By Caitlin Barefoot, Undergraduate student, Cardiff University, and Dr Tanvir Bush, Research Fellow, Bath Spa University In the face of rising polarisation and intolerance in our communities, could practicing ‘transformational inclusion’ be a potential antidote for the student body? Applying transformational inclusion as a student  Rogoff (1995) demonstrates that learning is not an individual process that can be understood in isolation, rather learning simultaneously takes pl

By Lauren Flannery, PhD student and Associate Professor, The University of East Anglia When I began my PhD alongside my academic role, I expected to think critically, write analytically, and plan strategically. What I didn’t expect was to feel so deeply. Sitting in classes again as a student, I became acutely aware of how it feels to belong, to be heard, and to be met with genuine curiosity. These experiences reminded me that learning is profoundly relational. Inclusion, at i

By Boróka Javor , recent graduate and Myra Vaish , undergraduate student,   The University of Leeds  When we first joined the Student Advisory Board (SAB) for the Partnerships in Assessment and Feedback (PiAF) Network , we imagined a year of committee meetings, agendas, feedback forms, and a polite exchange of opinions. But what we discovered was something much richer. The SAB wasn’t simply a platform for students to comment on teaching; it was a living, breathing collaborati

By Jeehan Ashercook, Alina Zorn and Katie McClure, The University of Glasgow In the second of two blog posts from the Graduate Teaching Assistants who supported the 2025 RAISE conference, Jeehan Ashercook, Alina Zorn and Katie McClure reflect on how to surface student voices through informal discussion, practical collaboration, and fostering a broader environment of student belonging.   Jeehan: humanising data collection  Jennifer Boyle and Andrew Struan’s Day 2 keynote reall

By Haley Sneed and Rohit Rao, PhDs at the University of Glasgow Who better to share their reflections on the RAISE 2025 conference on Student Voice than those experiencing university life as both students and staff? Haley Sneed and Rohit Rao are Graduate Teaching Assistants (GTAs) at host institution the University of Glasgow (UofG). As PhD students and members of teaching staff, they offer valuable perspectives on the conference theme. While distinct in their foci, their ref

By Jaime Mccutcheon Temple Undergraduate psychology student, University of Hertfordshire This blog is inspired by my lab report supervised by Dr Bobbie Smith.  From the very start of my university journey, I worked part-time alongside my full-time studies. It wasn't really a choice - without my job I would have struggled to afford essentials like the petrol needed to get to my lectures. I quickly became used to rushing straight from lectures to late shifts and often using day

This blog was co-authored by students and staff: Emma Jelves (EJ), a Biomedical Science undergraduate student; Ibemusu Otele (IO), a postgraduate research (PGR) student; and Neenu Singh (NS), a Senior Lecturer. Leicester School of Allied Health Sciences, Faculty of Health and Life Sciences, De Montfort University, Leicester, LE2 7BY NS : An essential element of research culture that is often unintentionally overlooked is research that should be disseminated, discussed, and va

This blog was written by Ikraan Mohamed as part of RAISE's student blog . Being a student who struggles with communication and listening in class, I always find myself in the shadows, a silent observer of classroom discussions. I often feel intimidated by the complex language used by teachers. The frustration of not being able to express myself or grasp the essence of what was being taught by teachers was a constant challenge for me. I experienced a sense of isolation due to

My interest in peer learning initially developed from a personal experience. When preparing to run for my role as a Student Union Officer at the University of Portsmouth, I considered it necessary to consult with students on issues that matter to them. From this consultation, I understood that students do not feel a sense of belonging in their courses mostly because there was a lack of social connection with other students, particularly those studying the same degree as them

Higher education is experiencing change at rapid speed from cost of living, ChatGPT, blended learning and attendance challenges. Through all of this, ensuring students views and opinions are central to the conversations taking place in the sector is paramount. At RAISE, we believe in collaborating with students and empowering them to voice their concerns on the issues that matter. This very post for instance is jointly written by the three student RAISE committee members. We

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