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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.

23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across

15 Sep 2021: The Equality Act The Equality Act 2010 serves as a legal provision protecting those with 'protected characteristics' from direct and indirect discrimination.

16 Sep 2021: This new interactive online course is designed to help staff develop an understanding of best practice in the design and delivery of inclusive teaching and learning.

13 Dec 2021: We are pleased to open registration for the third Diversifying Assessment Forum in 2022.

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.

24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of

15 Sep 2021: The purpose of content notes The purpose of content notes is often misunderstood or misrepresented. Content notes provide advance information about the content of material: this affords autonomy in how an individual chooses to approach and tackle

29 Apr 2021: A range of materials from the Cambridge Teaching Forum 2021 are now available for members of the University on the Materials page (Raven access required). These include recordings of most sessions and slides from all, as well as a transcript of the

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.