The Equality, Diversity, Inclusivity and Student Success Working Group (EDISSWG) oversees work to reduce awarding gaps between student groups. As we start the new academic year, we have updated the EDISSWG action plan and the following are examples of key areas of work that will be progressed over the next twelve months:

• Enhance the inclusivity of curriculum and assessment (this includes updating the University's Curriculum Framework and developing a new Assessment and Feedback Policy). 
• Include specific actions to reduce awarding gaps in course enhancement plans.
• Expand staff development opportunities related to EDI.
• Provide more targeted Learning Development (academic skills) opportunities for students.
• Utilise the University's new learning analytics platform to identify how we can best provide support for students. 
• Provide support for the University's Race Equality Charter application. 

Throughout 2023/24 the EDISSWG will meets monthly and receive updates from initiative leads to ensure that objectives are progressing as planned. If you would like to discuss the work of the EDISSWG please contact steve.briggs@beds.ac.uk (EDISSWG Chair). 

The 2 October marks the beginning of National Dyslexia Awareness Week. A week that aims to increase the public understanding of Dyslexia and raise awareness for the difficulties that those living with Dyslexia face. To help raise awareness here at Beds, Tracey Massey, HR Projects and Staff Development Assistant speaks about how dyslexia has impacted her life. 

Over the years, dyslexia has evolved from being referred to as ‘stupid’, to a series of recognised learning difficulties. For me, it is not important to arrive at my own definition of dyslexia, however it’s more about how dyslexia has impacted my life.

As a child, I was plucked out of my favourite lessons and forced into ‘extra support’ sessions which I did not enjoy. Yes, my learning style is different, but surely this is something which could be nurtured rather than seen as a hindrance. I remember feeling angry with my English teachers and just being in an English lesson would aggravate me. Though I was always polite, the lessons were very frustrating.

After I left high school in 2005, I enrolled onto an apprenticeship and became a fully qualified hairdresser, until 2009 when I decided to re-enter into education and applied for an access to university course. However, I failed the English entry requirement test. The next year, I reapplied and failed again. I explained that I was dyslexic, but they were uninterested, as the bottom line was, I had failed.

I then decided to work two full time jobs over a number of years so that I could save enough money to support myself during my studies. Once again, I reapplied for the access to university course, but this time I did not take no for an answer. Yes, I failed the English requirement test, but I refused to put my life on hold any longer and they had no choice but to enrol me onto the course. I remember my sociology tutor refused to mark my first paper, and insisted I was assigned a proof-reader. Thank goodness for this, as while she may never realise what she had done for me, she gave me the tools I desperately needed to succeed in my academic life and beyond. As a result, I achieved an overall distinction and an A in my English GCSE.

My next step led me to the University of Bedfordshire, where I enrolled onto the Law LLB undergraduate degree. Immediately, I contacted the student information desk team and insisted on being screened for dyslexia. Following a full diagnostics screening, I remember the psychologist lifting his glasses slowly and telling me, based on his testing…I was the definition of dyslexia. This amused me immensely as for me, dyslexia is my super power. Because of my ‘can-do’ attitude, I then went on to graduate with a first-class honours on my Bachelors Law degree, and a Commendation on my Human Resource Management, CIPD Level 7 post graduate degree. 

Due to my dyslexic gift, my communication skills are second to none, I can read body language with ease, I am an out of the box thinker who is very creative. Don’t get me wrong, it was no fun studying practically every night during my student days, but it paid off and kept me busy. Yes, processing information and reading through endless documents can be a chore, but what better excuse to give a colleague a call and walk through a document together, can a girl ask for.

If asked for my advice, I would always say, be honest with your team. Own your weaknesses, because unless those close to you know how to support you, you may end up feeling alone, but the truth is, support is never far away.

David Williams, Senior Tutor in Business and Chair of the University of Bedfordshire Staff LGBTQ Network, shares reflections on the International Day Against Homophobia, Transphobia and Biphobia, which was recognised on Monday 17 May.

This international event was created in 2004 to draw the attention of policymakers, opinion leaders, social movements, the public and the media to the violence and discrimination experienced by LGBTQI+ people internationally.

The date of 17 May was specifically chosen to commemorate the day on which the World Health Organisation decided to declassify homosexuality as a mental disorder (1990). IDAHOBIT is particularly celebrated in Europe and Latin America, commemorated with public events, parades and online sessions. Cuba has held street parades and Chile hosted Equality marches.

Although there has been some progress in the 21^st Century for LGBTQI+ people worldwide, there remains a variance globally. Even in 2023, some countries are becoming more repressive, making IDAHOBIT ever more important. 

Many countries still have a range of laws and continued hostility against LGBTQI+ identifying people and free speech. Gay sex is still punishable by life imprisonment in some countries, and LGBTQI+ people often face discrimination, threats, and harassment, with signs of a recent increase.

Since 1990, 30 countries have passed laws allowing equal marriage and more than 40 countries have outlawed homophobic hate crimes but the fight for equality is far from over.

Around the world, members of sexual and gender minorities and intersex people face stigma, discrimination and persecutions and nowhere is there yet full acceptance and protection for all LGBTQI+ people.

At the University of Bedfordshire, I am honoured to Chair the University Staff LGBTQI+ Network. We are striving to be a safe organisation, where everyone can be their true self, whoever that self may be.

We seek to lead by example, to support staff and students, together with the communities and organisations we partner with. We will challenge poor behaviour and have the required ‘uncomfortable conversations’; we will seek to educate people and live by our values. Having dates in the calendar such as 17 May for International Day Against Homophobia, Transphobia and Biphobia present us with an opportunity to reflect on progress but more importantly to highlight the work that still needs to be done. Together we will ‘Resist, Support and Heal’.

For details of the Staff, LGBTQ+ network click here

Twitter: @LGBTQ_Beds

Deepawali or Diwali is the brightest and the most significant festival in Indian culture. It illuminates the country with its brilliance and dazzles people with its joyous celebration. Celebrated annually, this year the festival takes places on Sunday 12th November.

I have been working for the university in Income Services for four years. I first started as a temp, and then 3 months later I interviewed for the permanent position of the job I was doing, and I got it!

I have never had much luck with companies and working with my disabilities in the past. I have a number of them.

I am dyslexic, dyspraxic, hard of hearing, I also have fibromyalgia and Elhos-Danlos syndrome, hypermobile type, and POTS (Postural Tachycardia Syndrome). These are just the disabilities that can affect me at work.

When I started working here, I was very open about my disabilities, I have learnt never to hide my issues, as they will be found out eventually. It is always a risk to disclose disabilities when starting a new company, as its not a legal requirement to do so, but I really didn’t need to worry about doing so.

My line manager and the team I work with make things much easier. I am given the jobs that suit my dyspraxia (i.e what everyone calls the boring jobs, the repetitive ones that no one ever likes to do!), instructions are given to me in emails so I can re-read what needs to be done, and it’s always in bullet point as well. The team I work with, know they need to get my attention first and maintain eye contact before they talk to me, and they know that if I am having a particularly bad pain day, I'm better off to be left, and just don’t talk much.

I am currently waiting to hear if I am having a stoma operation to make a Colostomy, as the hEDS has wreaked havoc with my bowel. I know this will be tough to get through, but with the support of the university, my line manager and the team I work in, I know I will be supported and get through it.

International student, Samiya Sultana, will be spending her first Ramadan away from her home country in Bangladesh. She is studying Pre-sessional English with MSc Management and is currently living in Luton whilst studying at the University. Samiya shares the support she has had from the University and the places on campus she will be spending her time throughout Ramadan.

In our enhancing efforts to embed equality, diversity and inclusivity into our learning and teaching, the Academy for Learning and Teaching Excellence coordinates an ongoing series of ‘staff dialogues’.

These 'dialogues' are co-facilitated with academics from the Faculties and focus on distinct and inter-related aspects. Previous sessions have, amongst a range of themes, explored aspects of inclusive assessment and decolonisation and how to manage difficult conversations with students. Each theme is identified by academics themselves and discussion of it serves to help support their teaching practice. 

The series is based on the recognition of the importance of creating safe and brave spaces for academics to reflect on their practices and share ideas about what is appropriate and works to overcome inequalities of opportunities and outcomes and support belonging in learning environments. This year’s sessions will likewise respond to themes prioritised by colleagues within the Faculties, but we will also be looking to find important themes that are identified by our students as well. 

this is a practice that we're hoping will ensure that we have an all-encompassing approach to incorporating a vast array of cultures, perspectives and lived experiences into our teaching and learning. 

Hi! Im Sian. 

I’m a final year doing my BSC in Sports therapy & Rehabilitation. I am a massive sport fanatic, specifically anything rugby. I’m about to enter my 13^th season (year) in rugby. Currently I play in the forwards for Buckingham swans and have been there for 3 years, playing at Championship 1 level! I also have 2 brothers who are also profoundly deaf and BSL is my my first language- I didn't actually speak until I was 4.5! 

Uni has been a bit of a different experience for me than I expected, started Uni doing BA sport & PE but very quickly realised that it wasn’t for me and I wanted to go down a more rewarding route, very quickly finding myself on STR and realised it was the best decision I’ve ever made. Being hearing impaired was understandably a worry to begin with at university because unless you wear a cochlear implant or hearing aids your not considered as deaf. Having hearing aids but choosing not to wear them because of personal reasons and the constant questions around deafness wasn’t what I wanted people to know me for so I chose not to wear them so unless a joke was made regarding deafness or me actively bringing up that I couldn’t hear, I was never considered as hard of hearing. The uni have been brilliant in not making it a big deal but actively being deaf aware to enable me to complete my studies with as much ease as everyone else. Getting involved in deaf rugby was never the question- it was always if I met the thresholds to play deaf rugby, my mum is partially deaf as well so she started playing for England deaf when they set up (EDRU) and I’ve been there ever since. The uni have been massive promoters of my international duties, with training, exposure, funding & personal support. if I was to speak to any other deaf students and offer my advice it would be just to go for your dream, don’t let anyone tell you what you can and can’t do, don’t treat your hearing loss as a disability- use it to your strength and strive for success and then exceed that and people’s expectations alongside it.