28.Students are often inexperienced in raising concerns independently, within formal structures. They may not have had positive experiences of other bodies with authority over other aspects of their lives. They may anticipate that the process will be confrontational, and be worried about how staff may react to them raising their concerns and that it might have negative effects on their studies and career. It is important that providers take steps to give reassurance on these points. For example, providers can explain how marking and moderation procedures usually operate, ensuring that a member of staff can’t reduce a student’s grades because they had made a complaint. Providers can encourage a culture of listening to feedback and share with students the actions they have taken to respond to students’ concerns. If the complaints process is part of this wider positive culture it can be less intimidating.
29.Students may be concerned that bringing a complaint that is not upheld may result in action against them under conduct, disciplinary or fitness to practise procedures. It is important to assure students that they will not be penalised for raising a complaint about something they are genuinely concerned about, even if those concerns turn out to be misplaced.
30.It is good practice to make sure students have access to well-resourced sources of advice and guidance. Often this support will be based within the provider’s own student representative body, or within another student representative body that the provider’s students have access to. Where there is no student representative body, providers should make sure that staff members who are independent of the subject of the complaint or appeal can give students advice and guidance about the process.
31.Some support services are able to offer advocacy services which might include helping a student prepare written submissions, attending hearings and speaking on the student’s behalf. Other services are more targeted towards enabling the student to act independently. However the service is structured, it can be helpful to explore these issues with the student:
- How does the process work? What will the student need to do, what deadlines will they need to meet, and how long is the process likely to take?
- What evidence can the student supply to support their views? Who can supply this?
- What outcome does the student want? Is this realistic?
- What can the student do while the case is ongoing to put themselves in the best position for afterwards? It can be helpful to think about what will happen if the student’s case is successful, and also what will happen if it is not successful. This is particularly important if there could be an impact on opportunities to repeat assessments or continue to engage with specialist learning opportunities like placements.
- Are there wider issues that have been raised that the student needs support with? For example, has an academic decision had an impact on the student’s financial entitlements, arrangements for accommodation or visa status? It may be appropriate to direct students towards specialist sources of advice in these areas.
- Does the student need support with their mental or physical wellbeing? It may be appropriate to direct students to additional sources of support.
