2023/24 student population

• 361 students declared that they are trans on their student records. This equated to 1.2% of the student population (compared to 0.9% in the 2021/22 academic year).
• In terms of specific sexual orientations within the Warwick student community:
  • 78.2% of students identify as heterosexual and/or straight
  • 9.4% of students did not disclose their sexual orientation
  • 5.5% of students identity as bi, bisexual, or bi+
  • 2.5% of students choose not to define their sexual orientation
  • 1.3% of students identify as gay men
  • 0.9% identify as asexual and/or on the asexual spectrum
  • 0.8% identify as gay women and/or lesbians
  • 0.8% identify as queer
  • 0.5% identify with a sexual orientation not listed in the response options

Gender, ethnicity, level of study, faculty, and year group analysis to follow. In the interim, please refer to the 2022/23 analysis below.

2022/2023 student population

• 3,392 students explicitly declared that they are part of the LGBTQUIA+ community on their student records. This equated to 11.3% of the student population (compared to 11.1% in the previous academic year).
  
  • 10.2% of students did not declare enough information to determine whether they are LGBTQUA+, compared to 10.7% last academic year. (Students are not currently asked whether they are intersex.)
• 21.7% Arts students (730), 10.7% of SEM students (1,439), and 9.2% of Social Sciences faculty students (1,202) declared that they're LGBTQUIA+ on their student records.
• 14.0% of PGRs (349), 8.9% of PGTs (701), 12.2% of UGs (2.254), 7.0% of degree apprenticeship students (64), 10.8% of Foundation students (22), as well as 6.9% of students on short courses (20) declared that they're LGBTQUIA+ on their student records.
• By year group, the following UG students explicitly declared that they are part of the LGBTQUIA+ community.
  • 12.0% of year 1 UG students (9.8% not known i.e. did not declare sufficient information to be categorised)
  • 11.7% of year 2 UG students (7.8% not known)
  • 12.9% of year 3 UG students (9.0% not known)
  • 11.7% of year 4 UG students (13.2% not known)
• By year group, the following PGR students explicitly declared that they are part of the LGBTQUIA+ community.
  • 18.1% of year 1 PGR students (10.8% not known)
  • 15.4% of year 2 PGR students (12.5% not known)
  • 12.9% of year 3 PGR students (12.3% not known)
  • 11.5% of year 4 PGR students (17.1% not known)
• Successive cohorts of PGR students have an increasing percentage of students who explicitly declare that they are part of the LGBTQUIA+ community. Part of this increase may be the result of an increase in the disclosure rate of LGBTQUIA+ demographic questions.
• We have not seen a significant increase in the number of students who declare that they are LGBTQUIA+ as they progress through their course, suggesting that the majority of students who will identify as LGBTQUIA+ whilst at the University do so from enrolment. For example:
  • For UG students who enrolled in 2021/22: 11.4% declared LGBTQUIA+ in year 1, and 11.7% in year 2 (+0.3pp).
  • For UG students who enrolled in 2020/21: 13.0% declared LGBTQUIA+ in year 2, and 12.9% in year 3 (-0.1pp).
  • For PGR students who enrolled in 2021/22: 16.2% declared LGBTQUIA+ in year 1, and 15.4% in year 2 (-0.8pp).
  • For PGR students who enrolled in 2020/21: 13.0% declared LGBTQUIA+ in year 2, and 12.9% in year 3 (-0.1pp).
• Some decrease may be as a result of the disproportionate rates of withdrawal for LGBTQUIA+ students, or of students who choose not to disclose LGBTQUIA+ demographic data on subsequent re-enrolment forms annually.
• There is significant variation in the prevalence of LGBTQUIA+ at a departmental level, from 6.3% of WBS students to 29.0% of School of Creative Arts, Performance, and Visual Cultures.
• 12.8% of UK domiciled students explicitly declared that they are part of the LGBTQUIA+ community, compared to 9.0% of non-UK domiciled students. Disclosure rates are similar, at 90.7% and 88.7%.
• 15.3% of white students explicitly declared that they are part of the LGBTQUIA+ community, compared to 8.1% of BAME students. Disclosure rates are similar, at 90.4% and 91.1%.
• In terms of specific sexual orientations within the Warwick student community:
  • 78.8% of students identify as heterosexual and/or straight
  • 10.1% of students did not disclose their sexual orientation
  • 4.7% of students identity as bi, bisexual, or bi+
  • 2.4% of students choose not to define their sexual orientation
  • 1.2% of students identify as gay men
  • 0.8% identify as asexual and/or on the asexual spectrum
  • 0.7% identify as gay women and/or lesbians
  • 0.6% identify as queer
  • 0.4% identify with a sexual orientation not listed in the response options

2021/22 student population

• 3,299 students explicitly declared that they are part of the LGBTQUIA+ community on their student records. This equated to 11.1% of the student population.
  
  • 10.7% of students did not declare enough information to determine whether they are LGBTQUA+. (Students are not currently asked whether they are intersex.)
• 276 students explicitly declared that their gender identity is different to the gender they were assigned at birth. This equated to 0.9% of the student population.
• 21.1% Arts students (675), 10.6% of SEM students (1425), and 9.1% of Social Sciences faculty students (1182) declared that they're LGBTQUIA+ on their student records.
  • Approximately half of survey respondents were from the SEM faculty, with approximately a quarter each of respondents from the Social Sciences and Arts faculties. As such, Social Sciences faculty students were underrepresented in the survey responses.
• 13.7% of PGRs (355), 9.1% of PGTs (773), 11.8% of UGs (2100), 6.9% of degree apprenticeship students (45), 8.7% of Foundation students (15), as well as 5.6% of students on short courses (39) declared that they're LGBTQUIA+ on their student records.
  • 3 in 4 survey respondents to the LGBTQUIA+ Student Experience Survey were undergraduates, 1 in 4 were postgraduates. Undergraduate and postgraduate research students were well represented compared to their population sizes. Postgraduate taught were under-represented. There were 7 foundation student respondents, which although a small sample size, means that foundation students were not specifically under-represented.
• 1 in 4 survey respondents (26%) to the LGBTQUIA+ Student Experience Survey identified as disabled.
• 1 in 6 survey respondents (17%) to the LGBTQUIA+ Student Experience Survey were from an ethnic minority.
• 1 in 6 survey respondents (16%) to the LGBTQUIA+ Student Experience Survey were trans.
• There was 1 intersex respondent to the LGBTQUIA+ Student Experience Survey.

The LGBTQUIA+ Student Experience survey explored respondents' perceptions of staff and student knowledge relating to LGBTQUIA+ identities and experiences and found that:

• 6 in 10 students (63%) felt staff's understanding of LGBTQUIA+ identities and experiences was generally good.
• This fell to 3 in 10 (34%) students who felt staff had a good understanding of trans identities and experiences.
  • Just 1 in 5 trans students (22%) felt that staff had a good understanding of trans identities and experiences.
  • 28% of SEM faculty students felt staff had a good understanding of trans identities and experiences, compared to 46% of Arts faculty students and 35% of Social Sciences faculty students.
• In terms of addressing the gap in staff knowledge, 7 in 8 students (87%) felt that dedicated LGBTQUIA+ inclusion training should be mandatory for all staff.
• Looking to their peers, 6 in 10 students (61%) felt that other students' understanding of LGBTQUIA+ identities and experiences was generally good, which is comparable with the perceptions of staff knowledge above.
• As with perception of staff knowledge, this fell to 3 in 10 students (30%) who felt that other students had a good understanding of trans identities and experiences.

The 2022/23 student surveys found that non-binary students were less likely to feel respected by staff (75% cf. 89% in term 1, 60% cf. 83% in term 3). The surveys also found that non-binary students were less likely to feel safe at the University (64% cf. 87% in term 1, 73% cf. 88% in term 3).

The LGBTQUIA+ Student Experience survey explored respondents' experiences of negative behaviours at Warwick and found that:

• 1 in 5 LGBTQUIA+ students (21%) had been subject to negative comments or behaviour at the University in the last year which they felt was related to their LGBTQUIA+ identity.
  • Students were 6 times more likely to experience negative comments or behaviour from other students (20%) compared to staff (3%).
  • Most experiences of negative comments or behaviour from staff were experienced by trans students.

• 3 in 10 students (30%) had witnessed negative comments or behaviours directed at someone in the last year which they felt was as a result of them being perceived/known to be LGBTQUIA+.
  • • Students were 3.5 times more likely to have witnessed negative comments and behaviour from other students (28%) compared to staff (8%).
• 1 in 10 believed that they had been discriminated against as an LGBTQUIA+ person at the University in the last year.
  • Students were 2 times more likely to believe that they had been discriminated against by students (8%) compared to staff (4%).
  • Trans students were twice as likely to report having been discriminated against than cis LGBTQUIA+ students.
• 1 in 7 students (14%) felt excluded by other students in the last year as a result of being LGBTQUIA+, rising to 1 in 5 trans students (22%).
• Almost half (45%) had overheard language from other students or staff which was derogatory about LGBTQUIA+ identities, culture, or experiences.
  • Experiences shared repeatedly highlighted the use of 'gay' as a colloquial negative term ("that's so gay"), over-sexualisation, mis-gendering, expressions of disgust, outdated and offensive LGBTQUIA+ terminology, slurs, undermining identities (both sexual orientation and gender identity), 'making fun', and refusal to use appropriate terms. Responses highlighted derogatory language was particularly common in relation to trans identities.
• 3 in 5 trans students (62%) are not consistently addressed with the correct name and pronouns.

The LGBTQUIA+ Student Experience survey explored students' perception and ability to be themselves at Warwick and found that:

• 1 in 25 LGBTQUIA+ students (4%) were out to no one about their sexual orientation, with 34% out to some people, 32% out to most people, and 30% out to everyone.
• 1 in 25 trans students (4%) were out to no one about their trans identity, with 44% out to some people, 21% out to most people, and 31% out to everyone. However, more than 3 in 4 trans students (77%) had disguised, hidden, or chosen not to share their identity in the last year because they were afraid of the consequences of coming out, and 1 in 4 trans students (23%) felt unable to wear clothes representing their gender expression fully at University.
• 1 in 5 trans students (19%) felt unable to use the toilet facilities they'd feel most comfortable using, and 1 in 3 trans students (33%) haven't felt able to access gendered facilities (including toilets and changing rooms) appropriate to their gender identity. Of those who have, 1 in 4 (24%) had been challenged when accessing or attempting to access gendered facilities.
  • Trans students also spoke of the long walk they have to gender-neutral toilets from some buildings on campus, concerns about off-campus facilities they encounter on placements, and for some trans students consistent misgendering by others.
• 2 in 3 LGBTQUIA+ students (66%) had disguised/hidden/chosen not to share their LGBTQUIA+ identity in the last year because they were afraid of the consequences of coming out. This is especially concerning since the UK HE benchmark provided in Stonewall's LGBT in Britain University Report 2018 is 42%, 22 percentage points less.
• Students shared that they feared...

• • not being believed ("I do not feel comfortable telling people I am bisexual because I am a woman in a long term relationship with a man and I frequently feel like nobody would believe me"),
  • being ridiculed ("Within some spaces I choose not to share my identity because of fears about having to explain it and having it ridiculed as not real - the basics of being non-binary aren't mainstream enough to feel like people will not ask questions if I affirm my pronouns (they/them) or basic identity."),
  • being perceived or treated differently ("I don’t want to be perceived differently by coming out to people who have known me for years, mainly in terms of staff I interact with", "I'm afraid I'd be treated differently by older staff/lecturers/hospital staff as heterosexuality is treated as the norm."),
  • unconscious bias and discrimination ("I don't tell doctors, since I do not want to be discriminated against during my training", "I have upcoming clinical exams and I am changing my hairstyle because I expect some unconscious bias (or overt homophobia) from some examiners will affect my score if I have my usual shaved "lesbian" hairstyle."),
  • social exclusion/isolation ("There are some people who are religious who are my friends and I don’t want to lose them as friends if I come out to them"),
  • physical violence ("Sometimes I feel unsafe being out to certain groups of people, fearing possible physical consequences."), and
  • impact on their careers/futures ("mainly for professional reasons in the future").
• Students also shared their uncertainty around gauging people's reactions, and knowing how to come out (especially to staff), as well as prior negative experiences of coming out/being out to others.
• LGBTQUIA+ students from an ethnic minority were less likely to be out to others, and shared additional barriers to disclosing their identity:

• • "As someone that is POC, there is an internal fear of being judged by people from my culture as being part of the LGBTQUIA+ is a lot of times looked down upon."
  • "I think choosing not to share my Queer identity seems to be the easy option especially as an ethnic minority where you're part of different cultural societies where being LBTQUIA isn't really acknowledged."

• 1 in 7 students (15%) shared that they feel unable to be themselves at University, rising to 1 in 4 disabled LGBTQUIA+ students (27%).
• 8 in 10 students agreed (33% strongly agreed, 48% agreed somewhat) with the statement "I feel safe to be myself at University", whilst 1 in 10 (9%) neither agreed nor disagreed, and 1 in 10 (9%) disagreed with the statement. Trans students were less likely to strongly agree (20%).

The LGBTQUIA+ Student Experience survey explored student experiences of policy, processes and reporting at Warwick and found that:

• Just 1 in 7 students (15%) felt that University policy protecting LGBTQUIA+ students is adequate, whilst 3 in 4 students (75%) reported not being familiar enough with relevant policy to know whether it is adequate.
  • Disabled students were less likely to feel that University policy protecting LGBTQUIA+ students is adequate (8%).
• Only 3 in 10 trans students (30%) reported finding it easy (very easy or quite easy) to find information on navigating processes at Warwick as a trans person, such as changing their name on their student records.
• 2 in 3 students (68%) were not aware of how to report LGBTQUIA+phobic language or behaviour at the University, whilst just over half (52%) would feel confident reporting LGBTQUIA+phobic behaviour to the University.
  • LGBTQUIA+ students from an ethnic minority were less likely to feel confident reporting LGBTQUIA+phobic behaviour (33%) than LGBTQUIA+ students who are not from an ethnic minority (57%).
• Similarly, just over half of students (54%) would feel confident reporting LGBTQUIA+phobic behaviour to the Students' Union.
• Although there was not a significant difference in knowledge of how to report LGBTQUIA+ language or behaviour, trans students reported feeling less confident reporting LGBTQUIA+phobic behaviour (especially transphobic behaviour) to the University and Students' Union. Only 1 in 3 trans students (34%) would feel confident reporting transphobic behaviour to either organisation.

The 2022/23 student survey (term 3) found that LGBTQUIA+ students were less likely to report a sense of belonging within their department (59% cf. 62%) and at the University (68% cf. 72%).

The LGBTQUIA+ Student Experience survey explored students' experiences of community at Warwick and found that:

• 2 in 3 students (65%) agreed that they felt part of a community of staff and students at Warwick.
  • LGBTQUIA+ students from an ethnic minority were more likely to disagree (33%) compared to their peers who are not from an ethnic minority (19%).
• 3 in 4 students (74%) agreed that they had plenty of opportunities to interact socially with other students, and 3 in 7 students (43%) reported they would feel confident joining any student society at Warwick.
• Just under half of students (45%) agreed that they are able to participate fully in sport at Warwick, and just 2 in 5 students (38%) would feel confident joining any sports club (that they are eligible to join).
  • Trans students were less likely to report feeling able to participate fully in sport, with just 20% in agreement compared to 50% of cis LGBTQUIA+ students.
• 6 in 10 students (60%) agreed that they are able to participate fully in the campus nightlife, though only 1 in 3 students (36%) agreed that they feel safe in the Copper Rooms.
  • Only 1 in 3 trans students (33%) agreed that they are able to participate fully in the campus nightlife. No trans student strongly agreed with the statement "I feel safe in the Copper Rooms", with just 14% saying that they 'agree somewhat'.

LGBTQUIA+ students consistently report lower levels of mental health and wellbeing, as compared to their non-LGBTQUIA+ peers. In the 2022/23 student surveys LGBTQUIA+ students reported a lower mean score for mental health/wellbeing (6.0 compared to 6.9 for non-LGBTQUIA+ students in term 1), with non-binary students reporting the lowest mental health/wellbeing of all demographic groups reported (5.3). LGBTQUIA+ students were also more likely to report that their mental health/wellbeing had worsened that term (46% cf. 36%). Mean mental health/wellbeing scores fell further by term 3, to 5.9 for LGBTQUIA+ students and 4.7 for non-binary students.

The 2021 Student Pulse Survey found that LGBTQUIA+ students at Warwick were:

• 10% more likely to experience anxiety rated 7 or higher out of 10 (at 43%) compared to non-LGBTQUIA+ peers
• 22% more likely to struggle with depression (at 46%) compared to non-LGBTQUIA+ peers
• 23% more likely to struggle with stress and anxiety (at 78%) compared to non-LGBTQUIA+ peers
• 14% more likely to struggle with other mental health issues (at 25%) compared to non-LGBTQUIA+ peers
• 7% more likely to struggle with alcohol and substance abuse (at 12%) compared to non-LGBTQUIA+ peers
• 10% less likely to rate their life satisfaction 7 or higher out of 10 (at 52%) compared to non-LGBTQUIA+ peers
• 10% more likely to experience loneliness at least weekly (at 46%) compared to non-LGBTQUIA+ peers
• 13% more likely to report dissatisfaction with student wellbeing and non-academic support (at 29%) compared to non-LGBTQUIA+ peers

LGBTQUIA+ students also consistently report barriers to accessing services to support their mental health/wellbeing. In the 2022/23 term 1 student survey, non-binary students and LGBTQUIA+ students more generally were more likely to disagree that the University had made them aware of services to support their mental health/wellbeing (23% and 14% respectively, compared to 10% of all respondents). LGBTQUIA+ students were also more likely to say that accessing the University's wellbeing services is not easy (38% cf. 28% in term 3).

Despite this, 57% of LGBTQUIA+ respondents reported accessing the University’s wellbeing and student support services in the 2022/23 term 3 student survey, compared to 30% of non-LGBTQUIA+ respondents. 69% of non-binary/other respondents had accessed the University’s wellbeing and student support services, compared to 41% of female students and 25% of male students.

The LGBTQUIA+ Student Experience survey also explored students' experiences of wellbeing and wellbeing support available at Warwick and found that:

• Half of LGBTQUIA+ students (50%) agreed that there is sufficient provision of welfare and student services to meet their needs. 37% agreed somewhat, 13% agreed strongly.
  • This falls to just 1 in 3 (35%) of trans students who agree that there is sufficient provision of welfare and students services to meet their needs as trans students.
• 2 in 3 LGBTQUIA+ students (66%) reported having accessed Warwick's Wellbeing Service, with half (48%) satisfied with the support they received. 17% were very satisfied, 31% were somewhat satisfied.
• Just under half of LGBTQUIA+ students (47%) felt they were likely to access support from Warwick's Wellbeing Services in the future.
• Almost 3 in 4 LGBTQUIA+ students (72%) reported a barrier to being able to access Warwick's Wellbeing Service, with:
  • 17% concerned about being stigmatised or labelled
  • 15% concerned that the services are not LGBTQUIA+ friendly/inclusive
  • 31% concerned that staff do not have enough knowledge/understanding of LGBTQUIA+ issues (rising to 50% of trans students)
  • 19% having previous personal bad experiences with the service
  • 28% citing other people's bad experiences with the service
  • 53% believing that the service won't be helpful/can't help them (rising to 62% of trans students)
  • 13% concerned about being outed, or a lack of confidentiality
  • 4% concerned about possible conversion therapy or personal motives or beliefs of staff (rising to 10% of trans students)
  • 15% concerned with the inability to request an LGBTQUIA+ staff member
• Students also shared that caps on the number of sessions they can access and waiting times were a concern. Listening to other LGBTQUIA+ students' experience of Wellbeing Services was a key trusted source of information that informed decisions whether to access support.
• When asked about the ways in which Warwick's Wellbeing Service could better meet the needs of the LGBTQUIA+ community:
  • 67% indicated increased training for wellbeing staff on LGBTQUIA+ issues
  • 55% indicated the creation of additional self-help resources relating to LGBTQUIA+ identities and issues
  • 67% indicated more information online about what the services can offer and what support/counselling might look like for LGBTQUIA+ students
  • 65% indicated the ability to request an LGBTQUIA+ staff member
  • 38% indicated that wellbeing consultations should specifically enquire about LGBTQUIA+ issues
  • 58% indicated collaboration with LGBTQUIA+ community groups and initiatives across the University

The 2022/23 student surveys found that LGBTQUIA+ students, and non-binary students in particular, are more likely to worry about their financial circumstances at and after University. 75% of LGBTQUIA+ students reported concern about their financial circumstances at University in term 3, with 80% concerned about their financial circumstances after University (compared to 61% and 68% of all respondents respectively). 90% of non-binary/other students were concerned about their financial circumstances after University.

Our records show that LGBTQUIA+ students are more likely to take temporary or permanent withdrawal than their non-LGBTQUIA+ peers. Analysis of withdrawal rates show that LGBTQUIA+ students have consistently taken temporary and permanent withdrawal at higher rates, across all levels of study (with the exception of PGT temporary withdrawal in 2022/23), since at least 2020/21.

LGBTQUIA+ students are especially overrepresented in the set of students taking temporary and permanent withdrawal for health and financial reasons.

2022/23 academic year:

Permanent withdrawal

According to University records, at the end of the 2022/23 academic year:

• 4.2% of known LGBTQUA+ undergraduate students had permanently withdrawn, compared to 2.2% of known non-LGBTQUA+ UG students, meaning LGBTQUA+ UG students were 1.9 times as likely to have permanently withdrawn from the University.
• 5.9% of known LGBTQUA+ postgraduate taught students had permanently withdrawn, compared to 3.1% of known non-LGBTQUA+ PGT students, meaning LGBTQUA+ PGT students were 1.9 times as likely to have permanently withdrawn from the University.
• 4.7% of known LGBTQUA+ postgraduate research students had permanently withdrawn, compared to 2.8% of known non-LGBTQUA+ PGR students, meaning that LGBTQUA+ PGR students were 1.7 times as likely to have permanently withdrawn from the University.
• There was significant variation in rates of permanent withdrawal by department, from 1.2% to 19.8% of a department's LGBTQUA+ students.
• 3 in 5 (59%) of LGBTQUIA+ Student Experience Survey respondents had considered dropping out of their course, with half considering it because of poor mental health (49%). Other commonly reported reasons were poor physical health (7%) and because of financial reasons (6%).
• 2 in 3 trans LGBTQUIA+ Student Experience Survey respondents had considered dropping out of their course (67%), primarily as a result of poor mental health (67%) or poor physical health (11%).

Temporary withdrawal

According to University records, at the end of the 2022/23 academic year:

• 2.3% of known LGBTQUA+ undergraduate students had temporarily withdrawn, compared to 1.3% of known non-LGBTQUA+ UG students, meaning LGBTQUA+ UG students were 1.8 times as likely to have temporarily withdrawn from their course.
• 3.2% of known LGBTQUA+ postgraduate taught students had temporarily withdrawn, compared to 3.7% of known non-LGBTQUA+ PGT students.
• 6.9% of known LGBTQUA+ postgraduate research students had temporarily withdrawn, compared to 4.3% of known non-LGBTQUA+ PGR students, meaning that LGBTQUA+ PGR students were 1.6 times as likely to have temporarily withdrawn from their course.
• There was significant variation in rates of temporary withdrawal by department, from 0.9% to 7.3% of a department's LGBTQUA+ students.
• 'Health reasons' was especially overrepresented as a reason given for temporary withdrawal.
• 1 in 11 (9%) of LGBTQUIA+ Student Experience Survey respondents reported that they had taken a period of temporary withdrawal at Warwick, primarily as a result of poor mental health (7%) or poor physical health (2%).
• There was significant variation in rates of permanent withdrawal by department, from 0.7% to 10.0%* of a department's LGBTQUA+ students.

*small student cohort size

2021/22 academic year:

Permanent withdrawal

According to University records, at the end of the 2021/22 academic year:

• 5.2% of known LGBTQUA+ undergraduate students had permanently withdrawn, compared to 2.3% of known non-LGBTQUA+ UG students, meaning LGBTQUA+ UG students were 2.3 times as likely to have permanently withdrawn from the University.
• 5.6% of known LGBTQUA+ postgraduate taught students had permanently withdrawn, compared to 3.0% of known non-LGBTQUA+ PGT students, meaning LGBTQUA+ PGT students were 1.9 times as likely to have permanently withdrawn from the University.
• 8.4% of known LGBTQUA+ postgraduate research students had permanently withdrawn, compared to 3.3% of known non-LGBTQUA+ PGR students, meaning that LGBTQUA+ PGR students were 2.5 times as likely to have permanently withdrawn from the University.
• Especially overrepresented reasons given for permanent withdrawal include those relating to finances and health.
• There was significant variation in rates of permanent withdrawal by department, from 0.9% to 20.7% of a department's LGBTQUA+ students.
• 3 in 5 (59%) of LGBTQUIA+ Student Experience Survey respondents had considered dropping out of their course, with half considering it because of poor mental health (49%). Other commonly reported reasons were poor physical health (7%) and because of financial reasons (6%).
• 2 in 3 trans LGBTQUIA+ Student Experience Survey respondents had considered dropping out of their course (67%), primarily as a result of poor mental health (67%) or poor physical health (11%).

Temporary withdrawal

According to University records, at the end of the 2021/22 academic year:

• 3.3% of known LGBTQUA+ undergraduate students had temporarily withdrawn, compared to 1.9% of known non-LGBTQUA+ UG students, meaning LGBTQUA+ UG students were 1.7 times as likely to have temporarily withdrawn from their course.
• 7.6% of known LGBTQUA+ postgraduate taught students had temporarily withdrawn, compared to 5.2% of known non-LGBTQUA+ PGT students, meaning LGBTQUA+ PGT students were 1.5 times as likely to have temporarily withdrawn from their course.
• 6.9% of known LGBTQUA+ postgraduate research students had temporarily withdrawn, compared to 4.4% of known non-LGBTQUA+ PGR students, meaning that LGBTQUA+ PGR students were 1.6 times as likely to have temporarily withdrawn from their course.
• Especially overrepresented reasons given for temporary withdrawal include financial and health reasons (including mental health).
• 1 in 11 (9%) of LGBTQUIA+ Student Experience Survey respondents reported that they had taken a period of temporary withdrawal at Warwick, primarily as a result of poor mental health (7%) or poor physical health (2%).
• There was significant variation in rates of permanent withdrawal by department, from 0.7% to 10.0%* of a department's LGBTQUA+ students.

*small student cohort size

2020/21 academic year

Permanent withdrawal

According to University records, at the end of the 2020/21 academic year:

• 6.6% of known LGBTQUA+ undergraduate students had permanently withdrawn, compared to 1.2% of known non-LGBTQUA+ UG students, meaning LGBTQUA+ UG students were 5.5 times as likely to have permanently withdrawn from the University.
• 11.0% of known LGBTQUA+ postgraduate taught students had permanently withdrawn, compared to 1.6% of known non-LGBTQUA+ PGT students, meaning LGBTQUA+ PGT students were 6.9 times as likely to have permanently withdrawn from the University.
• 6.6% of known LGBTQUA+ postgraduate research students had permanently withdrawn, compared to 2.4% of known non-LGBTQUA+ PGR students, meaning that LGBTQUA+ PGR students were 2.8 times as likely to have permanently withdrawn from the University.
• Especially overrepresented reasons given for permanent withdrawal include financial and health reasons (including mental health).
• There was significant variation in rates of permanent withdrawal by department, from 0.7% to 30.9% of a department's LGBTQUA+ students.

Temporary withdrawal

According to University records, at the end of the 2020/21 academic year:

• 4.5% of known LGBTQUA+ undergraduate students had temporarily withdrawn, compared to 1.4% of known non-LGBTQUA+ UG students, meaning LGBTQUA+ UG students were 3.2 times as likely to have temporarily withdrawn from their course.
• 9.0% of known LGBTQUA+ postgraduate taught students had temporarily withdrawn, compared to 5.6% of known non-LGBTQUA+ PGT students, meaning LGBTQUA+ PGT students were 1.6 times as likely to have temporarily withdrawn from their course.
• 6.8% of known LGBTQUA+ postgraduate research students had temporarily withdrawn, compared to 3.9% of known non-LGBTQUA+ PGR students, meaning that LGBTQUA+ PGR students were 1.7 times as likely to have temporarily withdrawn from their course.
• Especially overrepresented reasons given for permanent withdrawal include financial and health reasons (including mental health).
• There was significant variation in rates of permanent withdrawal by department, from 1.7% to 50.0%* of a department's LGBTQUA+ students.

*small student cohort size

The LGBTQUIA+ Student Experience survey explored students' academic experiences at Warwick and found that:

• Just 3% of students strongly agreed that where relevant, they could see their identities and experiences reflected in the syllabus. 1 in 4 students (25%) agreed somewhat.
  • Only 9% of trans students agreed that they could see their identity and experiences reflected in the syllabus.
• Almost half of students (48%) agreed that their identity is sometimes erased or ignore in the curricula, rising to 63% of trans students.
• 2 in 5 students (37%) agreed that their lecturers have engaged with queer and/or LGBTQUIA+ inclusive practices, with just under half (47%) agreeing that their department has engaged with queer and/or LGBTQUIA+ inclusive practices.
  • By faculty, 32% of SEM students felt that their department had engaged with queer and/or LGBTQUIA+ inclusive practices, rising to 45% for Social Sciences students, and to 75% for Arts students.
• Students shared that LGBTQUIA+ representation in the curriculum is often limited to modules specifically related to gender and sexuality issues, which are typically optional modules if they exist. Where LGBTQUIA+ content exists, students felt that it tends to focus on cis gay experiences.
• Students frequently shared experiences of non-binary erasure and a lack of diverse gender identities represented in the curriculum, along with biological essentialism, and the refusal to recognise the validity of trans people's gender identities. One student reported that "Queer experiences are covered. However, I have heard of transphobic comments: one lecturer openly subscribed to gender essentialist views while describing trans women as male etc. Another used an argument of freedom of expression to defend the right of transphobic speakers from talking on campus".
• Where relevant content appears in the curriculum, students told us that it is often minimal and lacking depth or focus, artificial, poorly integrated or tokenistic. One student remarked that "the topic has not been avoided, neither highlighted", with another sharing that "LGBT+ inclusion has been part of the curriculum on specific days, not integrated fully. Nice to see efforts being made explicitly, but felt like a token one-off box-ticking session. LGBT+ experiences and inclusive practices should be integrated throughout, not crammed into one morning.".

• Students also frequently raised the limited or inconsistent take-up of inclusive practice, with one sharing that they "have seen a lecturer put pronouns on their slides exactly once in my six years at Warwick". Another said "There is massive variation between academic staff members when it comes to inclusion and examples. There are some lecturers who are excellent and made me feel included beyond what I deemed to be 'necessary' and without being patronising or simple 'people pleasing'. However some lecturers completely ignored LGBT+ concepts when lecturing, which is not only a social issue but also a scientific one, especially in subjects such as epidemiology where considering all sexual orientations is essential for accurate science."
• There were also some reports of academic staff refusing to use appropriate pronouns for trans students in teaching & learning spaces.

The LGBTQUIA+ Student Experience survey explored the academic impact of LGBTQUIA+ student experiences and found that:

• Whilst 1 in 9 students (12%) felt that their experience as an LGBTQUIA+ student has had a negative impact on their academic achievement at Warwick, almost 3 in 4 students (73%) felt they would perform better academically if:
  • Their lived experience was better reflected in the curriculum (34%)
  • There was more LGBTQUIA+ specific wellbeing and mental health support (44%)
  • Wellbeing Support Services staff had a better understanding of LGBTQUIA+ identities and experiences (33%)
  • Their personal tutor had a better understanding of LGBTQUIA+ identities and experiences (23%)
  • Other staff had a better understanding of LGBTQUIA+ identities and experiences (35%)
  • Other students had a better understanding of LGBTQUIA+ identities and experiences (54%)
• 3 in 10 trans students (28%) felt their experience as an LGBTQUIA+ student has had a negative impact on their academic achievement, compared to 8% of cis LGBTQUIA+ students.
• Trans students shared experiences of avoiding lectures and seminars due to the frequency of being misgendered and the anticipation of being misgendered, as well as the impact of dead-naming, dysphoria, and having their right to exist questioned. A non-binary lesbian student spoke of the negative impact they experienced "mostly because of the dysphoria - like not wanting to go to a certain event or lecture because you know you’ll be misgendered again and again and it’s not a day you can handle it."
• Students also shared a fear or inability to bring their whole self to the classroom due to feeling unable to disclose their sexuality, or of being unable to engage without disclosing their identity, and the sense of isolation and exclusion they experienced as a result. One student commented that they "would like to contribute more to LGBTQUIA+ themes and research, but am afraid to do so due to not being out".
• There was also a worrying pattern of low expectations within responses, and an inconsistency in what respondents might identify as a negative impact. In particular, students sometimes struggled to identify a negative impact due it being an improvement in comparison to other environments they've experienced. One student wrote "I'm used to the level of unpleasantness that I have experienced at the university, it's a lot less homophobic/transphobic etc than Northern Ireland, so this is actually an upgrade. It's been a much more pleasant environment for me. Could it be better? FOR SURE, I have low standards for this."

The faculty level UG awards data for 2020/21 is presented in the table below.

	LGBTQUA+ Good Honours (%)	non-LGBTQUA+ Good Honours (%)	LGBTQUA+ Firsts (%)	non-LGBTQUA+ Firsts (%)
Faculty of Science, Engineering and Medicine	83.9	88.1	40.8	43.0
Faculty of Arts	93.9	96.8	41.9	39.9
Faculty of Social Sciences	91.3	92.0	28.6	30.8

The faculty level UG awards data for 2021/22 is presented in the table below.

	LGBTQUA+ Good Honours (%)	non-LGBTQUA+ Good Honours (%)	LGBTQUA+ Firsts (%)	non-LGBTQUA+ Firsts (%)
Faculty of Science, Engineering and Medicine	81.5	83.2	38.7	40.2
Faculty of Arts	96.5	93.5	45.0	38.4
Faculty of Social Sciences	85.3	89.4	27.2	26.3

There is significant variation at the departmental level, though there does not appear to be a consistently significant 'attainment gap' at the institutional, faculty, or departmental level. However, this should be considered in conjunction with other student outcomes data analysis, such as the disproportionate levels of LGBTQUIA+ student withdrawal. LGBTQUIA+ student attainment analysis will continue to take place each year to monitor the situation.

The 2022/23 student survey (term 3) found that LGBTQUIA+ students were less likely to report a sense of belonging within their department (59% cf. 62%) and at the University (68% cf. 72%). Non-binary students were much less likely to rate support from their department as good (64% cf. 78% in term 1, 43% cf. 72% in term 3).

The LGBTQUIA+ Student Experience survey explored student satisfaction and students' perception of support available at Warwick and found that:

• 64% of student felt supported by the University, which remains relatively unchanged from 2018 (63%).
  • Trans students were less likely to feel supported by the University (just 48% felt supported), compared to cis LGBTQUIA+ students (69% felt supported).
• By comparison, 56% of students felt supported by the Students' Union, which has dropped by 19 percentage points since 2018 when 75% of students felt supported by the Students' Union.
  • Trans students were also less likely to feel supported by the Students' Union (48% felt supported), compared to cis LGBTQUIA+ students (58% felt supported).

Students indicated that they felt supported at the University by:

• teaching quality and engagement with queer/LGBTQUIA+ inclusive practices in academic spaces ("most of my teachers seem very aware of LGBTQUIA+ issues and are inclusive when they conduct seminars, lectures...", "when lgbt subjects are explicitly in the curriculum"),
• events and open discussion of LGBTQUIA+ issues ("efforts being made to talk and encourage open communication", "during Pride Month there is an emphasis on the community and their experiences")
• genuine efforts to improve ("The fact you're doing this survey is a good sign", "This survey makes me feel supported, and I think the university is making a genuine effort to address issues with sexuality", "Most of the time they've been receptive when I've had issues and acted accordingly"),
• finding other queer staff and students with shared understanding and experience ("I mainly talk to [staff member] who is queer, which makes him more approachable/relatable as we have a shared understanding and experience"),
• pastoral support available from tutors and wellbeing staff ("There are wellbeing systems in place and a personal tutor to talk to", "I have experienced the wellbeing support staff are really good", "I know who I can turn to for help"),
• supportive networks of peers ("my fellow students", "peers and certain students", "I have a good network of (other LGBT+) friends")
• knowledge that support is available even if it's not being accessed ("Knowing there are services if I need them", "I feel confident I could contact my personal tutor about lgbt issues if I needed to", "I know there is always wellbeing support there for me if I needed it"),
• inclusive name and pronoun practices ("some staff have asked me my pronouns and worn pronoun badges themselves", "I like how in course registrations you are asking your pronouns and preferred names", "staff using pronouns in emails/on moodle etc.", "being able to indicate gender/pronouns on student records"),
• visible signs of support ("visible support for LGBTQIA+ by staff (posters, badges, inclusive behaviours)")
• improvements to facilities and logistical considerations ("starting to implement gender neutral bathrooms", "Helping me get an ensuite in halls"),
• LGBTQUIA+ community ("that there is an LGBTQ pride society", "having others at uni who are the same as me", I am also a member of staff and feel supported by the staff network"),

• Staff training and education initiatives (often specifically qualified with 'mandatory'), particularly relating to trans identities and trans-inclusive practice
• Improved mental health and wellbeing support
• Improved representation and consultation
• Widespread uptake of inclusive practice, particularly pronoun practice
• LGBTQUIA+ specific resources and support offer, particularly relating to mental health and the intersection with disability and neurodiversity
• The availability of long-term mental health support
• Improved visibility and signposting of support available, including peer support
• Increased discussion of LGBTQUIA+ issues and development of LGBTQUIA+ inclusive practice
• Proliferation of gender-neutral facilities
• More LGBTQUIA+ related events, and events for the LGBTQUIA+ community, particularly around key dates
• Non-assumption of gender
• Active support and acting on student feedback
• Engagement with queer/LGBTQUIA+ inclusive teaching & learning practices
• Knowledgeable, culturally competent staff and services
• Trigger warnings for homophobic and transphobic content
• LGBTQUIA+ specific on-campus accommodation options
• Fostering a sense of community on campus
• LGBTQUIA+ specific hardship funding, including funding for the gender-affirming materials scheme
• Condemnation of "gender critical" and transphobic views, and using the University's institutional voice in support of LGBTQUIA+ equality and inclusion
• Support facilitating coming out to staff as LGBTQUIA+
• Consistency of support across individuals, including personal tutor and wellbeing support
• Consideration of the off-campus/distance-learning, part-time and mature student experiences
• Improved access to sexual health services
• Implementation of the Protect Warwick Women demands
• Follow-through in response to reported homophobic and transphobic actions, and crime against LGBTQUIA+ students
• Addressing hetero- and cis-normativity in processes, practices and the curricula
• Moving away from the commercialisation of LGBTQUIA+ student activity

• Increased representation, such as via a full-time officer position for LGBTQUIA+ student representation
• A formal apology for past actions that have had a negative impact on LGBTQUIA+ students
• A greater focus on trans inclusion and intersectionality
• Accountability mechanisms for the veracity of manifesto claims
• Improved awareness of support services
• Implementation of inclusive pronoun practices
• Consideration of the needs of mature and postgraduate students
• A general increase in activity
• An increase in transparency and open communication
• An increase in open support, including statements on issues concerning the LGBTQUIA+ community
• A wider variety of events for LGBTQUIA+ students, including a Pride march
• Improved training for SU staff, and improved safeguarding processes
• A telephone support helpline

• 2 in 5 students (41%) felt the University demonstrates commitment to LGBTQUIA+ equality, but just 1 in 5 students (21%) felt that the University demonstrates commitment to trans equality.
  • Trans students were less likely to say that the University demonstrates commitment to LGBTQUIA+ equality (27%), or to trans equality (16%).
  • SEM faculty students were less likely to report that the University demonstrates commitment (32%, compared to 52% of Arts students and 51% of Social Sciences students).
• 2 in 3 students (67%) are satisfied with the University's progress on LGBTQUIA+ inclusion, and just under half (45%) are satisfied with the University's progress on trans inclusion.
• Half of students (50%) felt that the Students' Union demonstrates commitment to LGBTQUIA+ equality, but just 3 in 10 students (32%) felt that the Students' Union demonstrates commitment to trans equality.
• 7 in 10 students (70%) are satisfied with the Students' Union's progress on LGBTQUIA+ inclusion, and just over half (56%) are satisfied with the Students' Union's progress on trans inclusion.