During the course of the day, we’ll be running a number of workshops aimed at our core theme of Inclusive Education. When registering for the conference, you will need to select one of the available workshops at each time. Your choice of workshops won’t limit you on the day – we use the numbers to give our facilitators a rough idea of how many people to expect.

13:45 - 14:45 

BaME Awarding Gap

The gap between white and Black, Asian and Minority Ethnic (BAME) students getting a first or 2:1 at Royal Holloway is 11%, with the gap between white and Black students being 15%. 

The Office for Students, the national Higher Education regulator, requires universities to submit Access and Participation Plans that aim to improve the experiences of marginalised students. Royal Holloway have set themselves ambitious targets; such as increasing the percentage of BAME students achieving a 1st or 2:1 from 72.1% to 82% by 2022/23. The Students’ Union also carried out a research project on the BAME student experience last year that offered several recommendations, focusing on representing and empowering marginalised groups.

However, there is always more to be done. How do we continue to work towards justice and ensuring parity? In this workshop, guest Dr. Thanda Mhlanga, Teaching Fellow at Royal Holloway and expert in widening participation, presents his lived experiences to contextualise the BAME awarding gap. You’ll have the opportunity to have a conversation about equality in education in a safe space, and think about how to use your academic rep role to improve the academic experience of everybody at Royal Holloway.

Diversifying the curriculum

Are your courses male, pale & stale? Is it time that they became more reflective and inclusive?

Too often all our knowledge goes unquestioned, but we need to be asking these critical questions; what we learn, which voices are present and which go unheard. As students and academics, we must challenge our own knowledge. In this session, we aim to unpick these questions and think about what it actually means to diversify the curriculum. 

Mental health awareness training

In a poll of 38,000 UK university students, 1 in 5 reported having a mental health diagnosis, 1 in 10 reported a diagnosis of depression and 75% of those said they concealed their diagnosis from their friends. This session aims to reduce stigma and empower more students to be able to create open discussions about mental health. In turn, providing a more inclusive environment for people to be able to talk about their own mental health experiences. We’ll talk about how prevalent mental health is in universities, symptoms you may spot as a student leader, and some useful signposting and active listening skills.

What is representation? 

Join RHSU's CEO Tom Flynn in a workshop that delves deeper into what it means to 'represent students'. 

15:00 - 16:00 


Developing activists is what we do at RHSU. We want students to make positive changes for themselves and others, and to help each other go into the world as informed and engaged citizens.

We know there’s things you want to change, whether on campus, in the local community or in the world. Your Sabbatical Officers will bring their campaigning expertise to this workshop to help you design your own campaign, considering its purpose, objectives and impact, empowering you to change the world around you.


This workshop will be designed and led by PIR's LGBT+ rep Rebeka Erdelyiova! In this session we'll be talking about the issues the LGBT+ community faces on campus, thinking about topics such as heteronormativity and misgendering. You'll have the chance to talk about the LGBT+ student experience and learn how to tackle misconceptions.

'Taking up space' empowerment workshop

Sometimes students feel like they don’t belong at University. They feel like they haven’t earned their place there, that everybody around them is more deserving than they are, or that they could not possibly succeed given their flaws. We’d never talk to our friends this way, and yet these are things we regularly tell ourselves.
This ‘impostor syndrome’ is a common affliction among students. In this session we’ll get to grips with these feelings, approaching them in three parts - the brain, our speech and the body – to explore what the problems are, why students feel this way and how we can tackle this.