The Disabled Student Commitment is gaining momentum, with 31 UK higher education providers now signed up. Hannah Borkin explains how this voluntary framework helps institutions embed disability inclusion across the student journey, offering practical support during times of sector-wide pressure and uncertainty while ensuring disabled students don't fall through gaps.
The start of a new year brings fresh momentum, and for the Disabled Student Commitment’s new Steering Committee, that means driving sign-ups at pace and scale. Our goal is clear: to show higher education providers (HEPs) the tangible value of a voluntary framework that stands out in a sector navigating rapid change and uncertainty.
In times of mounting pressures, it’s easy for inclusion initiatives to slip down the priority list. The Commitment offers a practical, sector-wide route to embed inclusion across the entire student journey – and it’s inspiring to see institutions embracing that challenge.
31 HEPs have now signed up to the Commitment, with 16 joining in the past year alone. These represent a diverse mix of large, research-intensive universities, specialist institutions and modern teaching-focused universities, spanning all regions of the UK – from major metropolitan hubs like London, Birmingham and Liverpool to regional centres and rural campuses. They cover a wide range of disciplines including law, arts, sciences, technology and vocational education.
Within such diversity there is also commonality, with these HEPs likely all experiencing the same resource pressures as the rest of the sector. Yet, with access to a roadmap to implementation, they are finding ways to streamline activity, recognise where good practice and compliance already exist and replicate this more widely, and identify where further progress is needed. The strategic relevance of the Commitment is evident. It is not an additional burden, but instead an opportunity to extend and embed pockets of good practice so that they benefit everyone.
Importantly, the Commitment is not only growing but it is beginning to have a tangible impact too. Two signatories have now published their action plans to reflect their institutional context, priorities and challenges – London South Bank University and University of Greenwich. This is an exciting development that places disabled students at the centre and marks the start of a mechanism for accountability and progress.
Our growth is also reflected in strong attendance at topic-based events, such as the launch of our Competence Standards guidance, in practitioner-led Communities of Practice and in sector agencies meeting their own commitments. Together, these activities point to a higher education community that is not only signing up but actively engaging.
Looking ahead, this year’s annual report outlines a refreshed governance structure, ensuring that we bring in key voices to shape our approach. As ever, our focus remains on sustaining growth and deepening impact. Disabled students deserve not to be passed around staff members, academic departments and services while solutions to inclusion are sought. They deserve not to fall into the gap between policy and practice. The Commitment offers a real opportunity to close those gaps, embedding genuine inclusive practice with the backing of the sector behind it.
As an Associate at Advance HE, Hannah Borkin is the Service Delivery Lead to the Disabled Student Commitment. She is part of the Disabled Student Commitment Planning Group.
