Inclusive Education Programme

To deliver on the four key areas, the Inclusive Education Programme is guided by the following three principles:

1) Inclusive education is a route to academic excellence: It strengthens the quality of curriculum, assessment, classroom practice and academic mentoring for all students.   

2) Inclusive education is discipline-sensitive: We will strengthen our work on effective, discipline-specific application, building on collaborations with Statistics, Social Policy, International Development, Media and Communications, and Geography and Environment.  

3)  Inclusive education is measured by demonstrable outcomes:  Inclusive Education activity is connected to measurable or observable outcomes: APP targets, student experience, grade awarding gaps, assessment preparedness, mentoring practice changes, staff confidence, engagement, and curriculum review outputs.

The programme is developed in collaboration between staff and students. Areas of focus include: 

• Identifying challenges at Departmental level  

• Developing and piloting strategies in response 

• Gathering evidence on outcomes and effectiveness 

• Reviewing and refining approaches over time 

At LSE, academic mentoring creates powerful scholarly partnerships rooted in shared purpose and mutual understanding. Academic mentors serve as a gateway to our vibrant academic community, fostering relationships that enrich both student and faculty experiences.

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The curriculum review strand works with academic staff to examine course content and programme design, with the aim of identifying where changes may improve student engagement and outcomes across different backgrounds and disciplines. 

Our Approach 

We support teaching staff with curriculum review and course design, using the Inclusive Education Mapping Exercise as the main tool for this work. The focus is on practical, manageable changes that can be evaluated. 

What We Do 

• Work with academic staff to review courses and programmes, identifying where content or structure may create unintended barriers. 

• Develop resources and practical guidance to support teaching staff in making evidence-informed changes

• Share findings and approaches across departments to build a common evidence base.

• Contribute towards the LSE Access and Participation Plan  

For resources to assist with Curriculum Review (including the Inclusive Education Mapping Exercise), visit our Inclusive Education Resource Hub.

Inclusive Assessment Practices support academic staff to design assessment that is valid, rigorous and transparent, while reducing unintended barriers for students. This includes considering the choice and timing of assessments, how students are prepared, and how marking criteria and feedback are communicated.

Our Approach

We work with teaching staff to review assessment design, student guidance and preparation, using inclusive assessment principles and approaches to identify practical changes that help students understand expectations and demonstrate their learning effectively.

What we do

• Support academic staff to review assessment formats, schedules and submission points to identify where students may experience unnecessary barriers.
• Develop practical resources and guidance on inclusive assessment, anticipatory duty and assessment preparation.
• Work with departments to strengthen pre-assessment support, including clearer briefs, transparent criteria and opportunities for students to practise applying expectations.
• Share examples of inclusive assessment practice across departments to build a stronger evidence base for what supports student engagement, confidence and outcomes.

For resources to assist with Inclusive Assessment Practices, visit our Inclusive Education Resource Hub.

Teaching approaches that support belonging, participation and learning for all students

Inclusive pedagogies focus on how teaching spaces are designed, facilitated and experienced. This strand supports academic staff to develop approaches that enable students from different backgrounds to participate meaningfully, engage with challenging ideas, and contribute to the learning community.

Our Approach

We work with teaching staff to translate inclusive education principles into everyday teaching practice. This includes supporting colleagues to create principled learning spaces, consider classroom dynamics, and use activities that help students engage with difference, dialogue and knowledge from multiple perspectives.

What We Do

• Support academic staff to create principled learning spaces where expectations, values and responsibilities are discussed openly with students.
• Develop practical classroom activities that help students engage with different perspectives, experiences and forms of knowledge.
• Provide guidance on navigating difficult conversations in teaching spaces with care, clarity and shared accountability.
• Share examples of inclusive pedagogical practice across departments to support confidence, consistency and innovation in teaching.

For resources to assist with Inclusive Pedagogical Approaches, visit our Inclusive Education Resource Hub.