How to prepare, motivate and reward students who engage in EDI work

Students are often expected to get involved in equity, diversity and inclusion (EDI) work without consideration of the emotional, ethical and practical implications of it. It can be challenging and relentless, so we need to ensure involvement is ethical, inclusive and safe, and that we support students in setting boundaries.

The challenge and value of bringing students into EDI work

Assumptions can lead to interventions that we believe are in the best interests of students but are, in fact, harmful. For example, Black students can feel frustrated by a lack of understanding of how racism can be experienced differently, and even perpetuated, by people from other ethnic backgrounds. Experiences like this can lead to mistrust and disengagement.

When staff offer to speak up for students and represent their interests, they might not fully understand their experiences, and students may worry about the accuracy of what is shared on their behalf. To prevent such instances, we should use student perspectives to highlight lived, and often inaccessible, experiences. 

Having had similar personal experiences, we approach this work with understanding of students, as well as understanding of the complexities and bureaucracy behind academic and professional services staff work. Our roles as equality, diversity and inclusion committee leads at our institution’s medical school have raised important questions about how we do this. 

Conduct foundational research before engaging students

We drew from a wide range of resources to understand the topics we wished to discuss with students, from social media stories to research and blog posts. For example, when developing health equity content for the curriculum, we researched not only medical racism and current health inequalities, but, importantly, how marginalised students feel during sessions in which such themes are discussed, and how the delivery, not only the content of a session, shapes their experience. This reassures students that they can act as partners to the discussions rather than do the work of academic staff for them. This approach also reduces unnecessary emotional labour, while enhancing the quality and value of interactions for everyone involved.

• Spotlight guide: What next for EDI? Protecting equality of opportunity in HE
• How to be an anti-racist ally on campus
• On the neurodivergent campus, language matters

Meetings: consider the who, when, how and where 

A common way to involve students is to invite them to meetings – from regular committee meetings with students who may have formal roles, to one-off meetings that may appeal to a wider group of students. The attendees, environment and format will significantly impact student comfort, trust and willingness to share experiences. Consider including academic staff who understand the importance of EDI work, and, where appropriate, staff with lived experience. Consider whether peers or recent graduates might facilitate more open conversations. We have restricted staff numbers so that students do not feel outnumbered, and chosen locations in student centres, or more familiar buildings, rather than faculty offices.

Meeting times should avoid clashes with protected teaching time, prayer times and students’ personal commitments. Virtual meetings can be advantageous here, but their benefits must be balanced with the benefits of in-person meetings – such as relationship-building and trust. 

Invite a range of students

Students who already engage with faculty are usually the ones we turn to first when we need a student perspective. But this over-reliance on a select few can lead to fatigue. Students may struggle to refuse these opportunities and eventually disengage from the work. Try to approach relevant groups, ask students to recommend peers, and, where feasible, use forums or newsletters to seek engagement from students who haven’t been involved before. 

Pay students for their time

EDI work requires time and energy and can come at the expense of academic work. With increasing living costs, many students also need to work part-time to support themselves. In recognition of the time commitment required, institutions can offer payment for EDI work or other types of reimbursement that align with student payment policies. Our medical school has an annual budget allocated to EDI committee activities and has ringfenced specific funding to support teaching activities. 

Provide support 

University is a crucial time for students, and, for many, it marks their transition into adulthood. Increased independence, and exposure to a more diverse community, means students are navigating not only academic challenges but personal ones too. 

Recognition of the academic, psychological and social support students may require is essential, as are signposting and adequate pastoral care. In addition to formal services, our students have found mentorship particularly helpful, from guidance when organising social activities, to helping them recognise the value of their efforts and highlighting opportunities to publish and present their work. 

Choose your language carefully 

We must also be intentional with the language we use to describe people. For example, labelling individuals who raise concerns as “difficult” or “problematic” may signal to students that we view them as troublemakers and discourage them from speaking out. 

Staff should model respectful dialogue, even when they disagree. This will demonstrate the type of institutional culture we wish to uphold.

Acknowledge and celebrate student contributions 

There are several ways to show students your appreciation:

• Act as a referee: collaborative work often provides staff with valuable insights into students’ strengths and achievements
• Nominate students for departmental, institutional or national prizes to support their personal and professional development 
• Provide certificates recognising voluntary contributions where payment is not possible or appropriate
• Share opportunities for student co-authorship on publications, or to present at conferences
• Consider hosting celebratory events or providing prizes. 

Following these tips can support meaningful, ethical and sustainable collaboration while protecting and valuing student contributions. While useful, they should not be treated as a tick-box exercise, and a genuine interest and curiosity about students’ well-being should remain at the centre of all collaborative work.

Lois Haruna-Cooper and Emma Kelley are associate clinical professors (teaching). William Shem Braithwaite is a foundation year 2 doctor. All authors are from UCL medical school. 

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