address to humanise the experience and build facilitate room moves, while it can be a challenge trust in the process to resolve complaints that involve students from di昀昀erent universities • Stay solution focused; apologies are powerful, and • Submitting a complaint may be an alien concept to accepting responsibility for 昀椀nding a resolution is students from some cultural backgrounds not the same as accepting liability Commission actions (to take forward in Phase 2) • Create a one-page 昀氀owchart resource to outline a complaints escalation process for students • Update National Codes to re昀氀ect requirements for sensitivity training around race-related complaints 34 35

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 4.3 RECOMMENDATION 9 Accommodation providers should routinely collect, analyse and publish relevant data on the racial diversity of their residents and employees, as well as outcomes of reporting and investigation of complaints. Identi昀椀ed issues Good practice tips • Systems for collecting ethnicity data in a student Sammy Li, Assistant Director of Student A昀昀airs at the accommodation context are often poor, and there University of Birmingham and Executive Member of is limited interoperability with other organisational AMOSSHE: data – meaning that time-consuming manual • Include clear information about data collection as processes need to be used part of the student induction to explain how it can • University DEI data strategies are at di昀昀erent levels be used to support the student experience of maturity, and there is no current consensus on • Reassure students that the data will be held safely what a mature strategy looks like and used appropriately • There is a reluctance among students about • Illustrate how the data can be used to create useful sharing data on their protected characteristics with insights – for example, showing a breakdown of accommodation teams demographics within the student body • Ethnicity data is not routinely collected in relation to accommodation complaints Andy Owusu, O昀케ce for Students Mental Health Project O昀케cer at London South Bank University: Commission actions • Establish one person involved in data collection as • Create and share a DEI data maturity framework the ‘familiar face’ of a project, and introduce them • Meet with Global Student Living to explore to students in advance with a headshot and short possibility of including diversity and inclusion message to create familiarity data, questions and awards in the Global Student • Have a physical presence on campus – for example, Living Index enlisting students to explain the purpose of your Self-assessment questions • Create a toolkit pack that enables universities to work, organising drop-ins led by the ‘familiar face’ replicate the Living Black at University research • Include a front page on the survey explaining the Are students at your institution/organisation Do you have access to ethnicity data for students with their own students purpose, what data you are collecting, why you happy to share their diversity data? leaving their accommodation early, including are collecting it, how it will be used – for example, Can you easily access diversity data on students reasons for leaving? what changes you’re hoping to make within your within the accommodation service, from Is there a process within your organisation to organisation application through to leaving? signpost complainants to student support services? Do you have access to ethnicity data for students Does your university work with neighbouring raising complaints or involved in conduct universities to resolve complaints involving processes within accommodation? students from di昀昀erent institutions? 36 37

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 4.4 CASE STUDY: UNIVERSITY OF NOTTINGHAM Adele Ruston The University of Nottingham is completing research into The data has also been used across the university to This research is a key part of the future residential Student Living Access & Participation Research the experiences of Black students in their halls of residence, highlight the impact of accommodation on certain strategy at the university, underpinning a diverse Manager at University of Nottingham to understand how we can create diverse communities and communities. We have provided our senior tutor and inclusive accommodation o昀昀er. Further work with best support Black students to get the most out of their time network with information about the barriers that Black students will explore belonging, satisfaction and at university. Black students might face. This both educates them attendance with the goal of improving attainment. on the diverse needs of students from di昀昀erent Our recent research has looked at how Black students choose where backgrounds and enables them to consider how they they want to live, and this has provided us with important information can better support these students. about key factors and in昀氀uences that determine applicants’ choices in selecting their accommodation needs prior to starting university. Matching Higher Education Statistics Agency (HESA) data with student allocation information allowed us to segment the data and create average trends which re昀氀ected living patterns and student decision- making. A four-year data analysis of student accommodation allocations showed us that Black British students were applying to a small subset of halls of residence at the university. This analysis was followed up with student focus groups to explore why they chose this accommodation. The results demonstrated that for Black students, it was important to know that people like them lived in their accommodation, and they would research the best places to live to suit their lifestyle choices. All students that took part in the research mentioned the importance The results of a diverse community, and engaging with events and activities that “ re昀氀ected their values. Many commented that students living in less demonstrated diverse accommodation had to work harder to seek out their own that for Black community; some students were happy to do this, but for others, this a昀昀ected their ability to 昀椀nd their place at the university. students, it was The research and data analysis will allow our Student Living Team to important to know consider the needs of Black students in more detail and develop and co-create events and activities that re昀氀ect their values. By creating a that people like dashboard of students’ key characteristics, the team can access data that supports the creation of an inclusive events programme that them lived in their students from all backgrounds want to attend. This has also allowed us to consider our support provision in halls and introduce new accommodation. wellbeing and support programmes. 38 39

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 5.1 WHITE ALLYSHIP: WILL YOU STAND UP? Jenny Shaw As I stood up, my mind was 昀椀lled with a thousand questions. Higher Education External Engagement 'How can I talk about racism when I’ve never experienced it?' Director at Unite Students 'Am I appropriating someone else’s experience?' 'Am I taking an opportunity away from a Black colleague?' 'What if I get it wrong?' But the alternative was to remain seated while a grave inequality continued to play out on my watch, and I didn’t want to do that. So I stood up. As a White person, I recognise that I will never have the lived experience of racism and discrimination that Black colleagues and students have. But I also know that I have a responsibility to use this privilege to help create positive change. This involves actively listening to and learning from the perspectives of Black colleagues and students, and using my position to amplify their voices. It also means taking action, even when it feels uncomfortable or challenging. As an ally, I have a responsibility to stand up and lead the charge on creating a more equitable and inclusive community, one that CREATING supports better mental health and a sense of belonging for Black MEANINGFUL students in their accommodation. I must do this in the knowledge CHANGE that I will inevitably get things wrong at times, and that I must be willing to both take feedback from Black colleagues and students, and educate myself. 5.1 White Allyship: 41 This is hard – it’s hard to lead when you’re constantly doubting will you stand up? yourself. But what’s harder than this is experiencing racism. So instead, I’m going to talk about the work that we as White people 5.2 Creating a business 43 need to do to help our Black students and colleagues. case for change First and foremost, we need to summon our courage to (speaking 5.3 Case study: 46 frankly) get over ourselves – push past the discomfort and do the University of Kent right thing. As a close second, we must educate ourselves so that we don’t place the burden of our education solely on our Black 5.4 What next for the sector? 48 colleagues and friends. Then we need to stand up and create change. BACK TO CONTENTS 4040 41

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 5.2 CREATING A BUSINESS CASE FOR CHANGE The UK’s student accommodation sector, like many Standing up isn’t just about calling out racism and Sam Kingsley For organisations to develop authentic inclusion practices, they other sectors including higher education itself, has injustice – it’s about taking ownership of the need Head of Belonging & Engagement must 昀椀rst recognise the ways in which such practices can truly a disproportionately low number of Black leaders. It for positive change. This could mean taking on tasks at Unite Students elevate their purpose and align with their ambitions. would be unfair to expect all the change to come from such as commissioning or undertaking research with By now, most organisations are aware of the data about how inclusion this small group, yet it is easy to sleepwalk into this your own students, convening and leading a working assumption and fall into a state of lethargy ourselves. group, preparing a business case, reviewing policies or brings with it increased pro昀椀tability, productivity and retention, fewer initiating a change project. It might even be as simple as sick days and increased employee con昀椀dence and wellbeing. We should listen to Black students and promote their sharing this report with your manager. But even with all of the research, what has changed? People still perspectives. We should support and sponsor Black put DEI work – beyond legal compliance – as being in the ‘too colleagues. We should give opportunities to current and I can’t promise it won’t feel uncomfortable to do these tough’ pile, or something they will tackle later. Even in the case of future Black leaders in our sector. But to be a true ally things, because it probably will. But you’ll be standing legal compliance, the Equality Act 2010 is now over 10 years old. we also have to stand up, despite our own insecurities, up and 昀椀ghting for a sector that better serves Black The world has changed, and we should change with it. and make this our cause. students, and contributing to a kinder and more If you’ve made it this far and you’re a White person equitable society. The Act initially pushed institutions and organisations to review then I’m asking you to stand up with me, because I So, what do you say – will you stand up? their policies and look further than they ever had to become can already tell that you’re going to do a fantastic job. inclusive. It was the gold standard, and for many who had previously experienced discrimination, for the 昀椀rst time, they felt a sense of being heard. But as we know, treating everybody equally isn’t enough, and years later the Act just about constitutes the bare minimum required to promote inclusion in a modern world. It is important to remember that DEI work and anti-Blackness, or indeed anti-racism, work are not the same thing. Strategies and initiatives should be intersectional and comprehensive. This means not just referencing the broader spectrum of belonging, but identifying speci昀椀c areas for action. Developing a good collective understanding of DEI, conscious inclusion and inclusive leadership provides a foundation and springboard for development of anti-racist practice. To properly educate on anti-Blackness and therefore include Black students, we need to 昀椀rst develop a broader understanding of inclusion and create an environment of belonging. The real work, then, becomes understanding what moves us forward – how to engage organisations to commit to a programme of work that puts belonging 昀椀rst. It requires us to consider who, what and how people are excluded in every decision made. 42 43

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 Developing a business case for change requires a change in approach. Aligning your 昀椀nancial requirements with the moral case for DEI and giving them both an equal weighting in importance ensures that inclusion isn’t left behind. So, with that in mind, here are some things to consider: 1 People: students, applicants, employees 5 Sustainable futures: Think about what and your local community: The best, impact your organisation wants to leave brightest and most loyal know what on the world. Most organisations have a they want and what they are looking for. sustainability strategy by now and the good How does inclusion improve your ability ones include environmental and governance to attract and retain them? How can it factors that promote sustainable operations encourage them to invest in their future and impact. However, the ‘S’ – ‘social’ – in ESG with your organisation? seems to be the bit that everyone struggles Value alignment: Aligning what you say with with. DEI is the foundation of great social 2 what you do is a true mark of authenticity and sustainability: increasing representation, helps to build trust with stakeholders. Ensuring supporting those who are marginalised your values align to the people you engage and providing equitable opportunities will with – or want to engage with – can be a regular help to create a better future for both your reminder to keep the pace on your journey organisation and wider society. towards greater belonging. 6 Check yourself: No one person has all the Understand the commercial (risk answers, so keep learning and keep checking 3 and value): Inclusion work is not a direct in. Look around the room, bring in those revenue generator, but if you do it, you will with lived experience (and pay them!) and become more successful. There is plenty use advisory groups and consultants. Keep of research that shows that diversity and up-to-date with contextual research. Make inclusion is good for business. data-informed decisions; don’t just rely on anecdotal stories or one (usually loud) voice. 4 Golden thread: Innovation and creativity Determination and resilience: DEI work is is bred in cultures that put e昀昀ort into 7 hard and making mistakes is inevitable. An belonging. True inclusion is not a standalone strategy but a pillar in every strategy within ability to dust yourself o昀昀 and try again is key. your organisation, all the way to the top. You have to keep pushing forward, even when it’s tough or it feels like you’re not making much progress – because you are having more impact than you think. Even if it’s just for one person, you are making a di昀昀erence. 44 45

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 5.3 CASE STUDY: UNIVERSITY OF KENT Laura Maclean At the University of Kent, we wanted to respond to and act upon As the Living Black at University report is a national piece of work, we wanted to ensure that the work we do is really relevant for our Head of Accommodation & the 昀椀ndings of the Living Black at University report, so we set Customer Services at University of Kent up a ‘Living Black’ working group comprising stakeholders from student body at Kent, and so we included the original research across the university. This included teams such as EDI, student questions in our 2022/23 end of year student survey using the We had a fantastic experience, student support, campus security, catering, comms, Commission’s Research Toolkit. “ training and development, and our student union. The purpose We had a fantastic response rate, which shows that our students response rate, of this group is to respond to the 昀椀ndings and recommendations are engaged and open to this discussion, and are currently which shows that in the report, thereby improving and enhancing the lived analysing the data, which we will compare against the original experience for our Black students. report 昀椀ndings so we can address speci昀椀c areas at Kent, as well our students are We are taking each of the recommendations in turn, with each one as targeting both our sta昀昀 training and our support for students. engaged and open being the focus of a di昀昀erent meeting. A starting point is always We plan to repeat this survey in future, so we can measure the good work that already goes on at Kent and we look for ways the impact of our initiatives. It’s so important to be open to the to this discussion. that we can improve on it or better communicate it, as well as 昀椀ndings and embrace change to make a positive impact for our implementing new initiatives. As the group includes such a wide Black students; with our working group and through continued selection of skill sets and in昀氀uence from across the university, it’s a collaboration with our accommodation partners, we look forward great opportunity to make positive and impactful change, and the to seeing the results and how they evolve over time. excitement and the dedication of the group is really inspirational. So far, we have looked at our acclimatisation and integration activities to ensure that we o昀昀er a diverse range of options during our welcome period, and we are making this a real focus for our ResLife programme to ensure that this continues throughout the academic year. We’ve also looked at our student demographics to make sure that we are providing culturally relevant services. We’ve considered our catering options as part of this and invited students and suppliers to a food tasting event, which was really well-received, where we gathered feedback about the food on o昀昀er using surveys. As a result, in September 2023 we launched an on-campus West Indian micro- brand called Three Little Birds, while we are also o昀昀ering a selection of African and West Indian drinks and snacks in our catering outlet. In terms of other culturally relevant services in the area, we spoke to our current residential students about what advice they would give to new students moving to Kent for the 昀椀rst time. We’ve created a welcome booklet called ‘Living Black’ which features peer- to-peer advice from our current students, signposting to where students can 昀椀nd global food suppliers, Afro-Caribbean hair salons, and also suggestions for student societies and faith groups. 46 47

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 5.4 WHAT NEXT FOR THE SECTOR? ‘Teleola Cartwright As lead researcher on the Living Black at University project, I was of race and racism, and that this creates invisible workload. As much Consulting Fellow at Halpin Partnership sceptical before the report was published that it would be well as we want our White allies to be well versed in the issues, we also received by the higher education sector. know that they cannot fully understand what racism feels like. However, my fears were allayed once the report came out: the Building trust will While the sector thinks about how to rebuild trust, it must also “ response was amazing. There was an immediate appetite to do take time and effort recognise the immediate symptoms of this problem: the growing something about the issues, despite the almost universal initial rate of mental health issues among Black students, with a lack of mental health support that is speci昀椀cally tailored to deal with the shock to the 昀椀ndings that Black students were having such a – so the challenge tough time in their accommodation. Many universities and PBSA impact of race and racism. The sector must urgently address this providers took on the challenge of improving the experiences of now is to ensure challenge, as making a student or member of sta昀昀 retell their stories their Black students. that the momentum may result in the victim experiencing trauma. So, whilst the sector can and should be proud of the advances it One of the most di昀케cult 昀椀ndings to remedy was the lack of trust, because there has been a breakdown of trust over such a is not lost before has made since this report was published, it must continue to build long time. We found that when it comes to reporting issues of progress is made. trust – which will take time and resources – whilst doing more in discrimination, micro-aggressions and micro-exclusions, Black the immediate term to address the mental health crisis amongst students did not trust the reporting processes. We found that some students who experience racism. universities and PBSA providers were slow in responding to these complaints, and others did not even have clear systems by which these incidents could be reported. Building trust will take time and e昀昀ort – so the challenge now is to ensure that the momentum is not lost before progress is made. As we saw with Black Lives Matter, once the topic is no longer a news headline it seems to go to the back of the pile and is no Osaro Otobo Living Black at University – born out of a desire to understand longer a priority. Consultant at Halpin Partnership the experiences of Black students in accommodation in higher The sector, however, will not rebuild trust simply by putting better education – has since evolved into a catalyst for change, policies and procedures in place: there needs to be a follow- a resource for institutions across the UK, and a testament through. So even if solutions to the problems cannot be found to the power of research to drive progress. quickly, the sector needs to be acting, and needs to be seen to be This was both a challenging and rewarding piece of research to acting. Therefore, feedback loops need to be explicitly built into conduct, at a time when many people in the sector were trying policies and procedures. It is, I believe, one of the main paths to to engage with Black students due to the Black Lives Matter rebuilding that trust. movement’s resurgence in 2020. Black students were experiencing Trust will also develop as universities and PBSA become more consultation fatigue, and many would have given their thoughts on racially diverse spaces. There is a need for institutions with a racism before without knowing or seeing how their feedback had growing population of Black and minority ethnic students to think helped shape change. about how to employ more sta昀昀 who look like their students, who Writing the report in the best way possible, ensuring that Black voices know what micro-aggressions and micro-exclusions look like. We were heard throughout, was a top priority for us. As a research team know students gravitate to members of sta昀昀 who look like them, we had to be 昀椀rm and have strong conviction in not watering down because there is an assumption of understanding and the issues our 昀椀ndings or recommendations on behalf of the sector. 48 49

Living Black at University Commission Report 2022/23 Living Black at University Commission Report 2022/23 OUR COMMISSIONERS Trust isn't something that sprouts overnight. It requires patience, care and persistent nurturing. Since the publication of the report, Chair Convenors Communications Partner Co-ordinator it has become clear that building trust is an incremental process. Since the publication It begins with listening, as we did when we gathered the stories “ and experiences of Black students. It continues with action, as of the report, it has universities take steps to address the challenges and inequities become clear that uncovered by the research. As a researcher and the project manager for this research, Professor Iyiola Solanke Sam Kingsley Jenny Shaw Jen Steadman Amelia Pulverta昀琀 Jacques Delors Professor Head of Belonging Higher Education External Higher Education Belonging, Equity & building trust is an I witnessed 昀椀rst-hand the mistrust and scepticism Black students and others feel. Yet I’ve also seen how trust and hope can start of EU Law at University of & Engagement at Engagement Director Communications Executive Engagement Co-ordinator incremental process. to build when promises are transformed into tangible actions. Oxford and Founder of the Unite Students at Unite Students at Unite Students at Unite Students Black Female Professors Forum (BFPF) One of the most encouraging aspects of this journey has been witnessing the ripple e昀昀ect of our research. The Living Black at University report has not been a static document; it has Commissioners become a dynamic force for change, especially through the work of the Commission. We’ve seen that some universities and accommodation providers have embraced its 昀椀ndings as a call to action, and it's been inspiring to see our work spark conversations, ignite debates and catalyse further research and initiatives. While it's essential to celebrate the progress made, we must also Melissa Browne Nicola Frampton Tara Leach Dr Sammy Li Jordan Meates acknowledge that our work is far from complete. The Living Black Communications & IT at University report was a starting point, but it is not the end of the Chair Elect at CUBO Insight Manager Head of Race Equality Executive Member at and Deputy Director of at Student Minds Charter at Advance HE AMOSSHE and Assistant Of昀椀cer at ASRA and Campus journey. There's a long road ahead, one that requires continued Commercial Services and Director of Student Affairs Services Manager at Shef昀椀eld Estates at University of Kent Hallam University dedication, innovation, and collaboration. We must be prepared (EDI) at University of Birmingham for moments of frustration and setbacks, but resolute in our determination to continuously change things for the better. We Associate to must keep pushing forward, advocating for policies that address the Commission systemic inequities, challenging discrimination wherever it exists, and amplifying the voices of Black students and sta昀昀. Trust must be at the heart of it all. Sharon O’Donnell Rebecca O’Hare Andy Owusu Victoria Tolmie-Loverseed Jo Nuckley Head of Customer Services Interim Deputy Director Psychology PhD student Assistant Chief Executive Head of Outreach & Insight & Residences Life at of Residential Services at & former Of昀椀ce for Students of Standards at Unipol Newcastle University the University of Leeds at the Of昀椀ce of the Mental Health Project Independent Adjudicator Of昀椀cer for Black Students for Higher Education (OIA) at London South Bank University 50 51

(The Living Black at University I feel like (the Black services I’ve realised that there are Conference) has been such an directory) would help many a lot more services available “ “ “ impactful experience because Black students to know that to help Black students than everyone is here for someone their skin colour is not a I thought there were. like me. I think that's an reason to not go to a desired Knowing all of this would’ve amazing feeling that not many (university) for them in the been very helpful a year ago. people get to have. If it was future… They can aspire to That’s why I think (the Black possible, I would want every attend any university and not services) guide is something other Black student to be in allow their skin colour to be a that’s going to be very useful. this room and realise just how limit to where and where they much we are trying to change can’t go. what's going on. Seyi Gachegua Nanu Viatoshir Oluwatobi Adeleke Law student at the History & International Relations graduate Mechatronics student at the University of Birmingham at London School of Economics & Political University of Manchester Science LIVING BLACK AT UNIVERSITY COMMISSION REPORT 2022/23 Creating meaningful change through collaboration