Inclusive Education at Warwick: Progress and Priorities

Inclusive Education is central to our mission to reduce inequalities in higher education and ensure that all students can thrive throughout their academic journey.

Our current whole provider approach builds on the Inclusive Education Model that was introduced in 2021 following in-depth consultation with staff and students. It has evolved in response to sector-wide developments, including updates to the Access and Participation Plan and national guidance on reasonable adjustments for disabled students.

Academic and Professional Services departments across the University are working with students and colleagues to identify and take action to ensure that a Warwick education and experience is for all students. Inclusive Education is a core element of the University’s 2030 Education and Student Experience Strategy, playing a vital role in supporting student progression and outcomes. Our work is grounded in evidence, informed by research and data, and enriched through collaboration with other institutions. For example, Professor Rebecca Freeman, Deputy Pro-Vice Chancellor and Co-Chair of the Russell Group Student Success Network, hosted the network’s first in-person meeting at Warwick in April 2025.

As a university, we continue to focus on four key areas:

Inclusive curriculum and communities.
Inclusive teaching and learning spaces.
Inclusive support and co-curricular spaces.
Inclusive assessment and awarding processes.

The progress made across all these areas is a testament to the collaborative efforts of staff and students across the University.

Read more about our inclusive education progress and priorities below...

Meet the Inclusive Education Team:

Professor Beccy Freeman, Deputy Pro-Vice-Chancellor (Education)

Megan Caulfield, Senior Projects Officer (Student Success)

Siobhan McHugh, Project Officer (Inclusive Education)

Izzy Gatward, Project Coordinator (inclusive Education)

Supporting Student Success: 2024/25 Highlights

The 2024/25 academic year marked a significant phase in the implementation of the 2030 Education and Student Experience Strategy and the new Access and Participation Plan. These frameworks have enabled us to reflect on our achievements, set ambitious goals, and strengthen the systems and processes that underpin inclusive practice.

Key developments include:

Inclusive Assessment: Pilot workshops in collaboration with Dr Paul Campbell, University of Leicester, were delivered to explore strategies for reducing the ethnicity awarding gap. These will be expanded in the coming year, alongside focused activity with Directors of Studies to improve assessment communication and feedback.
Academic Skills and Transition Support: A new central academic skills resource has been developed to support all students, particularly first-years, as they transition into and through university study. Launching in September 2025, this resource will offer guidance on independent learning, managing assignments, and making the most of lectures, with input from both students and staff.
Enhancing Reasonable Adjustments: Updates to the University's student reasonable adjustment policy have been supported by a new network of Student Disability Champions across academic departments. Additional projects have focused on adjustments in laboratory settings and postgraduate research contexts.
Personal Tutor Review: A cross-institutional review of the Personal Tutor system is underway, examining the operating model, staff training, and recognition of contributions.
Inclusive Education Action Plans: A refreshed approach to departmental action planning has embedded a Theory of Change model, helping departments evaluate and demonstrate the impact of their initiatives.
Inclusive Careers guidance to support onward progression: Targeted recruitment support has been developed for underrepresented groups, including mature students, care-experienced students, neurodiverse students, and those from diverse religious and belief backgrounds.
Student Inclusion Officers: Now in its third year, students co-create resources, lead research, and support inclusive practice across the University through these roles. This programme offers leadership and professional development opportunities for students from underrepresented backgrounds.
Thrive: Building on the success of their programme for female and non-binary students, the Thrive team have expanded their offer to deliver programmes for Warwick Scholars and Centre for Lifelong Learning students. They are also developing a version for PGR students and looking at additional priority groups.
Academic Governance Review: The Academic Governance Review was an in-depth review of Warwick's decision making structures. It analysed the purpose, composition and structure of committees to ensure that our academic governance system is robust, inclusive and effective.
Launch of the Student Success Subcommittee: This committee takes a holistic view across the educational and wider aspects of student life, prioritising engagement, inclusion, connection, wellbeing. It champions the breadth of the University programmes and modes of delivery and is co-chaired by Beccy Freeman (Deputy PVC for Education) and Louis Gosling (Students’ Union).

Department Innovation: Spotlight on activity

Academic departments have continued to make significant strides in their inclusive practice. Transitions, academic support, inclusive assessment and community building have been dominant themes across each faculty for 24/25.

For example, this year, the Department of Mathematics hosted the inaugural ‘Diversifying and Decolonising Mathematics’ Conference, informed by a co-created research project with students. This work and community of colleagues continues to grow internally and across the sector, with plans to develop new modules and course content in the coming years.
In the Faculty of Arts, Classics and Ancient History have focused on peer mentoring and academic enrichment sessions to help improve academic performance, enhance wellbeing and build community between year groups. This includes language sessions on Ancient Greek, supported by the Classics Society and PGR students.
In Social Sciences, Applied Linguistics have expanded their UniVoice programme, aimed at enhancing academic writing skills and assessment literacy to help students develop their individual style. The programme has worked closely with students to understand key skills required across all their modules to identify gaps and ensure alignment with learning outcomes. A new addition this year has been workshops to support students with using AI tools.

Looking Ahead

As we continue to deliver on our strategic commitments, evaluation remains a key priority. We are embedding a Theory of Change framework across our work to better understand and evidence impact. This approach is being supported through workshops for colleagues and a revised Inclusive Education Action Plan template, helping departments align their activities with measurable outcomes.

Through evidencing impact, refining long-standing interventions and exploring new opportunities for change, our focus remains on creating an inclusive, supportive, and empowering environment for all our students.

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