Abstract

Higher education has long been considered a transformative space, yet significant barriers remain for students from marginalised and minoritised backgrounds. These barriers can range from socioeconomic limitations to institutional biases that prevent students from achieving equitable outcomes.

As educational institutions move toward increased inclusivity and support for diverse student bodies, innovative practices are required to address systemic inequalities effectively. A reverse mentoring project, implemented at the University of Sunderland, was designed to foster dialogue between students and staff and address the unique challenges faced by marginalised students. The project’s outcomes have implications not only for educational settings but also for broader applications in social justice work within various social support systems.