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Resources to help you help your students search for courses and decide what to do, including lesson plans, and websites and services for schools.

Helping form a more complete picture of an applicant’s individual characteristics.

This guide was created by Lead Scotland, a charity providing support for disabled people to learn.

Having a disability or mental health condition might mean incurring additional costs (e.g. access to specialist equipment) when accessing higher education. But don’t worry, there is financial support available.

These useful resources have lots of expert advice for disabled students, to help you get the support you need to succeed in your higher education journey.

Our best advice: start your research early. Alongside your research into courses and universities, you may also need to take your individual support needs into account when making your choices.

Our FAQs will help you find out if you're eligible for the Disabled Students' Allowance (DSA).

Go beyond teaching in your education personal statement, to really explain your passion and interest in how we learn, the role of education today, and how we can shape learning environments.

Present your brand as an employer of choice to the next generation

We run the go-to events for young people researching their post-school/college options. This is your chance to showcase your university or college and everything it offers to the audience you need to reach.

Connect with key influencers and those who guide students choices, whilst showcasing your provider or organisation’s commitment to education and opportunity.

As an international student, the process of getting work might be different to what you’re used to at home. There are additional rules and limitations that overseas students need to bear in mind to comply with the conditions of your visa while working.

Find additional financial support for travel, meals and accommodation costs, course equipment, and childcare from one of these schemes.

This is for staff working in universities and colleges. It outlines the common challenges for students who are care experienced (CE) and provides examples of good practice found around the UK to improve access to and success in higher education (HE).

This briefing is for staff working in universities and colleges, supporting the introduction of the new UCAS flag to identify applicants who are refugees, asylum seekers, and those with limited leave to remain in the UK. We have worked with STAR Network, Refugee Education UK and We Belong to outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify students from UK Armed Forces families, from 2023 entry. We have worked with the Service Children’s Progression (SCiP) Alliance and the Ministry of Defence to outline the common challenges for these students, share good practice around the UK, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges. Here, we outline common challenges for students who participated in widening participation (WP) and outreach activities, and share examples of good practice being done around the UK to improve access to and success in higher education.

This briefing is for staff working in universities and colleges to support the introduction of the new UCAS flag to identify students with parenting responsibilities from 2023 entry. Here, we outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

Dr Anthony Manning, Director and Dean of Global Lifelong Learning, University of Kent.