Inclusive Education at LSE


Creating an inclusive student experience is central to the LSE 2030 Strategy. The Inclusive Education Action Plan is focussed on 5 key areas of work which are central to the School strategy:

Inclusive Education at LSE

1. Developing Higher Education Identities and Study Skills (including digital literacy skills):

As undergraduate students progress through their programmes they develop their identities as scholars. In the first-year students are focussed on relationship building both peer to peer but also with the academic staff. In the second year the skills shift to finding ways of working independently and further developing their research and inquiry skills; in the third-year students have found their own interests and are encouraged to showcase these skills (Sabri, 2017). This element of the IEAP will consider the transitions of students over their 3 years and we will be carrying out research with LSE LIFE into this area of work. 

2. Academic Mentoring:


The academic mentoring relationship is essential to the development and maintenance of a sense of belonging, community and educational enhancement. It is both an educational and pastoral relationship. Academic mentoring will be part of pre-arrival, induction, relationship building, year on year support. Establishing a strong community of practice of academic mentors across the school is an integral part of strengthening the School’s work in this area.  


In the first year of the IEAP’s implementation, the focus has been on transforming academic mentoring at LSE.  A series of long tables with staff and students have been carried out alongside a widely distributed survey with current undergraduate students to evaluate how academic mentoring is currently implemented at the department-level and academic mentors’ needs for support and development. For resources, guidance, and helpful contacts for academic mentoring please visit the Academic Mentoring Portal

3. Inclusive Pedagogy:

Inclusive education to date has been focussed on ways in which to ‘induct’ what is considered ‘different’ into already established forms and dominant institutional cultures. (Gibson, 2015). Inclusive pedagogy at LSE will ensure all students are taught in ways they all benefit and learn from. It will focus on concept, content, teaching, assessment and feedback. We will be working with departments to highlight good practice and support developments in this area. Inclusive pedagogy evaluations will take place through annual monitoring and we will be working on ways to evaluate this with staff and students.

4. Curriculum Enhancement:


Based on the feedback we have received from our initial engagement in this area, the work on the curriculum is divided into two parts (i) Diversifying and (ii) Decolonising. It is important that both areas are understood, as to diversify is not to decolonise. Diversification of the curriculum will explore how to expand the curriculum to be inclusive and intersectional, including the work of authors from all parts of the world. This section will work on the content of what is being delivered and by whom. We will use the framework adopted by Professor Shaku Banaji in the Department of Media and Communications. Our work on decolonising will focus on considering what is meant by decolonising across different disciplines. It is important that we have a detailed and informed discussion on decolonising before we can make claims to actual work on decolonising.

  • Diversifying: expanding the curriculum to ensure it is inclusive and intersection and examining what content is being taught and by whom.
  • Decolonising: making space for informed and detailed discussions on what decolonising means across disciplines 


5. Anti-Racism Training:

Details to follow.


Events and Workshops 

Covid-19: Move online 

While we are maintaining our priorities for this academic year, we have adapted our work to respond to the crisis as it develops. Since LSE’s move to online teaching, learning, and assessments, we have concentrated our work on supporting student-facing staff fulfil their pastoral and academic advising duties. To this effect, we host fortnightly sessions on academic mentoring at a distance (see ‘Related events’ section below), from which we have collaboratively produced the following guidance: academic mentoring at a distance FAQsgood practices, and preparing for assessments. We have also created advice on supporting students and have organised a workshop on digital inclusion (see ‘Related events’ section below). 

For updates on our Covid-19 response work, please check this page and the Eden Centre’s Twitter

For further details and information please contact Dr Akile Ahmet, Academic Developer Inclusive Education: 



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