By Jamie Markham
My name is Jamie Markham, and I am a historian and academic who believes in the power of student-led initiatives to transform not just the academic environment but society at large. In this article I want to talk about something that goes beyond the textbook-how student-led efforts in Equality, Diversity, and Inclusion (EDI) are vital to creating more equitable and supportive spaces for everyone. As someone who has spent years studying history and education, I have learned that real change does not only come from academic credentials, but It also comes from the students themselves, pushing for a more inclusive and equitable environment-one that goes beyond what can be taught in the classroom. This belief fuelled my work as Chair of the Student Equality, Diversity, and Inclusive Committee at the University of Lincoln (SEDIC).
What cannot be found in the textbooks are the struggles faced by neurodivergent students in classrooms, the unique experiences of students from underrepresented backgrounds, the inaccessibility experienced by disabled students daily, and the systemic barriers many still encounter in academia. Student-led initiatives not only help to fill these gaps but also create a collaborative space where students feel less alone. During my time as Chair, I worked tirelessly to make our university more accessible. One of my proudest achievements was proposing and establishing a sensory room in order to support neurodivergent students. This wasn’t something you would find in the curriculum-it was a student-driven response to a need that the institution had overlooked. This project was not just about physical space; it was about acknowledging that every student deserved to feel seen and supported. The room consists of sensory-affirming objects such as fidget toys, tactile surfaces for feel and touch, cushions and blankets for comfort, fibre-optic lighting, and resources such as books on ADHD, anxiety, and dyslexia. (The room can be found on the first floor of the university library) Creating this sensory room also served as a catalyst for broader discussions about inclusivity on campus. It prompted conversations among students, faculty, and administration about the importance of recognising and accommodating diverse learning needs. This initiative not only improved accessibility but also fostered a sense of community, demonstrating that when students come together, they can create change that truly improves the quality of the student experience.
You may be asking yourselves, “Where do I even start?”
In my opinion, EDI initiatives are all about a problem, an idea, a thought. This is what sparks up a conversation which eventually leads to a project. You probably have already noticed something that requires a change, so think to yourselves, “What’s the solution?” Gather like-minded individuals, put yourselves out there and advocate for yourself and your peers. What makes student-led EDI initiatives so powerful is that they are driven by lived experience. When students lead, they speak from a place of authenticity, representing the issues that are personal to their experience at university. Whether it is pushing for inclusivity, advocating for mental health, pushing for accessibility in the classroom, or challenging institutional biases, student voices can spark real, tangible change. However, it is not just about solving problems; it is about fostering a culture where equality, diversity, and inclusion are part of the DNA of the institution. It is about moving beyond the textbook, embedding these values into the structure of academia and treating it as a priority. Students are not just learning about diversity; they are living it, and their actions can reshape how future generations approach these issues in the wider society.
Step 1: Identify a case for change
Observe your environment and take note of areas, listen to your peers, and analyse where inequality, exclusion, or bias exists—whether in curriculum, accessibility, mental health resources, or social spaces. Concentrate on particular issues at a given moment.
Step 2: Gather Support
Collaboration strengthens your initiative – speak to like-minded students or advertise your committee and create a structured platform for discussion. Be sure to follow the university guidelines on fostering committees and speak to staff EDI teams.
Step 3: Develop a Clear Plan
Set specific goals and propose an idea in a written form, allowing you to research and analyse potential barriers, queries, ideas, and delegate tasks to those in your group.
Step 4: Engage with Institutional leadership
Find institutional allies who can help you to achieve your goal, work through the potential barriers, schedule regular meetings to discuss ideas and map progress.
Step 5: Launch and Advocate
Advocate consistently to raise awareness for your cause, fundraise and apply to bursaries if applicable, organise petitions, and contact your Student Union. You can suggest potential spaces or events on campus through Suggestion on the SU website.
What can institutions and staff in educational settings do?
While it is essential for students to lead EDI initiatives, institutions must play a pivotal role by providing the necessary resources and support to ensure these efforts succeed. This involves recognising the value of student insights and empowering them with the tools, guidance, and platforms to effect meaningful change. In my experience, university staff have often been supportive and encouraging, helping students to meet the university guidelines whilst also pushing for systemic change. However, despite having an active and committed student committee, institutional barriers such as bureaucratic rules and regulations frequently caused delays or roadblocks to projects. For student-led initiatives to thrive, effective communication between staff and students is crucial. By encouraging an open dialogue and working collaboratively to resolve obstacles, institutions can ensure that EDI efforts are not only being met but are also responsive to the needs of students, making them feel listened to.
If I could give a simple piece of advice to university staff and officials, it would be to actively listen to and engage with students as partners in creating change. Students often have firsthand experience with the challenges and barriers that exist within the academic environment, and their insights are invaluable in shaping policies and initiatives that truly address the needs of the entire community. By fostering a culture of openness, where students feel empowered to share their concerns and ideas without fear of dismissal, institutions can ensure that their efforts in Equality, Diversity, and Inclusion (EDI) are responsive and effective. EDI itself is often also directly related to studying and so it is vital to address these issues. At the university level, one vital skill that you learn is the ability to think critically about a source that you are reading or analysing. It is grounded in the ability to research effectively such as challenging bias, analysing prejudice, understanding power and privilege, justice and advocacy, and recognising diverse perspectives. Additionally, studying within an environment that values inclusivity enhances collaboration, as students learn to appreciate and respect the diverse experiences and viewpoints of their peers. In this way, EDI is not just a topic of study but a fundamental aspect of creating a richer, more dynamic academic experience that prepares students for the complexities of the real world.
Imagine a future where universities, colleges, and schools don’t just teach EDI from textbooks, but where students themselves play a leading role in shaping policies, organising events, and redefining what Equality, Diversity, and Inclusion really means. A future where students do not have to fight for their voices to be heard, but where institutions value the student voice
After all, who knows better about what students need than students themselves?
EDI is also often about belonging, about creating an environment where every individual feels they are valued, accepted, and included in educational settings. It encompasses the understanding that true inclusion goes beyond mere representation; it involves actively fostering connections among diverse groups and ensuring that all voices are heard and respected. A sense of belonging encourages students to express their authentic selves without fear of judgment, enabling them to engage fully in their academic and social experiences. When students feel that they belong, they are more likely to participate in discussions, collaborate with peers, and contribute to the community, which enriches the educational experience for everyone. Ultimately, prioritising the diverse needs of students creates a more supportive environment and strengthens the ‘One Uni’ collective fabric of the institution.
Furthermore, EDI facilitates meaningful connections between individuals with different lived experiences, promoting mutual learning and understanding. For instance, a person who is disabled can offer unique insights about navigating spaces and advocating for accessibility, while someone who is in the LGBTQ+ community can provide perspectives on inclusivity and acceptance. This exchange of knowledge not only enriches the learning environment but also fosters empathy and collaboration. When students engage with one another and learn from their diverse experiences, they cultivate a deeper understanding of the challenges faced by their peers.
In closing, I want to leave you with something to think about; true equality, diversity, and inclusion cannot be dictated from the top down. It must be driven by those who experience it first-hand. As a history student, I often come across the term ‘history from below’, this is the process of uplifting hidden and underrepresented histories and giving them a voice to be heard. Today is tomorrow’s history, so let’s start a legacy to live on forever.
