An arm’s length project of the Elizabeth Casson Trust exploring diversity, inclusion and equity within the profession.
The first forum in the ‘Focus on‘ series Focus on…Education was held on 18 January 2022.
32 participants from across health and social care, research and education, occupational therapy professional bodies (Royal College of Occupational Therapists (RCOT), Council of Occupational Therapists for the European Countries (COTEC), World Federation of Occupational Therapists (WFOT)), our regulatory body Health and Care Professions Council (HCPC), NHS England / Improvement and other allied health professions met to discuss diversity and equity in occupational therapy pre-registration programmes. It was a full room!
The meeting was held under Chatham House rule* and led to ‘deep conversations from a wide range of voices’ in a ‘positive learning environment’ (participant feedback). Baroness Hilary Armstrong co-chaired the event alongside Prof Jane Melton.
* the identities of the attendees cannot be disclosed, nor their affiliations, outside of the meeting
The focus was on education with particular emphasis on occupational therapy education for people from diverse backgrounds, including ethnicity, gender, (dis)ability, sexuality and religion, with discussions taking place in small groups. Each group focussed on one of the following four themes:
Each group identified actions which they believed had the potential to make a positive impact on supporting diversity and equity in occupational therapy education. By the end of the afternoon, several key priorities had been proposed and agreed upon. These were themes or areas of focus agreed to either have the most importance or most pressing need at this time. Three small focus groups followed to take these ideas and consider them in more detail, giving them better shape for the projects and outcomes desired.
The Observatory core team, led by Prof Jane Melton, presented a paper to trustees at the April 2022 board meeting of the Elizabeth Casson Trust. Funding for three work streams were approved and calls for proposals were issued in the summer.
Similar to our newly-qualified occupational therapist pocket guides, this is intended for individuals to engage with in a quiet moment, adopting a reflective approach towards self-awareness and the consideration of our personal impact on individuals, our environment, the profession, and the services we deliver. The guide is available on our pocket guides page. ACCESS HERE: Diversity and inclusion guides – Elizabeth Casson Trust
One to explore minoritised occupational therapy students’ experiences at the University of Bradford: Participatory action research developing student-led actions to address inequities and promote inclusion. Dissemination products will support the sharing of actions with HEIs. The study will be complete by December 2024.
Another research project to explore Black and Minority Ethnic Individuals’ experiences applying to study Occupational Therapy. Sarah McGinley and Belinda Williams are conducting this research at the University of Southampton. The study is due to be completed in 2025.
Several ideas were also generated at the Observatory event beyond the Trust’s sphere of activity; for example, some ideas were recognised as belonging to the professional occupational therapy body. These ideas were shared with our colleagues at the Royal College of Occupational Therapists (RCOT), who have taken the baton and work is underway. An update will be added to this page when appropriate. These ideas concern the educational standards for pre-registration programmes, including equity statements and requirements, considering the recruitment of accreditors with expertise (lived or acquired) in diversity and equity, as well as learner participation and partnership in programme design. It was also suggested that fine-tuning the annual monitoring reports completed by universities could provide an excellent opportunity to facilitate the monitoring of change.
This project, hosted by Rayya Ghul (University of Edinburgh) and Anita Volkert (Glasgow Caledonian University), created a network of change-makers dedicated to improving the experiences of minoritised students. The opportunity to participate was offered to representatives from Higher Education Institutions (HEIs) that deliver occupational therapy programmes.
The project brought together five cohorts of participants, including educators from 16 different UK OT schools, clinical educators from the NHS, an international OT from the USA and an independent OT practitioner.
Through a series of supportive, solution-focused online sessions, participants engaged in reflective practice. The focus was on building from existing strengths and resources to develop actionable plans for change within their institutions.
Equity Champions returned to their organisations and implemented meaningful changes, including:
Spotlight on Change: University Case Studies
Participants reported feeling a renewed sense of responsibility, pride, and confidence to act as allies and advocates. They highlighted a commitment to driving long-term cultural change, with one stating,“I can’t not act. It’s as simple as that.”
100% of respondents would recommend it to colleagues.
This project has seeded a national network of informed, motivated Equity Champions, translating reflection into concrete actions that are making OT education more inclusive and equitable for all.
