At ARU, reducing inequalities is embedded throughout the student journey, from widening participation and inclusive admissions to tailored academic and wellbeing support that enables students from all backgrounds to succeed.
As a university, we seek to remove barriers to higher education for learners who have historically been underrepresented in the sector, including students from disadvantaged backgrounds, first-generation students, disabled students, mature learners, care-experienced students and minority ethnic communities.
Alongside targeted outreach and recruitment activities, we provide a range of support services, mentoring opportunities and inclusive learning practices designed to ensure that all students can access, participate in and benefit from higher education
In 2026, ARU Peterborough won the Regional Impact Award at the Alliance Awards. This award recognises ARU’s contribution to local economic growth, skills development and social mobility in Peterborough. Here, in addition to our career-focussed courses, we deliver a range of support targeted at young people not currently in education, employment or training, such as employment bootcamps, and support to local small businesses.
Fair and inclusive admissions
We're committed to ensuring that access to higher education is open, fair and transparent for all applicants. The University's admissions processes are underpinned by a non-discriminatory approach and are designed to ensure that decisions are made fairly and consistently, regardless of an applicant's background or personal characteristics. Through our admissions policies and wider access commitments, we seek to remove barriers that may prevent talented individuals from progressing into higher education. This approach supports students from a diverse range of educational, social and economic backgrounds and aligns with our wider mission of creating opportunities through education. Supporting policies and information are available through ARU's admissions and widening participation framework, including the University's Access and Participation Plan and Equality, Diversity and Inclusion commitments.
Monitoring equality of access and participation
We actively monitor applications, admissions, continuation, attainment and graduate outcomes across a range of underrepresented and protected student groups. Through our Access and Participation Plan we track participation and success rates for students from low-income backgrounds, ethnic minority communities, mature learners, disabled students, care-experienced students and other groups that have historically been underrepresented in higher education.
Recruiting and supporting underrepresented students
85% of our students share at least one characteristic of disadvantage, including learners from disadvantaged backgrounds, first-generation students, mature learners, disabled students, refugees, care leavers and students from communities with historically low rates of progression to university.
We provide a wide range of tailored support services designed to help students from underrepresented backgrounds succeed during their studies. Dedicated support is available for Black, Asian and minority ethnic students, care-experienced students, commuter students and other groups that may face additional barriers to participation in higher education. Students can access independent support through the Students' Union, specialist advice through Student Services, counselling and wellbeing provision, and peer-led initiatives.
We are committed to the the Gypsies, Travellers, Roma, Showmen and Boaters (GTRSB) into Higher Education Pledge. This includes dedicated outreach, campus visits, support structures and activities designed to encourage participation in higher education among communities that are significantly underrepresented within the sector. In June 2024, ARU hosted dedicated campus visits for young people from Gypsy, Roma and Traveller communities as part of its widening participation programme. The University's work in this area is informed by nationally recognised research conducted by ARU academics on barriers to higher education and social inclusion experienced by these communities.
Support services for students with disabilities
ARU is committed to ensuring that disabled students can participate fully in university life and access the support needed to achieve academic success. Students are able to access specialist disability support services, wellbeing services, study support and personalised guidance designed to remove barriers to learning. These services work alongside academic departments to ensure that students receive appropriate support throughout their studies.
Ruskin Module: Do we know what it takes to be an anti-racist?
Our interdisciplinary Ruskin Module Do we know what it takes to be an anti-racist? is open to students from across disciplines. The module invites learners to reflect on their own experiences of race and racism while examining historical and contemporary perspectives on structural inequality. Students study anti-racist theory, engage with influential thinkers and activists, and develop practical approaches for challenging discrimination and promoting inclusion. The module specifically aims to equip students with the skills, behaviours and critical understanding needed to address racial inequalities in professional and community settings, making it highly relevant to SDG 10's focus on reducing inequalities and promoting social inclusion.
Ruskin Module: Can I really make a difference in a community?
The Ruskin Module Can I really make a difference in a community? focuses on community organising, participation and empowerment. Students work on understanding how communities move from existing social conditions toward more equitable and inclusive futures, learning methods of collective action and social change. Delivered in partnership with Citizens UK, the module introduces students to community organising techniques and develops practical leadership skills that can be applied to tackling inequality and exclusion. Evidence of impact already exists through student projects that have supported social change initiatives both in the UK and internationally.
Ruskin Module: How can children be powerful?
This module explores children's rights, participation and inclusion. Students examine how social and cultural assumptions shape childhood and investigate questions around democracy, voice, participation and equality. Drawing on perspectives from sociology, philosophy, geography, literature and education, the module encourages students to critically assess power relationships and consider how marginalised voices can be better represented in decision-making. This directly supports SDG 10 by promoting understanding of participation, rights and social inclusion.
Anti-racism and race equity education
Beyond Ruskin Modules, we've embedded race equity and anti- racism within the wider student experience. Through the University's Race Equality Strategy, Race Equality Advocates and the Unlearn Series, students are encouraged to develop racial literacy, understand intersectionality and engage critically with questions of inequality and discrimination. These initiatives create opportunities for students to participate in discussions of social justice, challenge prejudice and contribute to more inclusive learning environments.
Last updated: October 2026
To request additions, corrections or changes to the information in these pages, please contact: Dr Zareen Bharucha: [email protected]. Please use the subject line ‘ARU SDG’.