THE IMPACT OF STUDENTS' VOICES ON THEME EQUITY AND INCLUSION TO PROMOTE EDUCATIONAL OUTCOMES IN HIGHER EDUCATION: A LITERATURE REVIEW
Author(s)
Richard Boamah-Asare, BSc1, Clara Fatoye, BSc, MA, Other2.
1Lecturer in Health Wellbeing and Social Care, Global Banking School (GBS), Manchester, United Kingdom, 2Global Banking School (GBS), United Kingdom.
1Lecturer in Health Wellbeing and Social Care, Global Banking School (GBS), Manchester, United Kingdom, 2Global Banking School (GBS), United Kingdom.
OBJECTIVES: Inclusive education frameworks emphasise the need to remove barriers to learning and participation for all students so they can have a good educational outcome. Despite widening access to Higher Education (HE), mature students with mental health conditions and Specific Learning Difficulties (SpLDs) remain underrepresented in research and policy discussions. This study aimed to synthesise existing evidence on student experiences of support services to explore how equity and inclusion are operationalised in HE.
METHODS: A structured literature review was conducted using Google Scholar, PubMed, Google, and grey literature sources. Search terms included “student voice”, “equity and inclusion”, and “higher education”. Studies published between 2010 and 2025 were screened against inclusion criteria focusing on mature students with mental health needs and/or SpLDs. A thematic synthesis approach was used to analyse and integrate findings across the selected studies.
RESULTS: A total of 15 studies met the inclusion criteria. Three key themes were identified: (1) timeliness of support, with delays in accessing services negatively impacting student engagement and retention; (2) person-centred provision, where tailored academic and well-being support was associated with improved student confidence and participation; and (3) clarity and accessibility of communication, with fragmented or unclear information limiting effective use of support services. Across studies, inconsistent implementation of support mechanisms was reported, contributing to unequal student experiences and educational outcomes.
CONCLUSIONS: The findings demonstrate that while support structures exist within HE, variability in timeliness, personalisation, and communication reduces their effectiveness in promoting equitable outcomes. Strengthening coordinated, clearly communicated, and student-centred support systems is essential to enhancing engagement, retention, and success among students with mental health conditions and SpLDs. These findings provide evidence-informed insights to guide institutional policy and practice in advancing equity and inclusion in education, thereby enhancing the health outcomes of students with these conditions.
METHODS: A structured literature review was conducted using Google Scholar, PubMed, Google, and grey literature sources. Search terms included “student voice”, “equity and inclusion”, and “higher education”. Studies published between 2010 and 2025 were screened against inclusion criteria focusing on mature students with mental health needs and/or SpLDs. A thematic synthesis approach was used to analyse and integrate findings across the selected studies.
RESULTS: A total of 15 studies met the inclusion criteria. Three key themes were identified: (1) timeliness of support, with delays in accessing services negatively impacting student engagement and retention; (2) person-centred provision, where tailored academic and well-being support was associated with improved student confidence and participation; and (3) clarity and accessibility of communication, with fragmented or unclear information limiting effective use of support services. Across studies, inconsistent implementation of support mechanisms was reported, contributing to unequal student experiences and educational outcomes.
CONCLUSIONS: The findings demonstrate that while support structures exist within HE, variability in timeliness, personalisation, and communication reduces their effectiveness in promoting equitable outcomes. Strengthening coordinated, clearly communicated, and student-centred support systems is essential to enhancing engagement, retention, and success among students with mental health conditions and SpLDs. These findings provide evidence-informed insights to guide institutional policy and practice in advancing equity and inclusion in education, thereby enhancing the health outcomes of students with these conditions.
Conference/Value in Health Info
2026-11, ISPOR Europe 2026, Vienna, Austria
Value in Health, Volume 29, Issue 12S
Code
OP5
Topic
Health Service Delivery & Process of Care, Organizational Practices, Study Approaches
Topic Subcategory
Academic & Educational
Disease
No Additional Disease & Conditions/Specialized Treatment Areas