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  • Gunel Novruzova, NGGlobal Education

    Gunel Novruzova, NGGlobal Education

    Describe yourself in three words or phrases.

    Positive, fun and driven.

    What do you like most about your job?

    What I like most about my job is being able to guide students and families through one of the most important decisions of their lives. Helping students find the right academic path, supporting them throughout the application process, and seeing them succeed abroad is incredibly rewarding. I enjoy building trust, working with international institutions, and knowing that my work creates real, long-term impact on students’ futures.

    Describe a project or initiative you’re currently working on that excites you.

    I am currently working on organising highly targeted education events, such as German open days and high school & boarding school information sessions. These events are designed specifically for families and students who are already interested in studying abroad, allowing for more meaningful conversations and personalised guidance.

    What excites me most is creating focused environments where schools meet the right audience, families receive accurate information, and students can make confident, well-informed decisions about their education.

    What’s a piece of work you’re proud of – and what did it teach you?

    One piece of work I am especially proud of is how we built strong trust and credibility at NGGlobal Education in a relatively short period of time. By delivering transparent guidance, organising well-structured and targeted education events, and maintaining close relationships with both families and partner institutions, we were able to achieve meaningful results quickly.

    This experience taught me that consistency, honesty, and truly understanding the needs of students and parents are the key factors in building long-term success and sustainable partnerships.

    What’s a small daily habit that helps you in your work?

    Listening to music is a small daily habit that really helps me in my work. It keeps my energy high, helps me stay focused, and puts me in a positive mindset, especially during busy or demanding days.

    What’s one change you’d like to see in your sector over the next few years?

    I would like to see the study abroad sector evolve into a more holistic and future-oriented ecosystem, where guidance goes beyond placements and focuses on long-term student development. This means using data, technology, and closer collaboration with schools to offer more personalised pathways, while keeping trust and human connection at the centre. Such a shift would empower students to make choices not just for the next degree, but for their future lives and careers.

    What idea, book, podcast or conversation has stayed with you recently?

    The idea that the future of education lies in creating pathways rather than destinations has stayed with me. Instead of viewing education as a single decision, this perspective frames it as a living journey that adapts to a student’s growth, curiosity, and changing world. It has inspired me to think beyond placements and focus on building ecosystems that support lifelong learning, purpose, and global citizenship.

    What’s one piece of advice you’d give to someone starting out in this field?

    Believe in the impact of what you do. You’re not just placing students, you’re opening doors to new lives and possibilities. Stay passionate, keep learning, and don’t be afraid to lead with purpose and empathy – because when you work with heart and vision, success naturally follows.

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  • Can you trust what’s on the medicine label?

    Can you trust what’s on the medicine label?

    Just weeks after he took office, the newly appointed U.S. Health and Human Services (HHS) Secretary, Robert F. Kennedy, Jr., started keeping his promises to the alternative medicine community.

    An outbreak of measles had started in Texas and he urged parents to treat their children with vitamin A or with cod liver oil, which contains both vitamins A and D.

    He downplayed the need for vaccination against measles, also in keeping with his longtime anti-vaccination campaigns. Within a short time, children were needing treatment for both measles and vitamin A toxicity.

    Vitamin A, it turns out, is an effective treatment for measles in developing countries where children are malnourished, but not in countries like the United States where they are not. Kennedy has since backed off of this particular recommendation, but measles continues to rage across the United States and Canada.

    And the alternative medicine industry is more hopeful than it’s ever been, thanks both to a supplement-friendly HHS and to a global population that’s taken a new interest in vitamins, supplements and alternative treatments in the wake of the Covid-19 pandemic.

    And why not? Why not let Kennedy and others disrupt the comfortable and profitable medical establishment?

    The big money in Big Pharma

    One basic tenet of journalism is to follow the money, and the pharmaceutical industry does indeed make a great deal of money — $1.6 trillion globally in 2024, according to Grand View research. Who hasn’t gasped at hearing about the $1,000-per-month cost of the weight-loss drug Ozempic and wondered, for instance, whether a cheap, natural alternative called berberine might not be just as good?

    Influencers sure seem to think so. Legitimate doctors, not so much.

    Videos abound in which genuine-seeming folk attest to their weight loss with berberine, or a person identifying as a doctor outlines the various benefits of vitamin D or warns of the supposed secret dangers of prescription drugs. If they’re not making money off the ads on these videos, they are all almost certainly selling their own supplements.

    Plus, here’s one big difference between Ozempic and berberine: Novo Nordisk, the global pharmaceutical company that makes Ozempic, had to prove it works. There’s a lengthy process for making, testing and gaining approval of any prescription drug.

    First developed to treat diabetes, Ozempic is based on a component taken from the venom of a Gila monster lizard.

    After what are called preclinical trials in laboratories and in animals, the company had to prove the drug was safe in a small group of patients. These are called phase 1 clinical trials. A second round of trials, called phase 2 trials, test the drug in a larger group of patients. It’s not until phase 3 trials, done in hundreds or even thousands of people, that a company can really begin to see if a drug might actually work as hoped.

    Most experimental drugs never make it to phase 3.

    Developing drugs is costly.

    At first, Ozempic was only tested as a diabetes drug. It wasn’t until doctors noticed their patients were also dropping weight that Novo Nordisk saw the potential for selling it as an obesity drug. The company had to perform another round of trials to prove it worked safely as a weight-loss agent, as well, before it could market it as one.

    At the same time, other companies were racing to develop their own rival drugs, so the company’s investment was steadily being diluted by competition.

    The factories where Ozempic is made are inspected for cleanliness, safety and other aspects of what is known as good manufacturing practice or GMP. Each dose must be exactly the same as the next. The dosing is carefully calculated for prescription — no guessing allowed.

    The process is expensive — anywhere between $950 million and $1.3 billion per drug, according to a study in the journal JAMA Network Open.

    The labelling, advertising and prescribing are all carefully regulated. Expert committees meet to advise the U.S. Food and Drug Administration on whether to approve the drug and they meet to advise on any changes to prescribing advice. And the manufacturer must go through similar processes for every approving authority in the United Kingdom, Europe, Canada and other countries where they hope to market the product.

    Compare that to the risks being taken by the many different makers of a supplement such as berberine. All they have to do is fill capsules with a product they affirm is berberine. In the United States, no regulatory authority even tests it to ensure that it is, in fact, something that contains berberine — which is a plant extract.

    Untested medicine

    No regulator tests any of these herbal products to ensure that they work as advertised, or even to see if they are safe, although some makers submit to voluntary standards. And the industry can take advantage of that.

    “When it comes to the dietary supplement marketplace, misinformation, exaggeration, deception and even scams abound,” says the Center for Science in the Public Interest, a nonprofit that investigates health issues.

    But doesn’t the lack of regulation allow the natural products industry to sell people cheaper products? Maybe so, but it also allows for big, big profits. The supplement industry drew in $69 billion in the United States last year, $192 billion globally, according to Grand View.

    “If you look at the supplement industry, it’s a multibillion-dollar industry where people are making a ton of money off of a lot of things that have limited research and data,” said Dr. Fatima Cody Stanford, an obesity specialist at Massachusetts General Hospital in Boston.

    The Council for Responsible Nutrition, the group that represents vitamin and supplement makers in the United States, estimates that three-quarters of Americans take at least one. That’s even though there is little evidence they do much good at all. Independent research shows that multivitamins do not lower the risk of cancer, heart disease or memory loss.

    How effective are vitamin supplements?

    The Cochrane Library — widely accepted by medical groups around the world as the last word in determining whether a medical treatment works — commissioned a study in 2013 to determine whether vitamin C can prevent colds. It doesn’t. If echinacea does, the effect is so slight it’s barely noticeable.

    And overdosing on some supplements can in fact raise the risk of some cancers. One study showed too much beta carotene raised the risk of lung cancer in smokers and former smokers.

    And these are the very few of the 100,000 or so supplements on the market that have been tested for efficacy. The vast majority have not been.

    In the United States, that’s on purpose. The 1994 Dietary Supplement Health and Education Act defines supplements as food, and excludes them from regulation by the U.S. Food and Drug Administration. So while a pharmaceutical manufacturer must go through many defined steps to prove a product is safe and effective, a supplement maker has no such requirements.

    Similarly, in the European Union, supplements are regulated as foods. And while these regulations in the EU, Canada and China are stricter than in the United States, in general, globally, supplements get much, much less scrutiny than pharmaceutical products do.

    Testing the safety of drugs

    The result is that some products contain little or none of what they purport to contain. Others can be adulterated with toxic material such as lead. Still others contain, believe it or not, actual pharmaceutical products. These are just the very few that get caught by the FDA with the tiny budget it has for policing contaminated supplements.

    Does that mean all prescription drugs are perfectly safe? No, but their makers have at least jumped through hoops to demonstrate that they are and can be held accountable when they are shown not to be. Unlike a supplement maker who can disappear by shutting down a website, a pharmaceutical manufacturer’s factory has a fixed address, known assets and bank accounts that can be seized in legal actions.

    So influencers are free to go online, touting this or that supplement for this or that condition and swearing it works. They do not have to disclose if they are getting paid.

    Now some of those influencers have positions in the U.S. government. One, Dr. Mehmet Oz, heads the Centers for Medicare and Medicaid Services. Oz was once hauled before the Senate and scolded for endorsing sketchy health products on a national television show he hosted.

    President Donald Trump’s nominee for Surgeon General, Dr. Casey Means, advertises a commercial supplement product in her newsletter online. In that newsletter Means also questions the safety of childhood vaccines — the safety of which has been demonstrated steadily over decades.

    Her family also has financial entanglements with both the supplements and tobacco industries, ties she failed to disclose until after an investigative report by the Associated Press.

    The Trump Administration’s Make America Healthy Again influencers, known as MAHA, “strike a chord” by pointing out the corporate interests of the pharmaceutical industry, the nonprofit group Public Citizen said in a report.

    “But rather than fighting to lower drug prices, ensure safety for patients, or build a more equitable health system for all, they sell consumers their own version of the grift: excessive testing, unproven and underregulated health supplements,” Public Citizen’s Eileen O’Grady said in a statement.


    Questions to consider:

    1. Doctors like to say anecdotes don’t equal data. What do you think that means?

    2. Why is it significant that so much money is made off off medicinal products?

    3. Why should you not trust medical advice from friends or social media?

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  • AOC Joins Warren’s Child Care Push Ahead of 2026 Midterms – The 74

    AOC Joins Warren’s Child Care Push Ahead of 2026 Midterms – The 74


    Join our zero2eight Substack community for more discussion about the latest news in early care and education. Sign up now.

    This story was originally reported by Amanda Becker of The 19th. Meet Amanda and read more of their reporting on gender, politics and policy.

    An effort by Democratic lawmakers to lower snowballing child care costs has a new high-profile front woman: Alexandria Ocasio-Cortez.

    The New York representative is now the lead House sponsor of Sen. Elizabeth Warren’s Child Care for Every Community Act, The 19th has exclusively learned. Ocasio-Cortez replaces original House sponsor Mikie Sherrill, who is now the governor of New Jersey.

    The progressive women’s effort comes as Republicans at the national level are calling for larger American families but have struggled to craft policies that make it easier for parents. Ocasio-Cortez’s backing also comes as Democrats head into a midterm elections cycle where they plan to highlight affordability issues, which polls show are a top concern for voters, including finding affordable child care. High-profile Democratic strategists are already suggesting that universal child care be added to the party’s official policy platform ahead of the 2028 presidential elections.

    “We’ve turned childhood itself into a privilege, not a promise. It is time that we give all families the quality, affordable child care they deserve,” Ocasio-Cortez said in a statement to The 19th.

    James Carville, who advised President Bill Clinton, among others, wrote in a recent piece for The New York Times: “When 70 percent of Americans say raising children is too expensive, we should not fear making universal child care a public good.” David Plouffe, who managed President Barack Obama’s 2008 campaign and advised the 2024 campaign of Vice President Kamala Harris, recently said that universal child care should be in Democrats’ 2028 platform.

    Warren is a senator from Massachusetts who made affordable child care the central pillar of her own 2020 presidential campaign, and she has introduced a series of bills in the Senate related to reducing its cost. If enacted, the most recent legislation would result in half of U.S. families paying no more than $10 a day for child care and cap costs for families in higher income brackets. It would use a sliding scale modeled on the U.S. military’s child care program. There is no funding mechanism attached to the legislation.

    “In the wealthiest country on the planet, we can’t keep treating affordable, high-quality child care like a luxury reserved for only the richest Americans,” Warren wrote to The 19th.

    Democrats at the state and city levels have already made moves to implement universal or reduced-fee child care. In New Mexico, where lawmakers have been working to lower child care costs since 2019, Gov. Michelle Lujan Grisham announced last year that the state would make child care free as of November.  In New York, Mayor Zohran Mamdani campaigned on the issue, and one of his first moves after being sworn in was announcing a plan for universal child care for children under five. In San Francisco, which has some of the highest child care costs in the country, Mayor Daniel Lurie recently launched a “Family Opportunity Agenda” that would likewise ensure children under five can access child care.

    Analysis of polling done by the First Five Years Fund, which aims to build bipartisan support for child care policies at the federal level, showed that voters of all political persuasions believe child care is unaffordable and lawmakers should do something about it. Seventy-two percent of Republican voters, for example, said increasing federal funding for child care was an important priority, along with 70 percent of political independents and 90 percent of Democrats.

    While President Donald Trump has said Republicans want to reduce child care costs, and they have aimed to do so by restructuring tax incentives, he has also cut off federal funding for child care programs in states seen as political enemies. During his reelection campaign, Trump said in an economic address that child care is “relatively speaking, not very expensive.” Congressional Republicans have not prioritized legislation related to child care affordability.

    “Universal child care is incredibly popular, being able to access affordable child care that works for your child and your family is not a ‘red’ or ‘blue’ issue, it’s something that people across parties experience every single day,” said Julie Kashen, director of women’s economic justice for the Century Foundation, a progressive think tank.


    Did you use this article in your work?

    We’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers. Tell us how

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  • When school size matters and when it doesn’t

    When school size matters and when it doesn’t

    by Jill Barshay, The Hechinger Report
    February 16, 2026

    For two decades, New York City’s small high schools stood out as one of the nation’s most ambitious — and controversial — urban education reforms. Now, a long-term study provides a clearer picture of their successes and disappointments. 

    In the early 2000s, under former Mayor Michael Bloomberg, the city closed dozens of large high schools with high dropout rates in low-income neighborhoods and, with $150 million from the Gates Foundation, replaced them with smaller ones, often located in the same buildings. Admission to more than 120 of the most popular new small schools was determined by lottery, creating the kind of random assignment researchers prize. (That represented the vast majority of the city’s 140 new small schools.) MDRC, a nonprofit research organization, followed four cohorts of students from the classes of 2009 through 2012 for six years after high school. (Disclosure: The MDRC analysis was funded by the Gates and Spencer foundations, which are among the many funders of The Hechinger Report.) 

    Related: If you liked this story and want more, sign up for Jill Barshay’s free weekly newsletter, Proof Points, about what works in education.

    The early gains were substantial. Two-thirds of students entered high school below grade level in reading or math. Yet 76 percent of students admitted to small schools graduated, compared with 68 percent of those who lost the lottery — an 8 percentage point increase. Because more students finished in four years, the schools were cheaper on a per-graduate basis, MDRC found, even though they cost more per student and required more administrators overall.

    College enrollment rose sharply as well. Fifty-three percent of small-school students enrolled in postsecondary education after high school, compared with 43 percent of the comparison group — a nearly 10 percentage point difference. Most attended a college within the City University of New York system.

    Small schools enrolled roughly 100 students per grade, creating tighter communities where teachers and students were more likely to know one another. Rebecca Unterman, the MDRC researcher who led the study, said the relationships formed in these environments may help explain the graduation and college-going gains. Many schools also built advisory systems in which teachers met regularly with the same students to guide them through academic and emotional challenges and the college process.

    The longer-term picture is more sobering.

    Although more students enrolled in both four- and two-year colleges, small school alumni did not complete community college in greater numbers than the comparison group. After six years, about 10 percent of students had earned an associate degree, roughly the same share as students who did not attend the small schools. Researchers also found no differences in employment or earnings.

    There was one notable exception. Students who enrolled in four-year colleges were more likely to complete a bachelor’s degree if they had attended a small high school. Almost 15 percent of the small-school students earned a four-year degree within six years, compared with 12 percent of their peers.

    Joel Klein was the New York City schools chancellor from 2002 to 2011 during the overhaul. Klein said the data shows that the small school effort was worthwhile. He considers it one of his most important accomplishments, along with the expansion of charter schools. Closing large high schools and replacing them with new ones required significant political will, he said, when it sparked resistance from the teachers union. Teachers weren’t guaranteed jobs in the new smaller schools and had to apply again or find another school to hire them.

    New York wasn’t the only city to try small schools. Baltimore and Oakland, California, among others, also used Gates Foundation money to experiment with the concept. The results were not encouraging.

    Klein argues other cities failed to replicate New York’s success because they simply divided large schools into smaller units without building new cultures. In New York, aspiring principals submitted detailed proposals, just like charter schools, and schools opened gradually, adding one grade at a time. 

    There were unintended consequences in New York too. During the transition years between the closure of the old school and the slow ramp-up of the new small schools, seats were limited. Enrollments in the remaining large schools in the city rose. While some students enjoyed the intimacy of the new small schools, many more students suffered overcrowding.

    Related: Once sold as the solution, small high schools are now on the back burner

    Whether because of political resistance, replication challenges or shifting philanthropic priorities, the small-school movement eventually sputtered out. By the 2010s, would-be reformers had shifted their attention toward evaluating teacher effectiveness and school turnaround strategies.

    Today, with enrollment declining in many districts, school consolidation, not expansion, dominates the conversation. MDRC’s Unterman said some districts are now exploring whether elements of the small school model — advisory systems or “schools within schools” — can be recreated inside larger campuses.

    By all accounts, New York City’s small schools were a vast improvement over the foundering schools they replaced. A majority remain in operation, a testament to their staying power. However, the evidence they leave behind also underscores a hard truth. Improving high school can move important milestones, like getting more students to go to college. Altering students’ economic trajectories may require more radical change.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about small high schools was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    This <a target=”_blank” href=”https://hechingerreport.org/proof-points-small-schools/”>article</a> first appeared on <a target=”_blank” href=”https://hechingerreport.org”>The Hechinger Report</a> and is republished here under a <a target=”_blank” href=”https://creativecommons.org/licenses/by-nc-nd/4.0/”>Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.<img src=”https://i0.wp.com/hechingerreport.org/wp-content/uploads/2018/06/cropped-favicon.jpg?fit=150%2C150&amp;ssl=1″ style=”width:1em;height:1em;margin-left:10px;”>

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  • New CoSN report underscores importance of intentional, reliable edtech use

    New CoSN report underscores importance of intentional, reliable edtech use

    Key points:

    A purposeful commitment to responsible edtech use–and to professional development for teachers–is necessary to ensure edtech is innovative and transformational, according to CoSN‘s annual 2026 Driving K-12 Innovation Report.

    The report identifies the top Hurdles (challenges) schools must overcome, Accelerators (mega-trends) driving innovation, and Tech Enablers (tools) transforming teaching and learning this year.

    Informed by an international Advisory Board of more than 130 education and technology experts, the report reflects the realities and opportunities education systems face in 2026, such as using AI responsibly, ensuring cybersecurity and safety online, and providing intentional professional development for educators that is responsive to evolving understandings of how students learn and demonstrate knowledge.

    “The report affirms a shared truth: Technology will keep accelerating, but intentional innovation in K-12 education depends on the strength, creativity and humanity of educators and IT leaders. This report invites educators and technology leaders to lead that future boldly and responsibly, and together,” said Keith Krueger, CoSN’s CEO.

    Hurdles facing K-12 education

    • Attracting & Retaining Educators & IT Professionals: School districts struggle to attract and retain educators and IT professionals due to low compensation, heavy workloads, burnout and competition from private-sector employers. Intentional investment in workplace climate, appreciation and professional growth is key to sustaining innovation.
    • Ensuring Cybersecurity & Safety Online: Schools face growing cybersecurity risks as digital tools become essential to daily operations, requiring districts to protect every user across expanding systems. Effective security depends on shared responsibility, strong policy frameworks and a culture of care that supports safety and seamless instruction.
    • *NEW* Critical Media Literacy: Media literacy now requires far more than fact-checking; it demands deep discernment, ethical judgment and holistic digital citizenship skills. Preparing students to navigate an information ecosystem defined by speed, complexity and misinformation requires strengthening metacognition, emotional intelligence and responsible media creation.

    Accelerators driving innovation across school systems

    • Building the Human Capacity of Leaders: Investing in staff is essential to meaningful K-12 transformation, demanding deep investments in AI literacy, reflective practice and intentional professional growth. Innovation succeeds when people (not technology) are prepared, supported and empowered to lead change across systems.
    • Changing Attitudes Toward Demonstrating Learning: Traditional tests no longer capture the depth of understanding, creativity or real-world problem-solving skills students need, prompting a shift toward project-based, multimodal demonstrations of learning. Universal Design for Learning (UDL), computational thinking and student-created products empower learners to show what they can do, not what they recall.
    • Learner Agency: Shifting students from passive recipients to active decision-makers is key, supported by inquiry-based learning, educator agency and structures that encourage curiosity, autonomy and responsible technology use. Despite growing pressure to increase control, especially in response to AI, transformation depends on empowering students and teachers with the skills for future-ready learning.

    Tech Enablers shaping classrooms

    • Generative Artificial Intelligence (Gen AI): Gen AI is transforming education globally, offering new possibilities while raising concerns around responsible use, equity and system readiness. Meaningful progress requires intentional, values-driven leadership to ensure AI amplifies human connection and deep learning.
    • *NEW* Data & Information Visualization: Data visualization helps educators quickly interpret complex information and respond to students’ needs, but its impact depends on the quality of the data and the culture surrounding its use. When systems and people are aligned, visualization becomes a powerful tool for clarity, equity and informed decision-making.
    • Tools for Privacy & Safety Online: Technologies that protect learner privacy and ensure safe digital learning environments form the trust infrastructure of modern education. System readiness requires shared frameworks, cross-district collaboration and careful balancing between online access and student safety and privacy.

    The report also identifies three Bridges, or themes, that span top topics for education innovation, recognizing that progress in any one area cannot happen in isolation. The bridges include: 1) Innovation without ethics erodes trust, and trust is the cornerstone of safe digital learning; 2) Innovation without equity leads to widening gaps, while innovation with equity drives transformation; and 3) The culture of a school system determines the success of its technology.

    This press release originally appeared online.

    eSchool News Staff
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  • How Many Pages Should an MBA Mini Project Have in 2026?

    How Many Pages Should an MBA Mini Project Have in 2026?

    Different institutions follow slightly different norms.

     Amity University

    Generally expects 30 to 35 pages, especially if the project includes survey-based research.

     

     NMIMS

    Typically recommends 25 to 35 pages, with emphasis on research methodology and references.

     

    Symbiosis International University

    Encourages concise reports around 25 to 30 pages with strong practical application.

     

    Indian Institutes of Management

    Mini research assignments are often shorter but data-intensive. Clarity and insights matter more than length.

     

    International Programs

    In many US and UK MBA programs, mini projects range from 15 to 25 pages because modular courses prioritize concise submissions.

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  • Beyond admissions: rethinking access through stability, support and partnership

    Beyond admissions: rethinking access through stability, support and partnership

    Over the weekend HEPI published blogs on ‘If everyone hates today’s student loans, where are the big alternative ideas?‘, strategic care for international students and research collaboration 10 years on from Brexit.

    This blog was kindly authored by Ailsa Wilding, Head of Access, Strategic Evaluation & Partnerships at the University of Sheffield.

    It is the fifth blog in HEPI’s series with The Unite Foundation on how to best support care experiences and estranged students. You can find the blog on a #HomeAtUniversity here; the blog on the University of Nottingham’s work on access for care leavers here; the blog on inclusive winter planning here; and the blog on what data can tell us about care experienced and estranged students here.

    Recent policy discussion has reinforced the importance of sustained support for care-experienced young people beyond the age of 18. UCAS’ expansion of its application fee waiver to care leavers up to age 26 removes a direct financial barrier at the point of application and supports earlier disclosure, enabling universities to identify needs and offer tailored support sooner.

    However, for care-experienced and estranged students, accommodation stability and financial security remain among the most significant barriers to continuation and success.

    At the University of Sheffield, these challenges are understood as core Access issues rather than downstream welfare concerns. Support for care-experienced and estranged students is embedded in a whole-journey model, spanning pre-entry, transition, study and progression, encompassed within the University’s Access, Participation and Progression approach.

    Access support from the outset

    Support begins before students arrive. Through our Access+ programme, Sheffield provides targeted pre-entry support for care-experienced and estranged applicants, including contextual offers, a named point of contact and tailored advice throughout the application process. These measures recognise both prior educational disruption and the practical realities faced by applicants navigating higher education without family guidance, demonstrating how admissions policy supplemented by curated support can actively contribute to widening participation rather than acting as a neutral gateway.

    Sheffield is also a signatory to the Government’s Care Leaver Covenant and holds the NNECL Quality Mark, reflecting sustained commitments to cross-institutional support of care-experienced young people aged 16–25. Importantly, this commitment extends beyond outreach and admissions into student support, accommodation and employability.

    Growing participation, growing responsibility

    The need for sustained, joined-up support is underscored by rising participation. Student Finance England data show that in 2017/18 the University enrolled 12 care leavers and 55 estranged students. Indicative figures for 2025/26 suggest this has increased to 23 care leavers and 78 estranged students – almost doubling the number of care leavers we support.

    As participation grows, so too does institutional responsibility. Supporting access without addressing continuation risks reproducing disadvantage within higher education itself. Continued support throughout a student’s time at university is essential, particularly with attention to housing and financial security.

    Accommodation as a barrier

    For many care-experienced and estranged students, the absence of a family home creates ongoing uncertainty, particularly during vacations and periods of transition. Insecure or short-term accommodation can undermine wellbeing, disrupt academic engagement and affect retention.

    Accommodation support is closely integrated with Sheffield’s wider Access and Participation investment. Care-experienced and estranged students may receive a non-repayable University Bursary of up to £10,000 per year for full-time students (or £5,000 for part-time students), automatically awarded for each year of study.

    In 2017, after reviewing the support available to our most vulnerable students, we recognised that care leavers were navigating a confusing patchwork of small grants and that some were missing out altogether. We wanted to create something simpler, fairer, and more meaningful, so we brought these funds together to establish the University Bursary for care leavers. Set at £10,000, the bursary reflects the reality that accommodation is the biggest financial barrier for many students in the city, helping to cover rent and utilities while easing the wider pressures of living costs so students can focus on their studies and feel more secure during their time at university.

    This is complemented by the Unite Foundation Scholarship, which contributes directly towards accommodation costs. Together, these forms of support reduce financial pressure, limit the need for excessive paid work and support students to remain engaged with their studies. This continuity removes a major source of anxiety and enables students to plan their studies with greater confidence.

    Students themselves often describe the impact in simple terms:

    Moving in felt like a new chapter – having a place that felt secure made all the difference.

    Implications for the sector

    Sheffield’s experience suggests that effective support for care-experienced and estranged students depends on closer alignment between access, admissions, accommodation and financial support. Housing stability, in particular, should be treated as a core component of access and success rather than a peripheral concern.

    Partnerships between universities and accommodation providers can play a valuable role in addressing structural disadvantages when they are embedded within institutional Access, Participation and Progression strategies and supported by sustained financial investment.

    Mary Vincent, Vice-President for Education at the University of Sheffield, reflects:

    Student wellbeing sits at the heart of everything we do at the University of Sheffield. For care-experienced and estranged students in particular, feeling safe, secure and supported is essential. Our partnership with Unite Foundation, alongside our bursary provision, helps remove uncertainty around housing and finances, allowing students to focus on learning and making the most of their time at university.

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  • We need to expand research experience for college students to HBCUs, regional public universities and community colleges

    We need to expand research experience for college students to HBCUs, regional public universities and community colleges

    by JP Flores, The Hechinger Report
    February 16, 2026

    When I was 17, I didn’t know a single scientist. I did not grow up around labs, research universities or people who talked about things like “STEM pathways.” 

    The only reason I am a scientist today is because mentors leading support programs invested in me early, before I knew how to find science on my own. Today, those are the very programs being dismantled. Doors that opened for me and my colleagues are now being quietly shut for others. 

    Federal officials recently confirmed that research funding related to diversity, equity and inclusion at the National Institutes of Health will not be renewed, signaling a broader retreat from efforts designed to widen the pathway to participation in science. This comes as federal research funding faces billions in proposed cuts. 

    Outreach and diversity programs are also being defunded or restricted. More than 120 TRIO programs, which seek to provide support for students from disadvantaged backgrounds, have already been eliminated. Scientists and trainees across career stages are openly considering leaving the country for places where their work, training and the communities they serve will be better supported.  

    Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter. 

    We are not simply shrinking budgets. We are shrinking who gets to imagine themselves in science at all. 

    Yet if we want a scientific workforce capable of addressing climate change, public health inequities and the next generation of biomedical challenges, we must invest in students long before they become scientists by supporting them early and building trust with communities, not just institutions. Investment should include expanding paid undergraduate research across community colleges, regional public universities, HBCUs and tribal colleges, and paying graduate students and postdocs wages that reflect the cost of living where they work. 

    For decades, efforts to broaden participation in science have relied on the metaphor of a pipeline: Encourage more students to enter STEM and trust that great candidates will progress into research careers. But this assumes a smooth and supportive path. 

    In reality, students encounter uneven terrain, not a pipeline. Curiosity and talent are not enough if the material conditions for growth are absent. 

    Programs like TRIO (including Upward Bound), the Louis Stokes Alliances for Minority Participation from the National Science Foundation (NSF) and the BUILD and Postbac Program initiatives from the National Institutes of Health (NIH) have provided critical academic, financial and mentorship support for the students who accessed them. Many of my peers credit these programs with their scientific careers.  

    A nutrition scientist at the University of Alabama, Birmingham credits the NIH BUILD program at California State University, Long Beach for exposing her to the world of research. A virologist at the University of Michigan credits the NIH PREP program at the University of North Carolina at Chapel Hill for her development as a scientist.  

    But these opportunities reach only a fraction of those who could benefit. Many internships and opportunities require unpaid participation, travel or preexisting access to higher education that students at under-resourced institutions do not have. By the time most of these programs begin, inequities are already deeply entrenched. 

    Consider this scenario: A community college student works 25 hours a week to pay rent and is offered only unpaid research experience. Meanwhile, a student at a well-funded university joins a lab with pay, mentorship and funded conference travel.  

    These differences shape who advances in science not because one student is more capable than another, but because one has access to the support systems that allow potential to develop into expertise.  

    This is not only about fairness, though the current trajectory is deeply unfair. It affects the science we produce. A scientist’s background influences which questions they consider important, the communities they feel accountable to and which problems are defined as urgent. Expanding who can participate in science strengthens the work rather than weakens it. 

    Talent and persistence matter in science. Curiosity, discipline and creativity are essential. But even the most gifted students cannot succeed without the material conditions that allow their abilities to grow.  

    Yet most federal research funding still arrives late in the scientific journey: graduate fellowships, postdoctoral awards and early career grants for those who have already managed to stay. By that point, many talented potential scientists have already been pushed out. I have watched peers with brilliance, creativity and purpose walk away because they could not afford to remain in science long enough to be recognized. 

    Related: To attract more students to STEM fields in college, advocates urge starting in sixth grade 

    Science needs a shift in how it engages with the public — not by asking for trust after the fact, but by building relationships early and consistently. We cannot continue to ask people to trust science if science rarely takes time to understand the needs, constraints and priorities of the communities it aims to serve. 

    This trust is essential because scientific breakthroughs do not only happen in laboratories and academic journals. They also emerge when researchers collaborate with educators, students and communities, shaping research questions alongside the people whose lives the work will ultimately affect. 

    Expanding who participates expands the questions we can ask. When scientific knowledge is grounded in lived experience and community partnership, science becomes more rigorous, more ethical and more relevant.  

    The talent exists. The curiosity exists. What is missing are the conditions that allow people to access scientific education early, remain supported and grow into scientific leadership. 

    These are not symbolic diversity efforts. They are strategies for producing better science. 

    JP Flores is a Ph.D. candidate in Bioinformatics and Computational Biology at the University of North Carolina at Chapel Hill, co-founder of the nonprofit Science for Good and a Public Voices Fellow on Technology in the Public Interest with The OpEd Project. 

    Contact the opinion editor at [email protected]. 

    This story about research experience for college students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’sweekly newsletter. 

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  • Belonging by Design: An Asset-Based Approach to Inclusive Learning – Faculty Focus

    Belonging by Design: An Asset-Based Approach to Inclusive Learning – Faculty Focus

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  • Introducing the commission on research for better economic growth

    Introducing the commission on research for better economic growth

    Economic growth is the number one mission of this government and its has been clear that investment in research and innovation is a key factor in driving growth. The majority of the UK’s publicly-funded research is carried out in universities, who now spend over £15bn annually delivering research.

    Universities are the UK’s single best collective asset for economic and social prosperity: advancing social mobility, anchoring companies and partners to a place, and diffusing innovation into the economy. They are landlords, employers, enterprise incubators, cultural institutions, and guardians of huge amounts of public money. Their tangible assets include real-estate (often in the most expensive parts of town), research equipment and laboratories, vehicles, plants, and other machinery, and the people that stick this whole ecosystem together. Their intangible assets include IP, licenses, ideas, companies, and the social permission to carry out private sector orientated activities like form companies.

    This is a success story. Yet, the UK’s economy is broken. Plagued by low productivity. Stymied by regional inequalities. Rendered less than the sum of its parts by disjointed policy, political change and low investment in critical infrastructure. And universities now face acute financial pressures. This suggests despite a wealth of assets, we are not fully leveraging their potential to drive prosperity. What can be done to ensure that policy frameworks harness the breadth of our university research and innovation to fulfil its potential?

    Where have we come from?

    It has been an unprecedented era of growth for universities by any reasonable measure. The total income of universities has grown by close to £18bn from 2015–16 to 2023–24, total IP income has grown by £60m in the same period, and the sector as of 2023–24 is in possession of 12,887 hectares of land (by HESA’s best estimates), compared to 6,908 hectares in 2015–16 (the data is less than complete but you see the point.) The present financial consolidation feels so painful partially because expansion of university assets has been so significant.

    The key decision for universities in meeting their strategic objectives has not been about the more judicious use of resources but about deciding which assets to expand. An era of low-inflation combined with rising international demand has allowed universities to acquire even more assets. New facilities. New buildings at home and abroad. More research and the spin-outs that come with it. Increased student numbers.

    But the times they are a-changin’. The period of expansion is at an end. UKRI is introducing a new, more purposeful strategy to focus its investment in R&D. We are entering a new era.

    This is surely the time for a country which is globally leading in research to bring together its collective knowledge to strengthen the economy and ensure it delivers better outcomes for people across the UK.

    Where should we be going?

    In conjunction with University College London, Policy.Partners, a new collaboration between Counterculture and Wonkhe, is launching the commission on research for better economic growth.

    Currently, policy instruments to drive research across the UK are too blunt, with funding mechanisms focused on inputs and mode of delivery, rather than outputs and outcomes tied to purpose. National research policy ignores regional distinctions and place-based assets. We are stuck in a zero-sum debate about whether to invest in the Golden Triangle, or distribute more funding across the rest of the UK. Success is framed narrowly in terms of pounds and pence, and overlooks the full breadth of social and economic benefits from research.

    The purpose of the commission is to assess and develop the mechanisms needed to drive economic growth across the country through research, development, and innovation. We will focus on how connectivity between places amplifies research impact, how local research excellence can drive national economic growth, and what policy and funding frameworks enable better outcomes.

    The big questions

    Some of the key questions we are trying to answer include:

    Connectivity and infrastructure

    How does physical and institutional connectivity between UK innovation districts affect their ability to drive distributed economic growth?

    What are the infrastructure prerequisites (physical, digital, institutional) for research assets in one region to drive economic growth in another? How do current UK connectivity patterns constrain or enable this?

    What role do transport infrastructure, talent mobility, and capital flows play in enabling research spillovers?

    Capabilities and assets

    What research capabilities are needed across the UK (within and across regions) and how can these be strengthened within a national ecosystem?

    How can place-based assets be leveraged through better inter-regional connectivity to support both regional development and national RD&I capacity?

    How can innovation ecosystems drive local and national economic growth through research assets?

    Outputs and outcomes

    What are the effective mechanisms of funding and commissioning RD&I activity that support local and national economic growth?

    What are the RD&I policy delivery mechanisms, including and beyond UKRI funding, to deliver better outcomes for people?

    What is the ideal configuration of a research funding and support ecosystem that makes the most of place-based strengths and national assets?

    Of course we are not the first to examine these questions. But in doing this work we are hoping to try and wrestle with some of the practical contradictions that go beyond saying growth is good, universities should be more business-like, and impact is important. We want to get into some of the messy questions which don’t necessarily have straightforward answers.

    These include how regional policy making should consider the role of London, whether investment in infrastructure around knowledge assets has broad enough spillover benefits to justify the cost, whether funding is best spent on inter-city connectivity or regional research specialities, what counts as economic impact, and whether the UK’s brand position should focus on national, regional, or institutional specialities.

    A new approach

    These questions aren’t easy. If it were obvious how to grow the economy through research, the collection of the country’s greatest minds that work in policy, research and government would have worked out how to do it.

    So now, we want to call on Wonkhe readers’ minds. We don’t want this to work as a standard commission which minimises the interesting bit – the debate on the trade-offs – to an appendix on notes from roundtables. Instead, we want to air debates around the difficult considerations and compromises that need making, and make them part of the final outcome.

    To this end, we want to hear from readers on their views on the infrastructure, policy, and investment needs, to better enable research to be a driver of economic growth. We will work these pieces up for the site and continually share them to inform the debate. Our advice is to take one of the questions above and send a couple of sentences of ideas to shape into an article. As we carry out initial roundtables we will also share these to prompt further discussion.

    The challenge of economic growth and universities’ contribution to it is a perennial issue. In opening up discussion around some of the options, trade-offs, and challenges at the precise moment funders and government are looking at their model, we hope to broaden the debate and chart a new path for universities and research institutions at the heart of the UK’s economic renewal.

    This article is published as part of a project between Policy.Partners and UCL. To share your ideas get in touch with James

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