[
Barth, M. (2015). Implementing sustainability in higher education. learning in an age of transformation. Routledge.
]Search in Google Scholar
[
Bates, J., Lewis, S., & Pickard, A. (2012). Education policy, practice and the professional. Continuum.
]Search in Google Scholar
[
Boliver, V., Gorard, S., & Siddiqui, N. (2022). Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education? British Journal of sociology of Education, 43(3), 349-374. https://doi.org/10.1080/01425692.2021.2017852
]Search in Google Scholar
[
British Educational Research Association. (2018). Ethical guidelines for ethical research. Wiley.
]Search in Google Scholar
[
Butler, M. (2016). Equality and anti-discrimination law: the Equality Act 2010 and other anti-discrimination protections. Spiramus Press Ltd.
]Search in Google Scholar
[
Chowdry, H., Vrawford, C., Dearden, L., Goodman, A., & Vignoles, A. (2012). Widening participation in higher education: analysis using linked administrative data. Royal Statistical Society Journals, 2(176), 431-457.
]Search in Google Scholar
[
Connell-Smith, A., & Hubble, S. (2018, January). Widening participation strategy in higher education in England. House of Commons Library (House of Commons Library Briefing Paper No. 8204). https://researchbriefings.files.parliament.uk/documents/CBP-8204/CBP-8204.pdf
]Search in Google Scholar
[
Gavigan, K., Kurtts, S., & Mimms, M. (2010). Bibliotherapy as an intervention approach for children and adolescents with emotional disabilities. In C. L. Norton (Ed.), Innovative interventions in child and adolescent mental health (pp. 136-152). Routledge.
]Search in Google Scholar
[
HM Revenue & Customs. (2020). Guidance: claim for wages through the Coronavirus job retention scheme. GOV.UK. https://www.gov.uk/guidance/claim-for-wages-through-the-coronavirus-job-retention-scheme
]Search in Google Scholar
[
Hunt. C. (2012) Learning in large spaces: the academic engagement of a diverse group of students. Journal of Research in Pot-Compulsory Education, 17(2), 195-205.
]Search in Google Scholar
[
Kauffman, J. M. (2020). On educational inclusion: meanings, history, issues and international perspectives. Routledge.
]Search in Google Scholar
[
Kelly, A. V. (2009). The curriculum: Theory and practice. Sage.
]Search in Google Scholar
[
Kuh, G. D., & Kinzie, J. A., Bridges, B. K., & Haye, N, J. C. (2007). Piecing together the student success puzzle: research, propositions, and recommendations. ASHE Higher Education Report, 32(5), 1-182.
]Search in Google Scholar
[
Luke, A., Woods, A., & Weir, K. (2013). Curriculum design, equity and the technical form of the curriculum. Routledge.
]Search in Google Scholar
[
Marangozov, R., Marvell, R., Miller, L., Newton, B., & Fletcher, L. (2014). Evaluation of the equality, diversity and inclusion grants in English further education. University of Sussex. https://hdl.handle.net/10779/uos.23448743.v1
]Search in Google Scholar
[
Mitchel, D. (2010). Inclusive education. Education that fits: Review of international trends in the education of students with special educational needs. Education Counts Publications.
]Search in Google Scholar
[
Mitchell, D. (2018). The ecology of inclusive education: strategies to tackle the crisis in educating diverse learners (1st ed.). Routledge. https://doi.org/10.4324/9781315110448
]Search in Google Scholar
[
Mittler. P. (2000). Working towards inclusive education. Fulton Publishers.
]Search in Google Scholar
[
Mulinge. M. M., Arasa. J. N., & Wawire. V. (2017). The status of student involvement in university governance in Kenya. Codesria.
]Search in Google Scholar
[
Nash. C. (2020). Report on digital literacy in academic meetings during the 2020 COVID-19 lockdown. Challenges, 11(2), 20. https://doi.org/10.3390/challe11020020
]Search in Google Scholar
[
O’Connor, K., Wrigley, M., Jennings, R., Hill, M., & Niazi, A. (2021). Mental health impacts of covid-19 in Ireland and the need for a secondary care mental health service response. Irish Journal of Psychological Medicine, 38(2), 99-107. doi:10.1017/ipm.2020.64
]Search in Google Scholar
[
Office for National Statistics. (2020). Student Covid insights study. Census. https://www.ons.gov.uk/surveys/informationforhouseholdsandindividuals/householdandindividualsurveys/studentcovidinsightsstudy
]Search in Google Scholar
[
Pearson. (2018). English sample assessment materials. Pearson.
]Search in Google Scholar
[
Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui. D., Pheiffer, G., McKay, K., Newman, S., & ReiBig-Thust, S. (2021). The perceived impact of COVID-19 on student well-being and the mediating role of the university support: evidence from France, Germany, Russia and the UK. Frontiers in Psychology Journal, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.642689
]Search in Google Scholar
[
Power, T. L. (2001). Assumptions and prescriptions: a critique of widening participation policy-making. High Education Policy, 14, 361–376. https://doi.org/10.1016/S0952-8733(01)00026-5
]Search in Google Scholar
[
Storyals. (2019). The pros and cons of Microsoft Teams. https://storyals.com/blog/pros-and-cons-of-microsoft-teams
]Search in Google Scholar
[
Suter, W. N. (2012). Introduction to educational research: A critical thinking approach. Sage.
]Search in Google Scholar
[
Thompson. N. (2012). Anti-discriminatory practice: equality, diversity and social justice (6th ed.). Palgrave.
]Search in Google Scholar
[
Warren, D. (2016). Curriculum design in a context of widening participation in higher education. Sage Journals, 1(1). https://doi.org/10.1177/1474022202001001007
]Search in Google Scholar