Who They Are and How to Engage Them: A Summary of the REACT Systematic Literature Review of the ‘Hard to Reach’ in Higher Education

Abstract

This article reports upon the systematic literature review of ‘hard to reach’ students carried out as part of the REACT (Realising Engagement through Active Culture Transformation) project. The review has been undertaken in order to critically assess the concept of ‘hard to reach’ and attempt to bring some clarity to the use of the term, as well as to add empirical rigour and much-needed context to discussion in this area. The review also explores methods that have been used to explicitly engage the ‘hard to reach’, thereby providing a resource for policy makers, researchers and also practitioners who are working to increase inclusivity or better engage their students. The article presents a summary of the initial findings of the review.

Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students

“…By describing the molecular and cellular mechanisms underlying the positive effects of exercise, mindfulness, yoga, sleep and mindset, students were taught that there was a logical, scientific explanation to wellness practices that may invoke scepticism if taught didactically (Subramanian and Midha, 2016). This may have played a role in reaching 'hard to reach' (Shaw et al, 2017) students, who can be more likely to reject interventions badged as 'mental health' (Byrom, 2018), many of whom are WP students (Turner et al, 2007;Soorkia, Snelgar and Swami, 2011;Sancho and Larkin, 2020). Additional studies are needed to investigate this further.…”

Perceptions of Secondary School Attainment and Opportunities among Black Students

“…Flexibility is another factor that is considered important in the discussion on the relevance of case studies. Discussions on Blacks and ethnic minorities within a the educational context often reflects the difficulty of accepting their unique disadvantaged position in the society (Shaw, Atvars, Humphrey, & Sims, 2017). Participants may deem it important to review and even withhold responses to certain questions that they view as offensive, personal or not relevant to the studies breach.…”

Coping With Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online

“…Rather, this is often characterised by a 'deficit' discourse wherein FGS are framed as 'lacking' skills, or failing to make use of opportunities or resources afforded them. The emphasis, then, is on the individual failings of these students and mirrors wider discourses around so-called 'hard to reach' groups (Shaw et al, 2017). Rejecting a deficit discourse, our approach was predicated on the understanding that existing HE institutions and services are classist; they are designed by and serve the interests of hegemonic middle-class social groups and cultures, and thus are alienating to typically working-class FGS (Allan et al, 2021;Common, 1988Common, [1938).…”