Bridging the gap: motivations, challenges and early attainment among widening participation students in higher education

Authors

DOI:

https://doi.org/10.47408/jldhe.vi40.1768

Keywords:

access and participation, higher education transition, attainment gap, widening participation

Abstract

Despite increasing access to higher education (HE) for students from widening participation (WP) backgrounds, disparities in retention, awarding and student experience persist. This study examines differences in motivations, barriers, and support for WP and non-WP students, and examines whether early grade differences are present. A sample of 293 undergraduate first and second year Psychology or Cognitive Neuroscience students at an English, Russell Group university completed the survey. Students self-identified with WP criteria. Findings revealed WP students were more likely to identify financial concerns and sense of belonging as barriers, were more motivated by future earning potential, and were less likely to report family support compared to non-WP peers. No early grade differences were shown, suggesting that final degree awarding gaps may emerge later during university study rather than at entry. The study highlights the need for institutions to support students’ financial concerns and foster a more inclusive sense of belonging.

Author Biographies

Elizabeth McManus, The University of Manchester

Elizabeth McManus is a teaching-focused lecturer at the University of Manchester, dedicated to inclusive education and supporting all students to achieve their full potential. She is deeply committed to promoting widening participation and advancing inclusion for all within higher education. Liz works to with local schools to support young people to see university as an achievable goal, breaking down barriers and fostering aspirations. Once students join the university, this work continues to ensure students form all backgrounds are appropriately supported to allow them to thrive both academically and socially.

Matthew Checketts, University of Glasgow

Matthew Checketts is a teaching and learning focused lecturer in psychology at the University of Glasgow (formerly at the University of Manchester). Matt has an interest in the experiences of students entering university from a widening participation background, as well as outcomes for these students after graduation. Matt is also interested in the effective teaching of coding and data skills (using R Studio) and open science for undergraduate students. A future goal for Matt is the co-design and co-delivery of teaching and learning, both with undergraduate students and with experts by experience living in the local community.

Leone Buckle, The University of Manchester

Leone Buckle is lecturer in psychology at the University of Manchester whose research focuses on language acquisition in children. Leone is also interested in inclusive teaching practices and supporting students from diverse and underrepresented backgrounds in higher education. Drawing on her own experiences as a scholar from a minority background, Leone is committed to creating inclusive learning environments and widening participation in psychology.

Debbie M. Smith, The University of Manchester

Debbie M. Smith is a senior lecturer in health psychology and Health Psychologist at the University of Manchester. She was the first from her family to attend university and is passionate about inspiring students from widening participation backgrounds to attend university. She is a chair of governors at an inner-city primary school and runs a number of research and outreach projects with local schools.

Jack Hamer, The University of Manchester

Jack Hamer is a graduate teaching assistant and PhD candidate at the University of Manchester. As an individual who fulfils many of the widening participation criteria – relating to background and disability – he is committed to improving access to, and experience of, higher education for all students. Jack has worked with schools to support young people develop their understanding of higher education and has been involved with research relating to barriers to education.

Katie L. Moran, The University of Manchester

Katie L. Moran is a first-generation PhD Student and Graduate Teaching Assistant at the University of Manchester, where she has previously held a Widening Participation Fellowship. Katie has established partnerships with schools around the Greater Manchester region, where she delivers sessions designed to promote access to and inclusivity within higher education, particularly for groups from widening participation backgrounds. She is passionate about inspiring the next generation of widening participation students.  

Emese Lambing, The University of Manchester

Emese Lambing is a graduate teaching assistant and PhD candidate at the University of Manchester. She has contributed to research focused on the support needs of widening participation students at university and has worked on a primary school outreach project designed to inspire young people to pursue higher education. Emese is dedicated to creating an inclusive academic environment and ensuring that students from all backgrounds receive the support they need to succeed.

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Published

25-06-2026

How to Cite

McManus, E., Checketts, M., Buckle, L., M. Smith, D., Hamer, J., L. Moran, K., & Lambing, E. (2026). Bridging the gap: motivations, challenges and early attainment among widening participation students in higher education. Journal of Learning Development in Higher Education, (40). https://doi.org/10.47408/jldhe.vi40.1768

Issue

No. 40 (2026)

Section

Papers

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