by Neil Raven

Context

Whilst much has been said about the broadening education gap caused by covid-19 (Hayes, 2021; Crossfield et al, 2023; De Witte and Francois, 2023), fears have also been raised about its impact on the next-step plans of those from widening participation (WP) backgrounds (Nelsonet al, 2021; Co-op, 2021; Kingsley, 2021), including progression to university. A Sutton Trust (Montacute, 2020: 13) report observed how ‘recessions’, such as that triggered by the pandemic, ‘are known to have considerable impacts on educational aspirations and opportunities, with’, it is noted, ‘young people from disadvantaged backgrounds more likely to have their educational decisions influenced by labour market conditions’ than their more privileged peers (Raven, 2023: 101). However, these commentators and researchers were reporting in the midst of the pandemic when much was uncertain. In seeking to provide a more recent set of perspectives, I was commissioned by a Uni Connect partnership (of local universities, colleges and schools) to gather the insights of 14 teaching professionals based in schools and colleges located in the English West Midlands. The timing of this research coincided with the easing of lockdown restrictions (UK Parliament, 2021). All the institutions involved (which totalled 15, since one participant worked across two schools) had significant numbers of students from disadvantaged neighbourhoods. Whilst the semi-structured interviews with these teaching professions highlighted a range of challenges faced by their students, they also drew attention to the kinds of support that had the potential to overcome them. The results that this blog post reports and reflects upon are based on a recently published journal article (Raven, 2023).  

Challenges

The central argument made in this article was that ‘the challenges wrought by the pandemic accentuated the engrained disadvantages those from WP backgrounds have long had to contend with.’ My interviewees talked about the impact covid had on their students’ mental health. Our ‘year 10[s] [aged 14-15] and upwards,’ one teaching professional observed, are ‘used to hearing from the media that they are so far behind and have missed so much. That is [affecting] plans for where they go’ next. Whilst the impact was evident amongst students who had struggled before the pandemic, those with ‘no previous mental health issues’ were also being affected, including in terms of diminished levels of confidence and resilience. ‘They are much quicker to give up if it is hard work’, one interviewee observed (Raven, 2023: 107).

The teaching professionals also discussed students who were now less certain about the possibility – and suitability – of HE. In part, this was because they had concerns over components of the curriculum that had not been covered. However, it also reflected the fact that lockdowns and restrictions on school visits, as well as who could visit their school and college, meant that they had ‘missed out on’ a range of outreach interventions (Raven, 2023: 101). In addition, the pandemic had reinforced students’ concerns about moving away from home and leaving the communities they were familiar with and felt secure in. It had also acerbated long-held anxieties over debt and the costs (and benefits) of a higher education, in part because of the challenging labour market conditions generated by the pandemic, including in witnessing parents who had been furloughed or lost their jobs (Raven, 2023).

Response

In seeking to address these challenges, interviewees identified the need to ensure ‘students were informed of their options.’ A process, it was argued, that should start early in their secondary school education (years 8 or 9, when they would be 12 to 13 years old), and place university in the context of the wider learner journey, including the post-16 transitions to college or sixth form. Suggested interventions included workshops aimed at exploring what HE is and what it could offer, along with sessions designed to equip these young people with the skills that would enable them to research ‘the range of [university] courses available.’ There was also a need to provide these young people, and their parents/guardians, with ‘more information about student finance,’ as well as the  ‘placement opportunities’ offered by many HE courses (Raven, 2023: 109-111). 

In addition, the teaching professionals highlighted the importance of providing young people with a more detailed understanding of higher apprenticeships. One interviewee argued that whilst their students may ‘know you can work and get paid for it,’ they have very limited understanding of ‘the ins and outs of a degree apprenticeship,’ and that these are ‘attached to a university. [More] needs to be done’, it was added, including providing opportunities for these young people to speak with current higher level apprentices who could tell them about their ‘real life experiences’ (Raven, 2023: 111).

Whilst the provision of information, advice and guidance (IAG) was important, interviewees emphasised the need for outreach. Campus visits could dispel ‘commonly held perceptions that HE will be classroom-based’, it was argued. More broadly, providing first-hand accounts of HE could be especially important ‘because a lot of our kids don’t have parents who have been to university. So, doing those [university] trips has a big impact on the [them], and [is] something that we have not been able to do recently’ (Raven, 2023: 112).

The teaching professionals also highlighted the part that undergraduates could play as role models. In particular, those who came from ‘relatable demographic and social backgrounds.’ Various ideas for how university students could be deployed were described. These include a ‘university pen pals’ scheme, that ‘would enable those involved to ask the students about their university, their course, or anything [they] want to know really.’ Mentoring opportunities were also discussed. These could enable students from under-represented backgrounds to ask their mentors about ‘their journeys’, including ‘what the start of university [was] like, [and] how they cope[d] financially’ (Raven, 2023: 113).

Conclusion

The findings from this study suggest that the pandemic has reinforced existing patterns of disadvantage. Moreover, they provide a corrective to views that IAG and outreach support can be offered (and prove effective) as one-off activities. Instead, they underpin the imperative for a ‘sustained and progressive programme’ of interventions that not only support the development of students but counter the detrimental impact of external events (Raven, 2023: 16). However, there remains a need for more research. Not least, in hearing from the students themselves and, ideally, by adopting a longitudinal approach that captures change in views and post-18 intentions over time. It is hoped that a new research project will afford such insights.

Acknowledgements

Thank you to the teaching professionals who took part in this study for their time, insights and expertise. Thank you also to members of the Higher Horizons+ Steering Group for supporting this study and especially to Ant Sutcliffe, the Network’s Head, Dr Hannah Merry, the Operations Manager, and Katie Coombe-Boxall, the Data and Research Manager, for all their guidance and patience.

Neil Raven is an educational consultant and researcher in widening access. Contact him at neil.d.raven@gmail.com.