Diversity and Inclusion Funded Projects Programme 2026/27

Applications will be considered against the areas below.

Clear link to diversity and inclusion priorities

Projects should respond to a clear diversity and inclusion need or opportunity. This may relate to staff, students, communities, teaching, research, professional practice, culture, access, participation, belonging or representation.

Applicants should explain how their project will advance inclusion, belonging or equity at LJMU and, where relevant, beyond the University.

Evidence of need

Applicants should explain why the project is needed.

Evidence may include institutional data, staff or student feedback, consultation, research, sector evidence, community insight, lived experience, or learning from previous activity.

Realistic and achievable delivery

Projects should have a clear and manageable plan, with realistic activities, milestones and outputs.

Applicants should show that the project can be delivered within the funding period, with all funded activity and spend completed by 31 July 2027.

Financial planning and value for money

Applicants should provide a clear and realistic budget, including how costs have been calculated, when spend is expected, and the likely payment or procurement route where known.

Where student payments are included, relevant rates should be checked prior to application.

Spend above the awarded amount will not be approved unless agreed in writing in advance.

Skills, experience and capacity to deliver

Applicants should show that the project team has the skills, experience, partnerships and capacity to deliver the project.

This includes clear roles and responsibilities, realistic workload planning, line manager support, and awareness of any dependencies or specialist expertise required.

Impact, legacy and wider value

Projects should show what change they hope to create and what could remain after the funding period ends.

This might include a change in practice, knowledge, culture, process, policy, resources, partnerships, evidence, or a model that could be shared or adapted more widely.

Projects may focus on a specific group or issue, but applicants should explain how the learning, impact or outputs could have wider value for LJMU.

Evidence and learning

Applicants should give initial thought to how they will know whether the project has made a difference.

This might include feedback, participation data, evaluation findings, qualitative insight, changes in practice, resource use, case study material, or learning that could support wider institutional reporting, charter mark evidence, conferences or external dissemination.

Applicants will be asked to indicate whether their project aligns with any LJMU strategies, plans, frameworks or commitments.

This may include, for example:

• Strategy 2030
• Access and Participation Plan
• Race Equality Charter
• Athena Swan
• Disability Confident
• University of Sanctuary
• civic or community engagement priorities
• faculty, school or service plans
• professional service priorities

Applicants are not expected to know every institutional framework in detail. The aim is to understand how the project contributes to LJMU’s wider priorities and where the learning or impact may be useful.

Applications are welcome from LJMU staff across all faculties, schools and professional services.

Each project should have two named project leads to support shared responsibility and continuity.

Line manager support is required to confirm that applicants have capacity to deliver the project alongside existing responsibilities.

Funding can be used for project costs such as:

• student payments
• external suppliers or facilitators
• project materials or resources
• workshops, events or engagement activity
• evaluation, communication or dissemination
• community partnership activity

All costs must be clearly linked to the project and explained in the application.

Successful projects will be expected to:

• deliver the project by 31 July 2027
• manage spend within the awarded amount
• attend agreed project check-ins
• provide short progress and spend updates
• take part in a midpoint review
• develop an impact and legacy plan
• submit a short final report

These requirements are designed to support projects to succeed, identify issues early, and help demonstrate the value and impact of the fund.

We are not able to confirm suitability or likelihood of success before panel assessment. If you are unsure whether to apply, please consider whether your proposal clearly addresses the criteria above.

In particular, applicants should make explicit:

• the link to diversity, inclusion, equity or belonging
• the need being addressed
• who will benefit
• what will be delivered during the funding period
• what change or legacy could result

Research-informed projects are welcome where there is a clear link to the aims of the Fund. However, the Fund is not intended to operate as a general research continuation fund. Projects should demonstrate how the funded activity will contribute to inclusion, belonging, practice, knowledge, culture or wider institutional value.

Black Student Leadership Academy (BSLA): Empowering Success, Belonging and Achievement

Project Leads: Johanna Jonker and Vanessa Caddick

The BSLA is a 7-week programme designed to empower Black undergraduate students through leadership workshops, culturally tailored wellbeing sessions, careers support, and industry mentoring. Responding directly to LJMU’s 28.4 percentage point Black student awarding gap, it provides targeted support for progression and belonging.

Activities include public speaking, assertiveness, navigating discrimination in the workplace, and student-led projects, culminating in a showcase event. Short-term outcomes include recruitment of 15 to 20 students and delivery of workshops; medium-term outcomes include increased confidence, networks, and engagement; and long-term outcomes focus on reducing awarding gaps and embedding BSLA as a recurring programme.

Risks such as recruitment challenges, safeguarding needs, and sustainability will be managed through partnerships, flexible scheduling, wellbeing support, and robust evaluation. The project aligns with the Access and Participation Plan, Race Equality Charter, Athena Swan, and Graduate Outcomes, while enhancing LJMU’s reputation for equity and leadership in race equality.

Belgrave Mind, an external partner, will deliver culturally responsive mental health workshops, addressing the lack of Black male practitioners in LJMU provision.

A Festival of Ideas for Young People: Culture, Connection and Conversation

Project Leads: Ruth Slater and Ceri Daniels

This flagship civic event will bring together young people aged 11 to 18 from underrepresented backgrounds—including care-experienced, minority ethnic, and low-income communities—for an inspiring cultural and educational experience at a prestigious city venue. Modelled on the Royal Institution Christmas Lectures, the event will feature high-profile writers and storytellers such as Lemn Sissay or Frank Cottrell-Boyce.

It aims to raise aspirations, foster a sense of belonging, and showcase LJMU as an inclusive, aspirational university. Outcomes include enhanced cultural capital, social mobility, and stronger partnerships with schools, charities, and civic organisations. Risks such as speaker availability, accessibility, and sustainability are addressed through backup options, targeted outreach, flexible delivery, and contingency planning.

The event aligns with the Access and Participation Plan, Race Equality Charter, Athena Swan, and LJMU’s civic mission. It will also provide opportunities for LJMU students to participate as volunteers and role models. Partners include schools, local authorities, charities such as The Reader and The Prince’s Trust, and cultural figures from the region.

GTRSB School Engagement: Understanding Disengagement and Co-Creating Solutions

Project Leads: Patricia Jolliffe and Helen Collins

This research project investigates why Gypsy, Traveller, Roma, Showmen and Boater (GTRSB) pupils in Liverpool disengage from education and how to co-design solutions with the community. Using a mixed-methods approach—surveys, interviews, and focus groups—the project will identify dropout triggers and explore alternative provisions such as hybrid attendance and travelling teachers.

It will involve local schools, NGOs, and community centres (for example Al-Ghazali, Kuumba Imani and Lauda Project) alongside national partners. Expected outcomes include a validated dataset, a prioritised list of community-endorsed solutions, and policy briefings feeding into LJMU’s GTRSB EDI REF Impact Case Study.

Risks such as low engagement or retention will be mitigated through established community relationships, culturally sensitive research design, and group-based approaches.

Benefits to LJMU include alignment with the Race Equality Charter and the GTRSB into HE Pledge, reputation as a centre of excellence, and contributions to APP targets.

Inclusive Calm: Enhancing Neurodiversity and Wellbeing through Multi-Sensory Spaces

Project Leads: Angela Garden and Sara Mursic

This project expands LJMU’s provision of sensory rooms by establishing a new multi-sensory environment at the city campus, complementing the existing Education Building facility. The space will support neurodivergent students and others experiencing stress, anxiety, or sensory overload, providing a calm environment to regulate emotions and re-engage with studies.

Co-designed with students and installed by specialist partner Seaview Sensory, the room will include therapeutic equipment such as bubble tubes, tactile features, and adaptive lighting. Outcomes include improved concentration, reduced stress, stronger inclusion, and enhanced retention for neurodivergent students.

Risks such as low uptake, sustainability, or misuse will be managed through awareness campaigns, flexible booking systems, integration with wellbeing services, and ongoing evaluation. The project aligns with LJMU’s Access and Participation Plan, Athena Swan, and Race Equality Charter commitments.

Giving a Voice to Liverpool’s Under-Represented Communities through Inclusive Storytelling

Project Leads: Polly Sharpe and Lisa McAllister    

This journalism project will embed students in under-represented Liverpool communities through a series of supervised “community newsdays.” Students will produce stories for the departmental website, giving visibility to groups such as the African Caribbean Community Centre and People First Merseyside.

Aimed at boosting student confidence and skills in inclusive reporting, the project builds on LJMU’s award-winning Inclusive Reporting Guide. Outcomes include strengthened employability, greater awareness of diversity in journalism, and stronger LJMU community relationships. Risks such as lack of student or community engagement will be mitigated through preparatory meetings, support, and embedding newsdays into module assessments.

Benefits to LJMU include alignment with the Access and Participation Plan, Race Equality Charter, and Athena Swan priorities, showcasing LJMU’s commitment to representation in media education.

Neuroinclusive Vivas: Exploring Inclusive Assessment for Neurodivergent Postgraduate Researchers

Project leads: Claire Hanlon and Gordon Hay

This qualitative study will explore how viva examinations can be adapted to better support neurodivergent postgraduate researchers (PGRs). Through interviews with ND students (before and after their vivas) and examiners, the project will identify needs, barriers, and feasible inclusive practices.

Outcomes include guidance for LJMU’s Doctoral Academy, improved compliance with the Equality Act 2010, and recommendations to embed inclusive viva practices into research degree regulations. Risks such as recruitment challenges or participant discomfort will be mitigated through flexible data collection methods, anonymity options, and established networks.

Benefits include enhanced PGR student experience, reduced awarding barriers, and strengthened institutional reputation for inclusive postgraduate assessment.

Women’s Empowerment Programme: Fostering Emotional Resilience and Healthy Relationships

Project leads: Claire Kendrick and Georgina Hindley

This project will relaunch and expand the successful Women’s Empowerment Programme, a six-week series designed to support female-identifying LJMU students in building emotional resilience, healthier relationships, and stronger self-awareness.

Alternating between psychoeducational sessions (covering boundaries, attachment, and recognising abuse) and creative workshops (arts, crafts, and movement), the programme integrates learning with self-expression. Guest speakers and partnerships with local organisations (WHISC, LDAS, Savera UK) will provide additional expertise and resources.

Outcomes include enhanced emotional literacy, improved boundary-setting, and greater confidence, with evaluation through surveys and reflective exercises. Risks such as low engagement or emotional distress will be mitigated through incentives, trauma-informed facilitation, and safeguarding measures.

Benefits to LJMU include stronger wellbeing provision, alignment with APP, REC, and Athena Swan, and deeper civic partnerships.

Yes, We See You! Part 2: Inclusive Learning Opportunities with Mencap

Project PI: Janette Porter
Project Officer: Janine Melvin

Building on a successful pilot, this collaborative project with Mencap Liverpool & Sefton will deliver three new “mini-modules” giving Mencap members access to LJMU learning experiences while offering students meaningful work-based learning opportunities. Modules will be co-designed around Mencap members’ interests and delivered with LJMU staff and student support.

Outcomes include improved confidence, skills, and inclusion for Mencap members, and enhanced employability for LJMU students. Impact will be captured through mini-documentaries, peer-reviewed outputs, and conference presentations. Risks such as ethics delays, access needs, or recruitment challenges will be mitigated through close collaboration with Mencap, flexible delivery, and celebration events.

Benefits to LJMU include strengthened civic partnerships, alignment with APP disability targets, improved employability outcomes, and potential REF impact case study contributions.

Amplifying Student Voices: Breaking Barriers through Storytelling

Project leads: Gemma Dale and Katherine Neary

This project will produce a professionally published book, Breaking Barriers: Stories of Student Life, featuring 25 authentic accounts from LJMU students and recent graduates from underrepresented groups (for example care leavers, estranged, mature, disabled, international, GTRSB and ethnically diverse).

Co-created with student interns, the book will be launched at a celebratory event and made available in print and Kindle formats, with potential to expand into podcasts. Outcomes include amplified diverse student voices, improved staff awareness of student experiences, and inspirational role models for future learners.

Risks such as recruitment challenges and sensitivity of personal stories will be mitigated through clear consent processes, pseudonym options, and peer support. Benefits to LJMU include a lasting, shareable inclusion resource, alignment with APP, REC, and Athena Swan, and strengthened institutional reputation for student-centred storytelling.

Belonging in Nature: Supporting Male Students’ Inclusion and Wellbeing through Outdoor Connection

Project leads: Casey Beaumont and Avril Rowley

This six-month pilot will engage up to 30 working-class male students through nature-based activities such as guided walks, conservation volunteering, gardening, and reflective group sessions.

Designed to address belonging, stigma, and mental health barriers faced by this demographic, the project will be co-designed with participants and delivered in partnership with The Mersey Forest and GROW-Wellbeing CIC. Outcomes include increased confidence, resilience, peer connection, and improved retention, alongside a replicable engagement model for LJMU.

Evaluation will combine surveys, focus groups, and creative “photovoice” methods. Risks such as recruitment, weather disruption, or criticism of focus will be mitigated through flexible delivery, trauma-informed facilitation, and transparent alignment with institutional priorities.

Benefits to LJMU include insights into supporting hidden disadvantaged groups, contributions to APP and REC, and innovative links to sustainability and green skills.

A Co-Creation Charter for LJMU: Inclusive Design in the Student Experience

Project leads: Garry McCartney and Sarah MacLennan   

This project will create a Co-Creation Charter to embed inclusive student-staff partnership into LJMU’s governance and decision-making processes. Responding to gaps in student agency, it will establish clear principles, expectations, and digital mechanisms for participatory governance.

Activities include workshops, digital engagement pilots, benchmarking visits to Exeter and Westminster, and graphic design of the final Charter. Outcomes include a published Charter, a pilot implementation framework, and improved student belonging and engagement. Risks such as low participation, staff resistance, or misalignment with existing processes will be mitigated through JMSU partnerships, early stakeholder engagement, and iterative piloting.

A pivot option is the creation of a Co-Creation Toolkit. Benefits include stronger alignment with APP, REC, and Athena Swan, improved responsiveness to student voice, and sector leadership in participatory governance. External partners include JMSU, peer universities, community organisations, and digital engagement specialists.

Student-led development of the assistive technology provision at LJMU

Project leads: Sara Mursic and Jo Bleasdale

This initiative empowers students with lived experience of disability to co-create improvements to LJMU’s assistive technology provision. Working with staff across Library Services, IT, and the D&I team, student participants will audit existing provision, identify gaps, and pilot enhancements in accessibility tools and training.

Outputs include student-led audits, recommendations, case studies, and a student-designed framework for embedding assistive technology into teaching and support.

Benefits include improved accessibility and inclusion, better alignment with Disability Policy and Action Plans, and strengthened partnerships between students, staff, and external experts. This project will position LJMU as a sector leader in inclusive digital provision.

UniMan: Masculinity, Mental Health and Digital Culture

UniMan will create safe, structured spaces for LJMU’s male students—including those with caring responsibilities and/or who are neurodivergent—to explore masculinity, mental health, boundaries and digital culture.

Over five weeks, the programme blends theory-led dialogue (co-facilitated by LJMU/JMSU with guest experts) and practical sessions led by LJMU Sport (for example Boxing for Wellbeing and team sports) to build emotional literacy, confidence and peer connection. External partners include James’ Place, the Paul Lavelle Foundation, Open Door, and Andy’s Man Club; delivery aligns with Movember to boost engagement. Expected outcomes are increased help-seeking and service awareness, improved belonging and resilience, and sustained participation tracked via Power BI/WebHub (with periodic check-ins).

Risks around stigma/defensiveness and disengagement are addressed through culturally attuned language/branding, trauma-informed facilitation, incentives (refreshments, vouchers), and relatable role models. The project strengthens APP priorities (retention/progression for under-represented men), complements REC (inclusive, intersectional spaces for minoritised men) and Athena Swan (gender-inclusive culture).

Budget covers guest speakers/coach travel, facilitator training (12 Dialogues—Men at Work), graphic design/branding, student incentives, catering and contingency. Key milestones run Sept–Nov 2025 (training, design/branding, bookings, delivery, incentives, end-of-programme social at a community venue).

After careful consideration of all applications, the judging panel decided to fund the following projects:

Belonging in Liverpool as a Trans or Non-Binary Estranged Student

Project leads: Dr Billie-Gina Thomason and Kimberley Rowlands

Email: b.thomason@ljmu.ac.uk and k.a.rowlands@ljmu.ac.uk

Exploring the experiences of Trans and Non-binary estranged students through a queer lens is crucial for amplifying their voices and providing valuable recommendations for future students at LJMU. This project will employ Creative Methods, inviting 5-6 students to craft a map highlighting the locations in the city where they feel safe and welcomed. These maps will serve as the foundation for a walking interview, allowing students to share their stories about how these spaces contribute to their sense of belonging and identity. Public venues identified on these maps, such as coffee shops, salons, restaurants, shops, museums, and galleries, can be compiled into a leaflet or shared digitally, offering new Trans and Non-binary students a guide to supportive spaces as they begin their journey at LJMU.

Digital Empathy: Unlocking Cultural Competency and Understanding through Digital Micro Learning and Micro Credentialing for LJMU Staff and Students

Project Leads: Dr Graham Dowes and Dr Matt McLain

Email: g.a.downes@ljmu.ac.uk and m.n.mclain@ljmu.ac.uk

The Digital Empathy initiative aims to enhance and highlight inclusivity at both the individual and institutional levels at LJMU, demonstrating how diversity and inclusion can be prioritised throughout the organisation, starting from the executive leadership team. By participating in this digital micro-learning programme, LJMU will be able to advocate for inclusive principles and practices. The project will provide participants with a deeper understanding of cultural competence and inclusive behaviours, which will significantly contribute to the university's core values and overall culture. This effort is expected to lead to improved outcomes for students from diverse backgrounds and experiences, fostering greater sociocultural cohesion within the dynamic LJMU community. To kick off this cultural competency digital micro-learning and credentialing project, a working group will be established to oversee the initiative, ensuring it aligns with institutional policies and strategic objectives. This research group will analyse data and insights from previous EDI projects to extract essential content for the online micro-learning courses. Additionally, a micro-credential framework will be developed to recognise staff development in this area. The introduction of digital micro-learning and credentials will create a more civic-minded, responsive, and accessible platform for engaging with LJMU staff and students, as well as staff from partner institutions, including local further education colleges and schools.

Moongate Mix North Salon Events

Project Leads: Rosa Fong and Yin Yinan

Email: r.fong@ljmu.ac.uk and y.yin@ljmu.ac.uk

Moongate Mix North is set to host a series of salon events designed to unite East and Southeast Asian (ESEA) scholars, artists, researchers, and the broader community, encouraging meaningful discussions on ESEA-related topics. The initiative highlights critical and cultural collaboration with stakeholders and community groups based in the Northwest. This project will be developed in partnership with Jennifer Lim of Moongate Mix, known for its successful monthly salons at Omnibus Theatre in London. Previous collaborations have included institutions like City, University of London, King’s College London, and Urdang. Through this consultation, we aim to share effective practices and utilise a proven approach to connect academics, creatives, researchers, and the community with Liverpool John Moores University. The overarching goal of this project is to enhance community involvement and generate a positive societal impact through the intersection of arts and academia.

Seeking Language through Refuge

Project Leads: James Williams and Leona Forde

Email: j.p.williams@ljmu.ac.uk and l.j.forde@ljmu.ac.uk

The aim of this initiative is to offer migrants comprehensive language assistance through a series of ten sessions focused on areas where they might seek help within the criminal justice system. These sessions will align with the Adult ESOL Curriculum, ensuring that learners become accustomed to the teaching techniques used. The project is designed to equip migrants with essential language skills, boost their confidence, and enhance their communication abilities as they integrate into the local community in the Liverpool City Region. The project team will work closely with 4 Wings Charity, which will provide observation and support to participants throughout the duration of the project. This charity is dedicated to helping migrant women seeking asylum to assimilate into new communities and access various opportunities. All participants who are involved in the programme will have the chance to utilise LJMU facilities, with the aspiration of possibly enrolling at LJMU in the future. They will also interact with LJMU staff, fostering connections with migrant communities. This initiative aims to create a pathway to LJMU and offer vital support for migrants in the city.

Empowering Diversity: An Anti-Prejudice Education Website to Inspire Under-Represented Groups in Space Science and STEM

Project Leads: Dr Stacey Habergham-Mawson and Dr Emma Smith

Email: l.j.forde@ljmu.ac.uk and e.l.smith1@ljmu.ac.uk

This project aims to tackle the pressing need for greater diversity in the realms of science, technology, engineering, and mathematics (STEM). Currently, these sectors are predominantly represented by a limited range of demographic groups, highlighting the necessity for broader inclusivity and representation from diverse backgrounds.

With a robust user community, we are dedicated to ensuring our website is as inclusive as possible. Our goal is to thoroughly evaluate our online presence and develop a platform that actively combats prejudice. We envision a space where visitors from all walks of life can quickly grasp our mission—a project within an organisation that stands firmly against racism, sexism, ableism, and champions inclusivity. The insights gained from this project will be invaluable to our Outreach, Student Recruitment, and Admissions teams.

GTRSB Moving Forward – Liverpool (Embedding a sustainable GTRSB culture at LJMU and in the community)

Project leads: Dr Patricia Jolliffe and Dr Helen Collins

Email: p.a.jolliffe@ljmu.ac.uk and h.collins@ljmu.ac.uk

This initiative aims to build upon the achievements of the team's previous project. Additionally, it will establish processes such as a mentoring programme designed to connect LJMU outreach efforts, LJMU GTRSB (Gypsy, Traveller, Roma, Showmen, and Boater) students, and the community, which encompasses a variety of ethnic and cultural backgrounds.  While the previous project focused on the City of Liverpool, this new endeavour will broaden its reach to the Liverpool City Region (LCR). Consequently, it will promote and inspire schools and colleges in Liverpool to engage GTRSB students in taking the pledge. The project will begin by gathering and assessing insights from the initial project to enhance and refine this proposal. The primary method for data collection will be qualitative and as part of our methodological strategy, we will include conduct semi-structured focus groups with four schools and colleges to identify the support needed for their GTRSB students.  There will also be a collaboration with local stakeholders to establish a GTRSB ‘hub’ aimed at supporting the community. 

HE students from Armed Forces Families: An exploration of additional needs and support structures at LJMU

Project Leads: Dr Gus Ryrie and Peter Dolan

Email: a.ryrie@ljmu.ac.uk and p.j.dolan@ljmu.ac.uk

LJMU has officially endorsed the Armed Forces Covenant, demonstrating our commitment to fostering positive change. As part of this initiative, the Armed Forces Steering Group is tasked with investigating and assisting students who come from service families. This project aims to enhance our understanding of the unique needs of this demographic, which will greatly benefit the institution for several reasons:

• It reinforces our dedication to the Armed Forces Covenant.
• The Office for Students has recognised the importance of supporting this group.
• By comprehending and addressing their needs, we can improve academic performance and success.
• It aligns with our institution's widening participation strategy.

The primary goal is to gather baseline data and evaluative insights regarding students from service families, allowing us to create a student-focused support system and framework.

Living to Learn Charter: Supporting LJMU Students with Life-Limiting Illnesses

Project Leads: Dr Joanne Vincett and Phil Bakstad

Email: j.j.vincett@ljmu.ac.uk and p.bakstad@ljmu.ac.uk

The project aims to create a charter that outlines guidelines and provisions for the LJMU community to provide compassionate and practical support to students facing life-limiting illnesses. The two primary outcomes of this initiative are: 

1. A written charter titled ‘Living to Learn Charter: Supporting LJMU Students with Terminal Illnesses’.
2. A customisable support plan designed for students impacted by these challenges.

Methodology:

• Collect data from the university regarding the number of current students and staff affected, as there is currently a lack of information on this matter.
• Facilitate group consultations with a diverse array of stakeholders to gain insights into the necessary support and resources for students with life-limiting illnesses or those receiving palliative care:
  • students who have personal experiences;
  • LJMU staff who assist or have assisted these students;
  • representatives from other universities with similar policies or those considering developing one; and
  • relevant healthcare professionals and charitable organisations.

The project will also involve collaboration with practitioners in the Liverpool City Region and surrounding communities throughout the consultation, drafting, and promotion of the Charter. 

Melodies of Mindfulness: Assessing a song-based mindfulness intervention to promote psychological wellbeing and academic success in neurodiverse students from marginalised genders

Project Leads: Dr Nikki Street and Dr Martha Lomeli-Rodriguez

Email: n.c.street@ljmu.ac.uk and m.e.lomelirodriguez@ljmu.ac.uk

Melodies for Mindfulness is a groundbreaking research initiative and community-focused programme designed to deepen our understanding of the experiences faced by neurodiverse undergraduate students from marginalised genders in higher education. It aims to identify both the challenges they encounter and the effective practices that foster academic resilience. Additionally, the project will evaluate the practicality of a unique music-infused mindfulness programme intended to enhance cognitive functions and support the psychological well-being of these students. The Melodies for Mindfulness programme will feature a blend of group discussions, mindfulness exercises, and collaborative activities centred around songwriting and singing. A control group will be established, which will only involve data collection at the beginning and end of the study, to help assess the intervention's effectiveness.

Yes, We See You - A collaborative inclusion research project for LJMU and Mencap Liverpool and Sefton

Project leads: Janette Porter and Janine Melvin

Email: j.porter1@ljmu.ac.uk and j.m.melvin@ljmu.ac.uk

To create learning opportunities for the Mencap members within LJMU, enabling them to develop skills and understanding to help them with their future lives, and to break down some of the barriers that can cause isolation for Mencap members. They seek to provide valuable and highly relevant WBL experiences for LJMU students who participate in the project. They will evaluate the activities of the project and disseminate the findings via a peer reviewed journal article and conference delivery.

‘The impact of this project would mean a significant improvement on Mencap Members educational, social and mental wellbeing. Having access to the workshops, facilities and opportunities through collaborating with JMU in this project would be invaluable. This would be a strong step towards making educational spaces more inclusive which would help members feel safe and valued in their communities.’ - Quote from Mencap Liverpool and Sefton

Menstruation Matters: Exploring Stigma and the Disparity of Menstruation Experiences for University Students in relation to Attendance, Participation, Wellbeing and Sustainable Product Choices

Project Leads: Dr Katherine Neary and Dr Hannah Wilson

Email: k.r.neary@ljmu.ac.uk and h.k.wilson@ljmu.ac.uk

This study aims to expand on the successful #LJMUFreePeriod initiative, which provided free menstrual products to students, by delving into the menstruation experiences of LJMU students. It seeks to enhance ongoing efforts within the university to tackle issues related to menstrual dignity. This topic is a multifaceted societal equality, diversity, and inclusion (EDI) concern, characterised by specific contextual intersectionality (Suleman et al., 2024; Bauer et al., 2021). The research will focus on menstruation as a societal challenge, examining disparities, individual experiences, and the broader implications of sustainability in line with LJMU's commitment to the Sustainable Development Goals (SDGs). As part of this project, previous decisions made by LJMU aimed at improving menstrual health on campus will be reassessed to gather student feedback and identify new factors influencing personal menstruation experiences in higher education settings. The educational goal is to raise awareness about menstruation-related issues affecting students and to link these challenges to broader concerns regarding educational attendance, academic performance, and mental and physical health, thereby encouraging a shift in the conversation among key stakeholders.

After careful consideration of all applications, the judging panel decided to fund the following projects:

Helen Collins: Using the Gypsy, Traveller, Roma, Showmen and Boaters' (GTRSB) HE and Schools Pledge to increase Liverpool GTRSB into FE and HE

The objective of this project extends beyond LJMU's commitment to signing the GTRSB Pledge. It also aims to establish valuable partnerships within Liverpool's local community, including schools, further education colleges, non-governmental organisations (NGOs) and employers. This collaborative effort seeks to create a pathway for recruiting a more diverse cohort of GTRSB students to LJMU. Additionally, it strives to ensure that high-quality, meaningful employment opportunities, emphasising training and development, are accessible to GTRSB graduates within Liverpool's skills ecosystem.

By becoming a GTRSB pledge university in the Northwest, LJMU will have a platform to advocate for change on both national and local levels. This includes contributing to the discussions held by the All-Party Parliamentary Group and actively engaging with GTRSB networks, advocacy groups, and activism within the local community.

Denise Lee: Lean in Construction for Girls

The objective of this project is to enlist between 5 and 10 female staff advocates/mentors, each dedicating 3 to 6 hours per week to mentor and support younger and other female students. In June 2023, an invitation was extended to all female staff members within the School of Civil Engineering and Built Environment to participate in the inaugural ‘Lean In circle’ project. During this gathering, staff members established trust circles, facilitating the formation of peer-to-peer mentorship and support relationships. The overarching goal of this meeting is to recruit a cohort of 5 to 10 advocates/mentors who will contribute to this valuable initiative.

Elena Zaitseva: Understanding Barriers to Academic Achievement of Male Students from Low HE Participation Areas and Developing Institutional Interventions

The primary objective of this project is to uncover patterns in the experiences and perspectives of the group, with the ultimate goal of gaining a comprehensive understanding of the factors that hinder the academic achievement of white working-class male students. The aim is also to identify effective academic support approaches and interventions that can effectively address these challenges. The insights derived from this project will serve as the foundation for developing recommendations and interventions at multiple levels within the institution. These levels encompass pre-enrollment and induction activities, personalised guidance from tutors, resources and sessions aimed at enhancing academic achievement, as well as other student-facing services, including mental health and wellbeing support, and assistance with student finance, among others. 

Ceri Daniels: ‘Story Creators’ - A collaborative inclusion project for LJMU students and pupils in the Liverpool City Region (LCR) with Special Educational Needs and Disability (SEND)

A collaborative inclusion initiative for LJMU students and pupils in the Liverpool City Region (LCR) with Special Educational Needs and Disability (SEND). The project has since worked with 5 LJMU students from different courses such as Early Childhood Studies, Creative Writing, and English Literature and Creative Writing, to conduct 4 workshops with the assistance of a specialist lead facilitator, Heather J Ray from My Well Being School Australia. This project has created valuable opportunities for LJMU students to engage in a unique partnership with young individuals to share their stories.  

Paula McNulty: ‘Intern to Work’ - A collaborative inclusion project for LJMU to partner with Liverpool City Council (LCC) to provide supported internships to students in the Liverpool City Region (LCR) with Special Educational Needs and Disability (SEND)

The primary objective of this project is to establish five supported internships tailored for young adults with Special Educational Needs and Disabilities (SEND) within LJMU, complemented by the engagement of five LJMU student mentors to provide support for these individuals. In our society, there persists an expectation that marginalised groups should conform to the established norms, hindering their full inclusion. However, LJMU is committed to setting an example of inclusivity for all. In an ideal and socially just society, it is the responsibility of the broader community to adapt to the unique needs of marginalised groups. This adaptation ensures that all voices are not only heard but also celebrated, fostering a diverse and equitable environment. This fundamental principle underpins the core aim of our supported internship program.

Dominique Walker: #BlackintheIvory

The project is dedicated to equipping Black women with the essential tools they need for success in academia. Throughout the year, a series of sessions has been meticulously designed. These monthly sessions have garnered significant interest and participation, with consistent attendance by 10 to 20 Black women representing diverse backgrounds from various faculties, universities, and the local community.

Amos Fatokun: Clues in the Cues - Chronicling and Contextualising Non-Western Socio-Cultural Norms for Improved Student Experience

The project's objective is to create an online survey designed to capture the essential socio-cultural values and cues of undergraduate and postgraduate Ethnically Diverse students at LJMU and other UK institutions. These cues are particularly important for students who may have a distinct context or understanding of UK (or Western) cultures that could be misinterpreted.

The data collected through this survey will serve as the foundation for developing a comprehensive database or repository that houses these cues and clues. This repository can be continually expanded upon in the future. Its primary purpose is to promote and enhance inclusive learning and teaching practices by fostering a deeper understanding of diverse cultural perspectives and values within the academic community.

Sarah Williams: You Can't Be What You Can't See

The primary objective of this project is to enhance the social capital of ethnically diverse HR students at LJMU by facilitating connections between them and ethnically diverse HR professionals in the Liverpool City Region. The project seeks to provide ethnically diverse students with valuable insights into the practical aspects of employment and training processes within organisations. To achieve this goal, the project will establish mentoring relationships by pairing students with HR professionals, drawing inspiration from the successful Reciprocal Mentoring Scheme at LJMU. Additionally, the project will organise customised workshops and events, fostering the creation of a supportive community of practice.

To optimise the impact and effectiveness of this initiative, the project start date has been backdated to October 2023, aligning with the beginning of the academic term. This adjustment will ensure that the project gains more momentum and has a broader reach, ultimately maximising its positive impact.

Simon Ward: The Experiences of Disabled Staff within a Higher Education Setting

The primary objective of this project is to amplify the voices of LJMU staff who identify themselves as disabled or having a disability. This endeavour is aligned with the university's commitment to fulfil its responsibilities under the Public Sector Equality Duty, as outlined in section 149 of the Equality Act 2010. Specifically, the project aims to facilitate consultation with disabled employees, eliminate discrimination, foster greater understanding and empathy between individuals with disabilities and those without, and advance equal opportunities within the university.

Moreover, the project's findings are expected to contribute to LJMU's deeper understanding of areas where it may be necessary to implement "reasonable adjustments." These adjustments are vital to prevent substantial disadvantages for individuals, as mandated by section 20 of the Equality Act 2010.