A holistic approach to addressing the degree awarding gap: a perspective

The degree awarding gap (DAG), disparities in degree outcomes across student demographics, remains a persistent challenge in UK higher education. At Sheffield Hallam University (SHU), the School of Biosciences and Chemistry has implemented a series of inclusive initiatives to address this issue across the student journey. Drawing on culturally responsive pedagogies, the work targets belonging, representation and the hidden curriculum through outreach, peer-led networks, visible role models, inclusive seminars and embedded equality, diversity and inclusion (EDI). Mini case studies highlight collaborative efforts to diversify curricula, co-create assessment rubrics, support identity-affirming student groups and integrate EDI into school operations. These initiatives have enhanced student engagement, staff confidence and the visibility of underrepresented voices. This article calls for sustained, school/institution-wide commitment to equity, recognising that closing the DAG requires long-term structural change, shared responsibility and a culture where all students feel they belong and can succeed.