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15 Sep 2021: This project explored examples of existing peer learning and support to be found across Cambridge, and looked at which are most effective in supporting students' mental health and academic performance.

15 Sep 2021: This project explored staff and student understandings of the role and value of content notes in helping students to engage with their study materials without risk to their mental health.

15 Sep 2021: There are a wide variety of ways to implement content notes, and some may be more or less appropriate depending on course structure and content, teaching style, material format, etc. Below are descriptions of some practices which may be appropriate,

24 Sep 2021: The APP Participatory Action Research Project has worked with students from the groups most impacted by awarding gaps at Cambridge, in order to more fully understand the barriers that arise in relation to teaching and learning.

15 Sep 2021: How much choice should be given for students / supervisors to discuss and explore non-white-centric material and ideas, and how much should be designed-in as core to the ... Contrary to what has often been assumed, previous efforts to "decolonise the

23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred.

15 Sep 2021: This project explored the perceived value of 'Double Time' (Extension to Period of Study) to disabled students with mental health conditions.

15 Sep 2021: This project explored the assumption that STEMM subjects are less likely to have an awarding gap for Black British students than Arts or Humanities subjects.

23 Sep 2021: The awarding gaps for both of Cambridge's target student groups decreased between 2018-19 and 2019-20; in the case of Black students it nearly halved within just one year of the pandemic.

15 Sep 2021: This project explored how disabled students with mental health conditions who also have co-occuring neurodiverse conditions might be identified and supported through enhanced diagnosis and screening.

15 Sep 2021: broader blended curriculum.

15 Sep 2021: This project explored common understandings of intermission and extension to period of study ('double time') to consider their effectiveness as options to support the wellbeing and academic performance of students with mental health conditions.

15 Sep 2021: Anticipating potential triggers We recognise that it is impossible to anticipate every possible trigger for every possible disabled student. Psychiatrically, many individuals with post-traumatic stress disorder can be triggered by seemingly

27 Sep 2021: By being clear about expectations, many issues related to the ‘hidden curriculum’ will be bypassed.

23 Sep 2021: What are Cambridge's awarding gaps? The attainment measure used by the Office for Students (OfS) is the proportion of students achieving good honours (1st or 2:I degree class) compared to lower degree classes.

27 Sep 2021: Student engagement and belonging through their learning are integral to student success. In order to ensure that all students are engaged and feel like they belong, an inclusive learning approach can be employed to improve the experience and

15 Sep 2021: This project explored disabled students' perceptions of the value of more diverse assessments methods for their academic performance and wellbeing.

15 Sep 2021: This project explored whether and how the language used in discussions about race at Cambridge - in teaching and other contexts - impacts the academic performance of Black British students.

15 Sep 2021: This project explored what assessment methods, conditions and instructions are provided to students in different courses, and what examples there are of good practice with regard to student mental health.

27 Sep 2021: While students are commonly engaged in course evaluations and in departmental committees, it is becoming more common for institutions to go beyond these opportunities to engage with the student voice and recruit students as partners in projects to