"It's about transforming lives!": Supporting students in post-pandemic HE

Not all students have an equal chance of success in higher education, and many of us are working to address that. Students might consider themselves “non-traditional” in their study contexts for many reasons, including age, socio-economic background, nationality / ethnicity / “race”, religion, caring responsibilities, gender, disability status, LGBTQIA+ concerns, family estrangement, care experience, being first-in-family to participate in HE, holding non-standard entry qualifications, and many more – with students seldom presenting only a single reason. HE needs to be as “good” to these students as to others.
Using previously unpublished interview data brought into conversation with current concerns, this chapter reflects on what makes HE “good”, and how we, working or studying in HE, might help to ensure that HE stays (or becomes) “good” when there are so many challenges.