Black leadership programmes support wider efforts to close HE attainment

Several structural institutional factors contribute to the attainment gap between Black and white students in the UK: Eurocentric learning systems, the absence of Black heritage scholars in reading lists, racism, microaggressions, low numbers of Black senior staff and lack of cultural understanding, to name a few. 

A House of Commons Library report has highlighted the need for action, and the Black Leadership Programme (BLP) is one of my institution’s contributions. Designed for second-year Black heritage students, it offers opportunities to build connections and enhance skills, with the overall aim of improving academic outcomes and social mobility. Since its launch in 2020, more than 800 students have engaged with the programme. And the data is promising: BLP participants were awarded higher grades than Black heritage students who did not take part in the programme in 2023/24, the Centre for Student and Community Engagement Annual Summary has shown. 

For those considering a similar approach, consider the following.

Understand the names, faces and lived experiences 

The first step is to collate data that highlights issues and use it to create a proposed theory of change. 

A report, Tackling the BME attainment Gap, by alumna and former students’ union vice-president of education Afua Acheampong brought together staff and student feedback and historical data analysis, along with recommendations, which included the leadership programme. This was presented to the university Success for All steering group in November 2019 and was instrumental in the creation of the programme.

A great way to gather data about the student experience is by running focus groups. They should have a clear aim and be facilitated by Black heritage staff or students. Compensate participants with vouchers and keep them updated about the development of the programme.

Next, think about who will manage it, how it can operate within the university and how you will use data to identify students eligible to apply for it. Dedicated staff, resources and budget ensure effective programme delivery and maximise student engagement.

Ideally, an existing team comprised of full-time staff working in widening participation, Equality, Diversity and Inclusion, student support, accessibility or any other relevant area should deliver the programme. 

Endorsement from the vice-chancellor and our students’ union and operational support from the collaborative engagement and retention team meant we could embed the programme in the centre for student and community engagement department. This transformed it from idea to a sustainable, core university provision. 

• Collection: Being Black in the academy
• Culturally sensitive support for Black international students
• Celebrate Black History Year and tackle racial inequality all year long

Co-create and incorporate holistic programming 

The BLP  was created around three themes:

• Community building events: social gatherings to build networks and combat isolation
• Development-focused activities: employability sessions, leadership training, well-being support, alumni Q&A events and three-month alumni mentoring
• Self-focused activities: well-being sessions and Black history studies

This creates a community that nurtures self-development and well-being and enhances students’ social and academic experience. 

Employ culturally competent programming to further a sense of belonging and identity. You can do this by letting senior students lead the programme. 

The BLP recruits and pays third-year students to curate an events programme and lead the delivery of community activities. This ensures the programme remains relevant to participants and promotes belonging. It also provides peer learning opportunities and builds leadership skills.

Review, evaluate and implement feedback suggestions 

Surveys, vox pops and forms accessed via QR codes can capture student feedback during and after the programme. Design questions that reflect the holistic nature of the student experience and use insights to make adjustments, where necessary.

Scaling up support

Alongside my university’s BLP, several other targeted, well-established programmes demonstrate a wealth of knowledge, valuable lessons and culturally competent strategies ready to scale efforts across the sector:

• University of Nottingham – BICEP programme
• University of Manchester - Manchester 10/10
• University of Exeter - Black Heritage Student Peer Mentoring Programme
• Liverpool John Moores University - Black Student Leadership Academy (BSLA): Empowering Success, Belonging and Achievement
• University of Brighton – Black Leadership Programme
• UCL – Black @ UCL
• Kingston University – Elevate careers programme
• Imperial College London – The Black Inclusivity Catalyst
• King’s College London- Success for Black Students Mentoring Programme
• University of Leicester – Black Leaders Programme

This work inspired me to launch the Black Student Excellence in Higher Education Network. It brings together university staff, facilitators and student unions to share knowledge, best practice and resources to support the delivery of similar schemes for Black heritage students. The network will serve as a catalyst for institutions yet to embed long-term, resourced approaches to closing the attainment gap and improving retention, belonging and academic engagement. 

Faylisha Scott is collaborative and retention team coordinator (Black Leadership Programme) at Nottingham Trent University.

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