Inclusive assessment example 4: defensive pessimist

Ray Martin shows how you might support an anxious student with their academic work.

Huda is an enigma. Her marks are always high yet for every assignment, she goes into a negative spin. She is endlessly checking with you about the wording of assignments – tiny details sometimes – and questioning, questioning aspects of a project. To begin with, you thought her behaviour stemmed from her dyslexia, but you feel less certain about this now, and sessions with a counsellor appear to have fuelled her anxiety rather than alleviated it.

With every assignment, you become seriously concerned about her mental health – you don’t know what to do to help. To tell the truth, you’re also concerned about your own mental health: her demands make inroads into your very limited time as well as ramping up your general anxieties around student wellbeing.

It’s probable that Huda is a ‘defensive pessimist’ – someone who ‘harnesses’ anxiety in order to get the best out of themselves (Norem, 2001). She needs to itemise everything that can go wrong before she can get going. And the best solution is, tell her what she needs to know – and stop worrying: defensive pessimism ‘emphatically’ won’t push Huda into depression; ‘quite the contrary – it can actually aid [her] efforts towards self-discovery and enhance [her] personal growth (p.3)’. She won’t want advice on changing her ways either; indeed, this may interfere with subsequent performances. However, studies suggest that she may use the strategy less as she begins to control new situations such as, in this case, assignments (p.210).

At some point, you may need to suggest to Huda that she keeps her worst-case scenarios to herself when working in teams since she is likely to annoy other students as well as raise their anxiety levels. (Heaven knows, teamwork is fraught enough.) At some point, too, someone may find it useful to point out that there are situations where the strategy really isn’t useful: dealing exhaustively with all the possible difficulties that a family gathering might pose, for example – and then being too tired to enjoy it.

Defensive pessimism is the process that allows anxious people to do good planning. They can’t plan effectively until they control their anxiety. They have to go through their worst-case scenarios and exhaustive mental rehearsal in order to start the process of planning, carry it through effectively, and then get from planning to doing (Norem, 2001:48).

Huda’s defensive pessimism may stem from her dyslexia – while all students suffer from anxiety, dyslexic students are likely to suffer higher levels of anxiety than the neurotypical (Carroll & Iles, 2006) – but it’s not an inevitable result of and certainly not exclusive to dyslexia: there are plenty of non-dyslexic people who work creatively with their anxiety through defensive pessimism, notably people whose culture does not sell the virtues of optimism and self-confidence as, say, the US does. Asian countries where self-effacement is appreciated may censure the kinds of self-promotion that Americans enjoy. Indeed, it may be Huda’s cultural background that inclines her towards defensive pessimism as a way of dealing with her anxiety.

References

Questionnaire: are you a defensive pessimist?

Carroll, J. and Iles, J. (2006) ‘An assessment of anxiety levels in dyslexic students in highereducation’ in British Journal of Educational Psychology, 76:3, pp. 651-662

Morrison, E. (2020) Anxiety: friend or foe? (online ADSHE lecture, 11 Aug. 2020)

Norem, J. (2001) The Positive Power of Negative Thinking: using defensive pessimism to harness anxiety and perform at your peak. Cambridge, MA: Basic Books

Photo by Kirill Levchenko on Unsplash

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Supporting students with anxiety

This post was created by PGCert participants in Team Venus as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

What is anxiety? What are the different forms of anxiety?

Anxiety is a feeling of unease, such as worry or fear, that can be mild or severe. During particularly difficult times like these, feeling anxious is perfectly normal and a natural response to a difficult or nerve wracking situation. Generalised Anxiety Disorder is a long term condition that is treated clinically and affects up to ‘5% of the population’. According to data from the NHS, ‘slightly more women are affected than men, and the condition is more common in people from the ages of 35 to 59’ (nhs.uk). However in recent years we have seen a significant rise in anxiety in young people. There are many things you can do to help reduce anxiety such as self-help courses, consistent exercise, cutting down on caffeine as well as psychological therapies and medication. In this article we look to explore anxiety in higher education and look at technologies and guidance that can help assist students and staff through the online environment during Covid-19 and beyond.

How does anxiety affect/relate to students?

Anxiety can affect anyone, but there is significant research to show that university students are some of the worst affected, and that this situation is only continuing to worsen. In autumn 2020 (amid the Covid-19 pandemic), the Office for National Statistics (ONS) found that 57% of students in England reported a worsening in their mental health and wellbeing during the autumn term (including feelings of loneliness, depression and anxiety). Students are also often faced with additional stressful factors to manage such as increasing student debt, living away from home and adapting to fast-paced learning, which can result in increased anxiety.

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Helping learners with dysgraphia unleash their potential

This post was created by PGCert participants in Team Venus as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

What is dysgraphia?

Dysgraphia is a neurological disorder that affects writing; but with the right support students can overcome barriers to learning, develop a growth mindset and realise their true potential. It affects all aspects of the writing process, from word spacing to spelling. The term comes from the Greek – “dys” meaning “impaired” and “graphia” meaning “making letter forms by hand”.

Writing calls for a complex set of motor and information processing skills; as a result, children and adults with dysgraphia may face a number of different challenges. Symptoms include a cramped grip which makes writing uncomfortable. Dysgraphia can make it hard to space out letters and words properly. Another key symptom is poor spelling, including unfinished words or missing words or letters.

Dysgraphia also affects the ability to put thoughts on paper and is classed by the National Institute of Neurological Disorders and Stroke (NINDS) as a neurological disorder. Although experts are not sure what causes it, in adults it is usually associated with damage to the parietal lobe of the brain (NINDS, 2021).

Assistive technology and dysgraphia

The good news is that students with dysgraphia can benefit from assistive technologies in many ways. According to Ash, assistive technology can help students participate in class and support their personal growth. “Students with additional needs are able to unleash their potential when equipped with the right device or solution” (Ash, 2020). Assistive technology can help learners by helping students in the learning process itself.

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Using Miro to support Widening Participation students

This post was created by PGCert participants in Team Saturn as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

Introduction and Theoretical Background

In this blog post we explore the complexities of WP and software as a technology solution to partly overcome those complexities to achieve more success with widening participation.
Widening participation has been a national priority in the UK for more than 20 years and a significant investment has been made as acknowledged by academics such as Thomas (2020) and the UK government (Gov.UK). According to Jisc (2021), which is a government of UK initiative, widening participation is part of the Gov.UK’s digital inclusion strategy to include those from a non-traditional background and those who are expecting high-quality education similar to students from traditional backgrounds. This initiative encourages participation, with the inclusion of learners from a non-traditional background because they also deserve to succeed. However, there are several complexities in terms of implementing and evaluating this initiative (Thomas, 2020).

Complexities in implementing Widening Participation (WP) appear as there is definitely not a one size fits all model to support WP students (Moore, Sanders, Higham, 2013) as different groups of students e.g. part-time, full-time, mature, adult, special needs, etc., may have different needs and experience different challenges and perceptions in higher education. Within the above mentioned groups, students will have differences in the ways they engage, or experience a sense of belonging, or express their identity or lack of an identity. So, a WP student has a varying number of characteristics which are complex and inter-related such as having academic concerns, isolated feeling, feeling of being a misfit, or someone who may be highly worried about lack of achievement in relation to future aspirations, as acknowledged by Jisc (2021) and Moore et al. (2013).

Image showing main miro options like mind map wireframing user story map framework and brainwriting
Miro features
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How Google Keep can support students with ADHD

This post was created by PGCert participants in Team Saturn as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

Transcript available below

Students with an attention deficit hyperactivity disorder (ADHD) are likely to experience academic difficulties (Fichten et al., 2020) and struggle in higher education (Jansen et al., 2016). Key difficulties students might experience include sustaining and focussing their attention (Jansen et al., 2016), organising, prioritising and completing tasks, and managing their time and workload (Fichten et al., 2020). Frequently, students with ADHD report that reading literature and working on lengthy written assignments are particularly difficult for them (Fichten et al., 2020). Beyond academic contexts, students with ADHD ‘also have daily life demands that must be addressed in order to succeed in school’ (e.g. managing time, finances, everyday tasks, and sleep routines) (Fichten, et al., 2020). Moreover, students with ADHD are – as all students with specific learning difficulties – prone to stress, anxiety and mental health problems (Spence, 2018).

Students and educators should be mindful that ADHD might present in terms of mental health problems, difficulties with reading comprehension and academic writing as well as troubles related to global task management. Students and educators should seek support if they experience mental health issues. Additionally, they might benefit from assistive technology like mindfulness apps helping students with stress and anxiety: Headspace, Calm and Aura (meditation apps to reduce anxiety and help with sleep), Dailyo (a diary and mood tracker) or Mindset (a mood tracker that delivers articles, podcasts and videos offering helpful input tailored to the user’s respective mood). To students with ADHD who may benefit from additional support with reading comprehension and academic writing assistive technology like inbuilt voice recognition softwares or softwares such as Read & Write (a literacy toolbar that helps with reading through text to speech (reading written text aloud) and with writing through speech recognition (turning spoken word into written text)) or Dragon Naturally Speaking (a speech recognition software) might be of use when working on their reading and writing assignments. Assistive technology that can aid with global task management are apps such as Evernote, Notion, Trello and Google Keep.

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Using Grammarly to help students with dyslexia

This post was created by PGCert participants in Team Mars as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

Within Higher Education dyslexia is one of the most self-declared disabilities in the UK (Higher Education Statistics Agency, 2005). It is defined as a “specific learning difficulty that mainly affects the development of literacy and language skills” (Singleton, 2008).

Persistent difficulties that individuals with dyslexia face in Higher Education include verbal and written communication, lecture notes and written assignments (McLoughlin et al 1994). “The ability to synthesise information is one of the essential skills required by HE students” (Price, 2006). This activity in turn can have an impact on student self-esteem, self-confidence, especially when written work attracts criticism for poor grammar punctuation and spelling.

Such factors within dyslexic students do not reflect their true ability and can act as a barrier to the development and learning progress. While exploring how tutors can use technology to support dyslexic students, there are a number of different tools available focused on supporting written work. The easiest to access and user-friendly tool would be the spellcheck, integrated across Microsoft 365, Word, PowerPoint, Excel. The tool is automatically activated and highlights any spelling punctuation and grammar error to be corrected.

However, in an ever-increasing digitalised world, students are spending more time learning online and using a variety of platforms to support learning, creating content including written assignments. Whilst programs such as Microsoft 365 provide support for written work, it is only accessible if used within their supported programs.

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Using assistive technology to support students with dyspraxia

This post was created by PGCert participants in Team Jupiter as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

Whether standing in front of the class or sitting as the host in a Zoom session the job of the lecturer is to provide the key parts of knowledge, whilst the students make notes. Although many find this a simple task there may be those that struggle. There will be those that listen and connect every word you speak with their fingers, whilst they write (or type) and there will be others sitting and waiting for something to click. Dyspraxia may be the cause of a student’s misconnection to the taught material. A neurological ‘disorder’ that affects an individual’s ability to plan and to process motor tasks, remembering and organising.

‘The nationwide poll of teachers highlighted that dyspraxia is ‘under the radar’ […]. 65% said that awareness of dyspraxia in their schools was poor or very poor […] 71% saying that lack of awareness and understanding affected children’s opportunities and achievements.’ (Dyspraxia Foundation News, 2017)

We know dyspraxia exists, whether or not it is revealed to be in the classroom it is best to be prepared for the day one’s awareness is challenged, ‘Modifications to the educational environment and adaptations to facilitate learning are essential for many students to succeed in school as well as in college’ (VanBergeijk et al. 2008 cited in: Kinnealey et al. 2012). The need for a tool to simplify and take personal struggle out of the equation is needed for the modification of the educational environment, allowing for the self ‘transformation’ in learning.

Once the struggles of note taking and connection with material is erased, independent thinking could be the result, “fostering greater autonomy in thinking is both a goal and a method for adult educators,” and “achieving greater autonomy in thinking is a product of transformative learning” (Mezirow, 2000: p. 29). Mezirow championed the individual’s path in their learning experience, one that is infused by the knowledge shared by their facilitator of that learning. Knowledge that is ultimately owned by the student. But there must be more simple ways to help those that deal with dyspraxia achieve the level of transformative learning they deserve.

Audio to Otter is the assistive tool that can take away the upset and confusion that a student dealing with dyspraxia could have. Note recording applications such as Otter are simple apps that learners of current and future education can use to cut the difficulty out of their experience. Otter claims to distinguish individuals within. Its note taking abilities can help dyspraxia students with poor memory, difficulties with concentration, difficulty’s in listening, these notes can have imagery linked to them helping learners visualise better. It also gives the opportunity for users to sync their notes with an online calendar such as google calendar or even Zoom (as it is the most popular learning tool currently used in the higher education environment). Features can set reminders for recording events, help organise notes taken through the app and allows this information to be shared. It is imperative to break down barriers asnd such apps can help with difficulty in planning and organising thought, with those who struggle with time keeping and poor memory.

As a result of using such apps and AI software, all students can benefit and enhance their learning abilities. As students enter the higher education stratosphere, their adaption must be quick and in the current environmental situations their adaption to higher education material is also connected to the rapid onslaught of online learning. By helping this transition, it can ensure that no learner is left behind.

References

AdvanceHE. (2012). The Equality Act 2010: implications for colleges and HEI’s revised. (Accessed on 26th January 2021)

Kinnealey, M; Pfeiffer, B; Miller, J; Roan, C; Shoener, R; Ellner Matt (2012) ‘Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia’. In: American Journal of Occupational Therapy. Vol 66. pp 511-519. DOI: https://dio.org?10.5014/ajot.2012.004010 (Accessed on 22nd January 2021)

Merriam, S. (2004). ‘The Role of Cognitive Development in Mezirow’s Transformational Learning Theory’. In: Adult Education Quarterly. Vol,55:1. Pp60-68. DOI: https://doi.org/10.1177/07414604268891 (Accessed on 22nd January 2021)

Mezirow, J. (2000). ‘Learning to think like an adult: Core concepts of transformation theory’. In: J. Mezirow & Associates (Eds), Learning as transformation. San Francisco. Jossey-Bass

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Supporting the learning experience of BAME students

This post was created by PGCert participants in Team Jupiter as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

Richard

There is no specific technology that can be viewed as promoting inclusivity for the BAME student community. This would arguably be counterproductive and separatist, as is the flawed acronym of BAME itself.

Dr Gurnam Singh, Associate Professor of Equity of Attainment, Coventry University, has produced a 6-point guide A 6-point guide for assisting BAME students during the COVID crisis. Point 5 on his list is the problem of unconscious bias.

Unconscious bias

Issue: Evidence shows that BAME students face a variety of conscious and unconscious discriminatory practices in classrooms. For example, BAME students’ behaviour is more likely to be rated harshly compared to similar behaviour of white students; staff tend to express more positive and neutral speech toward white students than toward BAME students. These biases can be replicated online.

Mitigations: It is necessary to explicitly design out biases and take time to develop, implement, and evaluate strategies for promoting equitable learning environments. Creating anonymous discussion forums can enable the collection of real-time data/feedback on these strategies, as well as empower students if done sensitively. “

Supporting Black, Asian Minority Ethnic (BAME) students during the COVID-19 crisis – a short guide.

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How Google Keep could help ASD students with organisation

This post was created by PGCert participants in Team Pluto as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

Watch our tutorial on Google Keep

Autism Spectrum Disorder (ASD) is one the most common neurodevelopmental disorders, characterized by persistent impairment in reciprocal communication and social interactions as well as restricted repetitive patterns of behaviours, interests or activities.

In 1943, Leo Kanner at Johns Hopkins University School of Medicine in Baltimore
wrote a seminal article called ‘Autistic disturbances of affective contact’, the first published description of autism. He described the behaviour of 11 children in his clinic without the social instinct to orient towards other people, who “were mostly focused or even obsessed with objects” and who had a “resistance to (unexpected) change” (Silberman, S, 2015). Just one year later, Hans Asperger, a paediatrician from University of Vienna, wrote about a group of children with almost similar pattern of behaviours as Kanner’s.

The condition is evident in all racial, ethnic and socioeconomic groups, and diagnosis is complex. Autism is currently conceptualized as a spectrum disorder with significant variations in patients’ social, communicative and intellectual abilities. According to Lisa Campisi et al., symptoms lead to significant impairment in multiple domains of adaptive functioning (2018). Individuals suffering from ASD need varying levels of psychosocial support to achieve relative independence.

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Supporting the mental health of BAME students

This post was created by PGCert participants in Team Pluto as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.

There has been an increased awareness around mental health and well-being in the UK in recent years, and higher education is no exception. A 2017 report from IPPR (The Institute for Public Policy Research) noted that in the last 10 years, the number of students disclosing a mental health condition to their university has increased fivefold (Thorley, 2017). The report offers some level of detail in the statistics, noting that “female first-year students are more likely than male first year students to disclose a mental health condition (2.5 per cent compared to 1.4 per cent) (2015/16)” (Ibid., 2017), however the data fails to recognise the intersectional nature of this issue. In a 2018 paper, Jason Arday notes:

“The prevalence of common mental disorders varies markedly in different BME communities. For example, within a university context, South Asian women encounter higher rates of anxiety and depression (63.5% compared with 28.5% of white women)” (Arday, 2018: 2)

The lack of appropriate support for BAME individuals has been widely reported. In a 2020 article in the Guardian, Coco Khan refers to a 2013 ‘We still need to talk’ report published by mental health charity Mind on improving access to talking therapies. In response to the data in the report, Khan notes:

“With BME patients, their findings were shocking: only 10% of those surveyed felt that their talking therapy service adequately took into consideration their cultural background, with a third of the respondents believing that the service was not fit for BME people.” (Khan, 2020 citing We Need to Talk, 2013)

The author also acknowledges the history of oppression towards people of colour in psychiatry, specific cultural attitudes towards mental health, as well as the lack of diversity in the mental health workforce as contributing barriers to access (Khan, 2020). In addition to this, Khan notes “there is a growing body of research to suggest that regular exposure to racism increases the chances of developing psychosis and depression.” (2020).

In the recent UCL BAME Awarding Gap Project, belonging, isolation, marginalization, curriculum and degree attainment and retention were highlighted as constancies to marginalization in university contexts (UCL, 2020). The report notes that a sense of belonging is “critical to students’ academic motivation, success and well-being” and resulting feelings of isolation were prevalent in the BAME students who took part in the study (UCL 2020:29). The report goes on to acknowledge the importance of safe learning environments, and in addition to the above barriers, how racial microaggressions also negatively affect BAME students’ mental health (UCL, 2020:42). This is further supported by Arday, where he notes:

“Black students, and, more widely, BME people, experience mental health differently. These experiences are often situated and tinged within racist connotations. For ethnic minorities, mental health problems are deeply rooted in different systemic issues” (2018:21)

In the paper, Arday further suggests that a significant barrier to accessing mental health services for BAME students is the lack of culturally appropriate services (Arday, 2018:1). Within our research we came across ‘Liberate’ – a subscription-based meditation app which is created by and for the Black community. The app offers resources for “common cultural experiences, like internalized racism and micro-aggressions” (Liberate, 2021), aiming to reduce anxiety and stress and also promote the sense of community through shared-experience. Although the app is designed for the black experience, the meditations and talks are led by +40 BIPOC (Black, Indengeous and People of Colour) with “diverse backgrounds in lineage, perspective and approach, so that everyone can find a practice in their voice.” (Ibid., 2021). Liberate are also in partnership with the NHS until March 2021, offering the “culturally sensitive and diverse meditations and talks” for free to their staff (NHS Our People, 2021). The app is free to download and allows initial access to limited materials. For full access however, a monthly subscription is required costing £7.99 per month. The app is available on iOs & Android devices.

We believe Liberate could support BAME student mental health and wellbeing at university, and so help overcome recognised barriers to learning such as belonging, isolation, marginalization and, in the bigger picture, degree attainment and retention (UCL, 2020). One pro of the app is accessibility, and students with compatible devices can download it at their own discretion. Working at the local level of ‘the device’, might be effective in removing stigma surrounding mental health and additionally, begin to culturally diversify mental health services (Arday, 2018:21). Another pro of the app is the community focus, with content delivered by diverse practitioners and so providing a familiar and safe space to explore a range of themes including anger, pride, micro-aggressions & healing from racial trauma.

In terms of cons, accessibility also comes in here too. The app requires access to a compatible device, and in addition, full access costs £7.99 per month. Taking the lead of the NHS, universities could offer this as a free service for BAME students, but the issue of digital exclusion would also need to be addressed. Although the app offers a convenient and reasonably accessible service, the implementation of this app could be seen as a superficially performative solution if the wider issues aren’t also being addressed within the institution (Mahmud & Gagnon,2020:5). Instead, the app should be used in partnership with institutional-wide efforts to decolonise the institution. As noted by Bhopal and Henderson, this needs to extend beyond the curriculum and reading lists to include “staff and student recruitment, inclusive pedagogy and a radical overhaul of senior leadership to truly holistically decolonise the academy” (2019:5). Thinking back to the lack of diverse and culturally relevant mental health services for BAME individuals, diverse staff recruitment within the university needs to go beyond academic and technical staff, and also include those employed in student services, as well as any external wellbeing/counselling partners.

In conclusion, ‘Liberate’ could offer a good starting point for making mental health services both more accessible and culturally inclusive. However, as noted by Arday (2018), Mahmud & Gagnon (2020) and Bhopal and Henderson, (2019) this cannot be the end point and this is not a ‘solution’. Universities need to take an active role in decolonising the institution in addition to offering more diverse and culturally relevant support for BAME students.

References

Arday, J. (2018) ‘Understanding Mental Health: What Are the Issues for Black and Ethnic Minority Students at University?’, Social Sciences, 7(10), p. 196. doi: 10.3390/socsci7100196.

Bhopal, K. and Henderson, H. (2019) Advancing Equality in Higher Education: An Exploratory Study of the Athena SWAN and Race Equality Charters. Birmingham: University of Birmingham, p. 59. Available at: https://www.birmingham.ac.uk/Documents/college-social-sciences/education/reports/advancing-equality-and-higher-education.pdf (Accessed: 2 February 2021).

Brooks, F. (2014) The link between pupil health and wellbeing and attainment : A briefing for head teachers, governors and staff in education settings. London: Public Health England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/370686/HT_briefing_layoutvFINALvii.pdf (Accessed: 2 February 2021).

Khan, C. (2020) ‘“I thought I was a lost cause”: how therapy is failing people of colour’, The Guardian, 10 February 2020. Available at: https://www.theguardian.com/lifeandstyle/2020/feb/10/therapy-failing-bme-patients-mental-health-counselling (Accessed: 1 February 2021).

Liberate (2021) About Liberate. Available at: https://liberatemeditation.com/ (Accessed: 3 February 2021).

Mahmud, A. and Gagnon, J. (2020) ‘Racial disparities in student outcomes in British higher education: examining Mindsets and bias’, Teaching in Higher Education, pp. 1–16. doi: 10.1080/13562517.2020.1796619.

NHS Our People (2021) Support : Liberate Meditation. Available at: https://people.nhs.uk/help/support-apps/liberate-meditation/ (Accessed: 3 February 2021).

Thorley, C. (2017) Improving Student Mental Health in the UK’s Universities. London: the Institute for Public Policy Research. Available at: https://www.ippr.org/files/2017-09/1504645674_not-by-degrees-170905.pdf (Accessed: 28 January 2021).

UCL (2020) BAME Awarding Gap Project Staff Toolkit 2020. University College London. Available at: https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/bame_awarding_gap_toolkit_2020.pdf?fbclid=IwAR2fGdk8h2M5qDgx56IicxoXDJqqhwBGdPT_XcyGUiNinwEvIfKQvFsDsSQ (Accessed: 28 January 2021).

We still need to talk (2013) We still need to talk: a report on access to talking therapies. Mind. Available at: https://www.mind.org.uk/media-a/4248/we-still-need-to-talk_report.pdf (Accessed: 2 February 2021).

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