Find out how you can best support our diverse learning community here at Reading, considering the needs of our different student groups with their particular circumstances and needs.
All students have been affected to a greater or lesser extent by prolonged periods of social isolation and distance learning, up to and including postgraduate level. Feeling that you ‘belong’ is associated with academic success, so care should be taken to support both new and returning students to establish a sense of belonging and adjust to university life.
Our own research and that of WonkHE/Pearson suggests that students would benefit from personal interactions with staff, clarity in communications about what is happening at university and opportunities to socialise.
Every student in our community will have been impacted differently by the pandemic. This may have implications for both their academic and social transition to university. During Welcome we will be running a series of tailored events for specific student groups to help them meet like-minded others and help to build peer connections. We’ll also be repeating these throughout the term so there are optimal chances for students to connect.
Below are a few considerations and ways in which some students may have been impacted, as these may shape the support students need in the coming academic year.
Socio-economic disadvantage and financial hardship
The pandemic has exacerbated existing inequalities and hardship throughout society, and students may not have had the same opportunities to work before and during university.
This is likely to include students who are eligible for the Reading Bursary: https://www.reading.ac.uk/essentials/Money_matters/Bursaries-and-Awards/Reading-Bursary-202021
Hardship funding will be available again from October 2022: https://www.reading.ac.uk/essentials/Money_matters/Funding/student-support-fund
Other sources of financial support include the Digital Support Fund which provides support specifically for the associated costs of online learning and study: https://www.reading.ac.uk/essentials/Money_matters/Funding/Digital-support-fund
There is also a range of money advice and support including online and RUSU specialist trained money advisors: https://www.reading.ac.uk/essentials/Money_matters/Advice
Black, Asian and Minority Ethnic students
A range of evidence indicates that marginalised Black, Asian and minority ethnic (BAME) students face a distinct set of challenges at university. These students may experience different rates of mental illness, a lower sense of belonging and a greater likelihood of financial strain when compared to their white counterparts. Racism and micro aggressions within the university and externally can significantly affect students feeling of belonging and attainment. The coronavirus pandemic disproportionately affected people of colour.
Resources include harassment reporting and support, the racial equality web pages, student hardship appeal and RUSU’s identity and faith-based student groups.
Neurodiverse students
The neurodiverse learning community – which includes students with conditions such as autism and ADHD – have been affected in various ways by the pandemic. Stress caused by COVID-19, physical distancing and the disruption of routines has combined to trigger or worsen anxiety which is already prevalent among neurodiverse individuals.
The support and wellbeing page for students with disabilities offer a wide range of support.
Care experienced and estranged Students
Care experienced students include those who have spent any time in any time spent in local authority care and estranged students are those who do have a communicative relationship with either biological parent
University can play a transformative and empowering role in the lives of care experienced and estranged students. Common obstacles to succeeding in higher education relate to disruptions to prior learning, financial hardship and poor mental health which may result from instability and trauma.
Here is the university’s available support for care leaver and estranged students, which includes pre-entry guidance and financial support.
Disabled students
Disabled students have a wide variety of impairments that can create challenges in a university setting. Students with declared disabilities are receiving lower degree results across the sector and COVID-19 has increase the risk of financial hardship. Some disabled students required additional support to study from home and were acutely affected by distance learning; others who welcomed digital accessibility will need careful consideration in the re-introduction of face-to-face teaching methods.
Resources are available on accessible teaching and learning materials. For funding support, accommodation services or advisory service, information can be found on the university’s Essentials page.
International students
International students face abundant barriers to a sense of belonging on university campus and the potential for marginalisation and hardship is high. The coronavirus pandemic is an evolving situation for international students with complex guidance regarding travel restrictions and additional VISA regulations. Many international students could not leave the UK and faced months of isolation in student accommodation, creating complications for their mental and financial health.
Resources can be found in the university’s essentials website, where you will find guidance on Visas and Immigration, Brexit Guidance or Finance and information on the new Quarantine Support Package provided by the university here.
Mature students
Anyone starting an undergraduate degree at 21 years of age or older is considered to be a mature student. This captures a huge range of student experiences, including those who will need to balance study with home and caring responsibilities. According to UCAS, the number of mature students has been rising in the UK. After a year and a half of online learning, adult learners might have found it the right time to go back to higher education, which means that they will face uncertainty on how their student experience will be. The university provides advice and resources here on personal and academic concerns, study advice or employment. The Student Union has also a representative for mature students who can provide you with support.
Commuter students
Commuter students are those who live locally in Reading and in the surrounding areas who do not move into University or privately owned student accommodation, often opting to remain in their family homes and travel to campus for classes.
The pandemic has exacerbated the lack of sense of belonging and inclusivity for those who do not live in Reading. Commuter students face those barriers in regular circumstances because their student experience is different and due to Covid-19 they might feel more excluded from the learning experience, which has to be considered in their return to campus. For this, we provide help and guidance through our STAR mentors, information on student socials and events in the RUSU website and general support through our commuters website.
Becky Allen (Head of Transition & Retention)
