Read: Guest blog from Ashley Cotton, Step Up Programme Manager at Staffordshire University
Staffordshire University, with its main campus in Stoke-on-Trent, is situated in a ‘social mobility coldspot’ in the UK. In our locality, we bear witness to the swathes of untapped potential and talent within the communities in which we work, from individuals who want to progress to higher education, but for a multitude reasons experience some of the harshest barriers when accessing education and opportunities alike.
Many of the same individuals commonly cite “university isn’t a place for people like me” and/or “I wouldn’t feel confident or intelligent enough to make it”. With the psychological barriers learners often contend with, we invariably find offers no accurate indicator of their aptitude. To date, I’ve witnessed many students who have historically curtailed their potential go on to carve out rewarding futures not only for themselves; but also transforming their families lives at the same time.
One way we’re making a difference on the ground in this area is through our Step Up to Higher Education course. ‘Step Up’ is a short, free Level 3 academic programme of study that aims to develop a student's academic and intellectual skills – alongside crucially nurturing their confidence to find their place within a university environment. Since 2014, we have seen more than 360 individuals progress onto undergraduate degrees at our University after completing the programme. These ‘game changer’ students, as I like to call them, now represent a range of career professions from: social workers, paramedics, teachers, engineers right through to games designers to name but a few.
Our educational ethos through Step Up is simple – we aim to provide humanistically infused experiences of learning, with a focus on mentoring, heightened levels of support and confidence building which enables ‘potential realisation’ amongst the students we work with. Levelling up through social mobility is also at the heart of our purpose through Step Up. Statistically, more than 65.4% of our Step Up learners hail from what are defined as widening participation backgrounds. This initiative is leading the way for us at Staffordshire to ensure higher education is accessible for all who have the potential but may benefit from a greater degree of support and skills development to make their ambitions a reality.
Notably, one inspiring past Step Up student is a chap called Joe, who hadn’t undertaken any formal qualifications past his GCSEs. Initially, Joe’s ambitions were to become a solicitor – although, he feared that he would not be taken seriously in the legal sphere owing to a ‘chequered’ academic history. After allaying his concerns, he completed his law degree with a 2:1 and has since been awarded the Prince of Wales Scholarship with Gray’s Inn to complete his pupillage.
Considering the broader societal impact of Joe’s engagement with higher education, his background could be characterised as ‘non-traditional’, and because of this same background, he will, I’m sure, be a force for good and champion social justice in its many forms throughout his future career.
Another of our inspirational Step Up students had struggled with substance abuse since the age of 16 – resulting in eight in-patient detoxes over six years and periods of homelessness. Since starting her higher education journey, she has turned a corner – and positively achieved four and half years’ substance abuse free. During a recent catch up with her, inspiringly, this same student added her engagement with her course and university “gave meaning to her life – providing a new environment whereby she could develop a new identity outside of the involvement with drug and alcohol services” in which she was accustomed to.
As a University, it is hard to quantify and place a value on stories such as these. However, one thing is clear – there are countless journeys positively transitioned into higher education that have been transformative. Collectively, these stories convey a strong message. We all have a role to play, and if we are to get social mobility right, we as universities, businesses and public institutions must take the time to nurture talent, and importantly, provide the most fertile and optimum environment possible for that same untapped potential to flourish.