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Cambridge Centre for Teaching and Learning


Investigating and addressing awarding gaps through inclusive education

These principles were co-developed by student and staff members of the Advisory Group during 2021-22.


  1. There are unexplained differences in the educational outcomes of Black British students and students with declared mental health conditions.
  2. There is evidence, both in sector-wide research and in research and enquiry in Cambridge, as to what major underlying issues are and how they can be addressed.
  3. In researching and seeking to address inequities affecting particular 'groups' of students, it is important not to assume that these are a result of students' characteristics or students' 'lacking' characteristics (a 'deficit model').
  4. Identities are complex, meaning that 'group identities' are in reality blurred and intersectional. We need to constantly recalibrate between investigating and seeking to address particular inequities experienced by 'groups' and more generally developing more inclusive practices and environments.
  5. In Cambridge, there are fundamental cultural issues which adversely affect the experience and outcomes of students and examples of behaviours which are permitted to continue and therefore in effect condoned.
  6. Students' input should be sought on matters that affect them. However, the onus should not be on students who are adversely affected to educate staff or to advocate for institutional responses: institutions and individuals with authority in Cambridge should show that they are serious about addressing inequities.
  7. Cambridge is a highly devolved collegiate University. There are, though, clear collective responsibilities, including collective responsibilities for students' wellbeing and education.