As diverse institutions delivering creative, specialist, and vocational education and training, GuildHE members support a higher proportion of students with disabilities than the UK higher education sector overall. Through small and personal learning environments, hands-on and applied approaches to teaching, and the use of green spaces and rural settings, this diversity enables higher education to meet the needs of a wide range of learners. It ensures that everyone can find an institution where they feel they belong. Rose Bruford College is an outstanding example of this in practice.
In this article, Head of Student Life, Sena Akbulut, shares the College’s approach to disability inclusion across its teaching, campus environment and culture, student support, and research.
A close-knit creative community
Rose Bruford College, which celebrated its 75th anniversary last year, offers three-year undergraduate and graduate degrees. Students tell us that they love campus life and the close, community feel of the College. We also have a well-developed Student Life service that supports a higher-than-average proportion of students who declare a disability and offers innovative mental health support.
Supporting access, participation and progression
Disabled students are a key Access and Participation group at Rose Bruford. The College is committed not only to enabling access to education, but to ensuring students thrive and progress throughout their studies. Our reputation as a place where everyone feels welcome means that students can see themselves succeeding here.
A well-resourced Student Life team plays a central role in sustaining this culture, and the support we provide goes far beyond compliance. Counselling is easily accessible for any student experiencing mental health difficulties, with no waiting lists. We think we’re leading the way by providing a warm and welcoming environment that works hard for our student body.
Embedding inclusion into teaching and support
Collaborative Learning Agreements are co-designed by academic staff and the disability team, embedding inclusive adjustments into teaching from the outset, rather than adding them later. A joined-up counselling model ensures students first meet with a Wellbeing Advisor for timely referrals to relevant internal and external services. This provides an immediate guiding hand on where to go next, improves continuity of care, and reduces referral gaps. Our focus is always on prevention, with increasing use of feedback and early intervention to address issues before they escalate.
While there is always more to do, Rose Bruford’s creativity and teamwork help maintain a high standard of individualised support. One of the most impactful developments has been the integration of services and referrals, ensuring students receive a holistic and connected support offer. Proactive initiatives, such as the early introduction of international student induction, are also helping students adjust more effectively to life in the UK.
Our approach to wellbeing and belonging is also shaped by our natural environment. Rose Bruford College is uniquely located within protected parkland, giving students daily access to quiet green space. Time outdoors, opportunities for quiet reflection, and contact with nature are part of the daily rhythm of life on campus, offering a counterbalance to the intensity of creative training. For our neurodivergent students, and those managing anxiety or chronic pain, our grounds become an important quiet space between teaching or rehearsals.
Sena Akbulut, Head of Student Life
Research and innovation for accessibility
In research, recent funding from UK Research and Innovation (UKRI) will enable further development of Angel VR, an immersive, virtual reality (VR) dance experience aimed at disabled users. The project engages interdisciplinary collaboration and knowledge exchange, with potential applications expected to include galleries,museums, and improving accessibility of wider VR experiences. It’s inspiring to have this project take place within our creative community and is a fantastic example of how working collaboratively can create opportunities to open up previously inaccessible experiences, bringing disability, creative performance, immersive digital environments and inclusive design together. It also reflects how innovation can support access and shows that specialist arts education is evolving.
Recognition and sector leadership
In recognition of our commitment to inclusion, Rose Bruford recently welcomed Sam Tatlow MBE, Head of Diversity, Equity and Inclusion at ITV, as an Honorary Fellow. Her leadership in improving representation across the creative industries mirrors our belief that inclusion strengthens creativity, and accessibility enriches the arts for everyone.
We know we’re on the right path. Students voted the College third in the UK for lecturers and teaching quality in 2025. They consistently praise the beautiful campus and collaborative spirit, with inclusion woven into everyday life. Students arrive because they feel seen and supported, and they leave feeling empowered to take on an ever-changing industry.
To find our more about research and partnerships that expand accessibility in creative training, email [email protected]