Student reflections from SEC2026

Attending the University of Leeds Student Education Conference, hosted by LITE, was both affirming and thought-provoking. As a student, it was validating to be in a space where teaching, learning, and student experience were not treated as side conversations, but as central to the university’s purpose.

One of the sessions that stayed with me most was the keynote by Professor Abel Nyamapfene (UCL), which challenged the idea that teaching sits in the shadow of research. What surprised me was how openly this challenged the long-standing hierarchies within academia of teaching merely being a step towards the eventual pursuit of new research discoveries. Instead, teaching was framed as a scholarly identity built through the collective efforts of academics, professional services, students, and institutional systems working together. It encouraged me to think more carefully about the invisible work involved in teaching and the importance of institutional recognition and support.

The session that resonated with me the most was part of the Specific Interest Presentations on Widening Participation, focusing on mature undergraduate students. Through qualitative research and student narratives, the presenters explored how ageism – often subtle and unintended – can affect students’ sense of belonging. Hearing examples of assumptions, microaggressions, and non-verbal cues made me reflect on how easily students can feel out of place, sometimes without anyone meaning harm.

What particularly stood out to me was the intersectional nature of these experiences. Age often overlapped with disability, socioeconomic background, migration history, or caring responsibilities, which compounded feelings of exclusion. This reinforced for me that attempts to widen participation cannot rely on simple solutions – they need to recognise the complex realities students bring with them into higher education, and confront the invisible barriers they face.

Inclusion is not just about values or language, but about how universities organise themselves in practice

Another important takeaway was how institutional systems, such as timetabling, can act as barriers to belonging. For mature students balancing study alongside work or caring responsibilities, unpredictable schedules and late changes had a real impact on engagement and wellbeing. It was a clear reminder that inclusion is not just about values or language, but about how universities organise themselves in practice.

Alongside these challenges, it was encouraging to hear about positive initiatives such as the Lifelong Learning Centre and the Plus Programme, which students described as welcoming and supportive spaces. Practical outputs like staff development resources and microaggressions posters – using the simple framing “You say… I hear…” – showed how research into the student experience can translate into meaningful actions towards change.

As a student, attending the conference shaped how I viewed these discussions. It made me more aware of the work staff do behind the scenes, while also helping me think more critically about how teaching, systems, and everyday interactions shape belonging. The conference changed the way I think about teaching – not just as something lecturers deliver, but as a shared responsibility shaped by people, processes, and culture.

Ultimately, the conference reinforced a key message for me: belonging is not accidental. It is created through listening, reflection, and intentional action. Universities are not just places where knowledge is delivered, but spaces where inclusion is actively built—and teaching plays a central role in that process.