Our priorities

Disability Equality Action Plan

Progressing equality, diversity and inclusion is essential to creating a University culture and environment where colleagues and students feel they belong, and are supported to meet their full potential.

The views and experiences of staff and students form an essential part of our strategy and action plan. Input was sought via various consultations, including a University-wide survey in 2021, where staff and students were invited to tell us what new actions the University should take to continue to progress disability equality.

We aim to bring about transformational change by addressing the challenges experienced by disabled students and staff, and ensuring their needs are met within an inclusive and understanding culture where environmental, attitudinal and organisational barriers have been reduced or removed. 

Our ambitious plan sets out to improve the representation, progression, retention, experience and success of disabled students and staff at the University, transforming the University of Sheffield into an institution of choice for disabled people.

Explore our Disability Equality Strategy and Action Plan

No good preaching about equality and improved access, unless we do something about it in a practical, hard-headed fashion.

 This is easier said than done. As well as the normal bureaucratic challenges, the real and ongoing mountain to climb is attitudinal. As William Blake in his poem, London, puts it: “those mind-forged manacles” which get in the way of treating others as we would wish to be treated ourselves.

That is why the action plan and the ongoing work of listening, learning and responding is vital for everyone on the learning journey and, of course, in progression in life and work.

Lord David Blunkett 

Language disclaimer

Both the terms ‘disabled staff/student’ and ‘staff/students with a disability’ are used to reflect and respect the differences in individuals’ choice of language and identity.

The definition of disability, under the Equality Act 2010, is “a physical or mental impairment that has a ‘substantial’ and ‘long term’ negative effect on your ability to carry out normal daily activities”.

The University supports the social model of disability: the principle that physical and mental impairments may not necessarily be disabling in themselves but often become so in the context of practices or environments that make it hard for disabled people to participate fully and/or restrict their opportunities. 

At the University of Sheffield, we consider disability in its widest context and this includes, but is not limited to, physical disabilities, neurodiversity/ specific learning difficulties/learning differences (eg dyslexia), autism, mental health conditions, chronic health conditions and sensory impairments and also recognise that not all disabilities are visible or permanent.