Rising to the Race Equality Challenge

In 2020, the Race Equality Challenge Group was born; in which staff and students came together, to promote, facilitate and enact positive change in regard to race equality and diversity across the University. Since then, we have employed inspiring individuals, passionate about race equality and education as Student Race Advocates, who work with faculties, departments and all students to actively contribute to many aspects of the University’s work.

Disability Support

The Disability and Inclusion team support students with disabilities, long-term health conditions, sensory impairments, mental health difficulties, social and communication difficulties, for instance Autism and Specific Learning Differences (SpLD) (e.g. Dyslexia). Support can also be provided for temporary or short-term injuries or illness. Specialist staff, Disability Support Officers and SpLD staff, will work with you to identify the most appropriate solutions to your potential barriers to learning.

The Disability and Inclusion team can also advise students about applying for Disabled Students’ Allowance (DSA), creating Epilepsy and Seizure care plans, supporting disability related accommodation requests, parking permits and creating Personal Emergency Evacuation Plans (PEEP).

Studying While Caring

If you are returning to your studies following the birth of a child, are pregnant when applying, or become pregnant during your studies, we are available to provide confidential information, advice and guidance, as well as risk assessments. We take a flexible approach to support, wherever possible, led by you. This applies also to partners and to adoptive parents. If you have caring responsibilities and would like to talk to others who are also studying at the University of Chester with caring responsibilities, we have a dedicated Student and Staff Carers Network that you can get involved with.

“I hope to learn more about the attainment gap for BAME (black, Asian and minority ethnic) students in certain subject areas, and work with students and staff to ensure the curriculum is inclusive for everyone. I’m also interested in hearing from students about whether they find their course accessible to them and how they feel it should be adapted.”