This proposal seeks to bridge the critical gap between the University's written commitment to disability inclusion and the inconsistent experiences of disabled students, ensuring all students are supported to meet their academic goals without fear or resistance.

1. Mandatory Training and Cultural Shift (The Non-Blame Policy)

The current culture occasionally leads to disabled students feeling blamed or questioned when seeking necessary support, a significant barrier to equitable education.

 * Actionable Step: Implement mandatory, annual, and department-specific training for all staff (academic, administrative, and teaching assistants). This training must move beyond basic awareness to focus on empathetic communication, conflict de-escalation, and the institutional commitment to a non-blame culture when discussing disability-related needs.

 * Target Outcome: A documented reduction in student feedback citing negative or resistant staff attitudes within 12 months.

2. PLSP Implementation and Accountability

Personal Learning Support Plans (PLSPs) are not consistently or correctly followed by all academic staff, rendering the support system ineffective for specific high-need accommodations.

 * Problem Highlight: Requirements for accommodations, such as 1-to-1 sessions in a quiet environment or team-arranged support for specific learning difficulties, are often overlooked despite being listed in the student's PLSP.

 * Actionable Step:

   * Establish a PLSP Compliance Audit system within each School/Department, overseen by a designated Disability Liaison Officer.

   * Mandate that the requirements of a student’s PLSP are explicitly discussed and confirmed between the module leader and the Disability Support Team at the start of each term.

 * Target Outcome: 95% compliance rate for all listed PLSP provisions across the university, verifiable via student feedback and departmental records.

3. Clarifying and Professionalising the Personal Tutor Role

The current definition and execution of the Personal Tutor role appear inconsistent and often fail to meet student needs, particularly regarding emotional and pastoral support.

 * Actionable Step:

   * Publish a clear and comprehensive University-wide Personal Tutor Charter defining the precise boundaries of the role, expected contact hours, and response times.

   * Enhance Personal Tutor professional development with a focus on mental health first aid, advanced signposting protocols, and communicating with students experiencing emotional distress.

   * Review the current Personal Tutor model (specific to the University of Huddersfield) against best practices at comparable institutions to identify and implement structural improvements.