Medr has published a self-evaluation framework for higher education providers to respond to violence against women, domestic abuse and sexual violence affecting both staff and students.
On 16 June 2026, we responded to the UK Government Department for Education consultation on assistive software funded through the Disabled Students’ Allowance.
Two professionals at Queen Mary University of London have published an article on how providers aren’t fully harnessing AI to understand student feedback.
The Dean of Continuing Education at the University of Roehampton has published an article advocating for a Graduate Excellence framework to better measure graduate outcomes.
On 27 March 2026, we responded to an inquiry looking into mental health support and services provided in education and community settings, available to children and young people up to the age of 25.
The Head of Law at the University of Salford has published an article assessing the effectiveness of existing frameworks to support student mental health in UK higher education.
The founder of Campus Resolve, an independent higher education misconduct investigator, has published an article highlighting the complexities of the Office for Students' freedom of speech guidance when handling student conduct cases.
Watch an inspiring conversation between Symplicity and sector experts on how universities can create more connected, inclusive, and student-centred support experiences.
Uwill was delighted to be accepted to present our poster at the recent Advance HE’s Mental Health in Higher Education conference in May 2026 to highlight best practices to help enhance support for diverse learners.
The Union for Jewish Students has published best practice guidance for universities and students’ unions on supporting Jewish students and tackling antisemitism.
This session brings evidence from Jisc’s student and staff research, along with insights from Jisc’s AI impact workshops, to explore how AI is actually being used, where concerns remain, and what is genuinely changing in practice.
This session demonstrate how a focused, knowledge-based approach enables 24/7 support for routine enquiries while maintaining specialist staff involvement for more complex needs.
Senior leaders at the University of Sussex have published an article about their new open listening programme, designed to strengthen staff and students’ capacity to engage in difficult conversations.
Academics from the University of Winchester have published an article highlighting how positive affect journaling improves mental wellbeing amongst students and staff.
An Associate Head of School at the University of Portsmouth has published an article about students who are neither failing nor thriving in higher education.
The UK Government Department for Education has announced the timeline for the introduction of a new complaints scheme for staff to report concerns about freedom of speech.
The Office for Students is consulting on a new condition of registration that would require universities to treat students fairly when accessing services and support.
The UK Government Home Office has published new statutory guidance on how organisations, including higher education providers, can ensure they comply with the Terrorism (Protection of Premises) Act 2025.
This session covers key questions, topics, and challenges that arise when developing dedicated policies or guidance statements, as well as examples of adjustments at important points in the student's journey.
The Director of Students at Walbrook Institute London has published an article describing how universities can make their studies more accessible for students with jobs or caring responsibilities.
The Standards, Assessment and Classification Working Group invites you to participate in a national survey that’ll be investigating how UK higher education providers are managing the operational and policy challenges of ensuring reasonable adjustments can be made to course assessments for disabled students.
The Director at the Centre for Responsible Debate has published an article about how university policies on freedom of speech should include more on how staff and students can conduct themselves when disagreeing on discussion topics.
Careers educators at the Singapore Institute of Technology have published an article detailing a framework that can help students develop the skills required for their career needs.
This session explores good practice in implementing compassionate communications, drawing on case studies from providers in England and Wales, with insights on impact and practical quick wins for Student Services and beyond.