Across the United Kingdom, many level two and three learners are from regions with high social deprivation and poor progression to higher education. It is widely acknowledged that outreach activities can address this as they seek to ensure secondary school students do not make choices that limit access to university thence science-based careers simply because they do not know they exist. At The University of Salford, related initiatives such as the “Salford Schools Network” now mean 40 % of students are from low-income backgrounds and a significant proportion are from areas with the lowest progression to higher education nationally [1].

However, facilitating progression to higher education is only the first step towards improving inclusivity and graduate outcomes for all. The career achievement gap experienced by university students from disadvantaged or underrepresented backgrounds is well known and a barrier to employability or progression to PhD. Multiple and complex socioeconomic factors underpin this. Yet, it remains the case that while at university many disadvantaged students are – for the first time – made aware of thus develop ambitions to enter physiology-based research and related careers. However, this late realisation means they are often behind the curve in terms of engagement with extracurricular activities that broaden horizons and enhance the CV. In many cases this arises from a lack of opportunity rather than disengagement which is especially true if students come from communities with limited awareness of academia and related careers, or they are the first in their family to go to university. Despite being every bit as academically capable as students from more advantaged backgrounds, they do not have the same level of experience and insight. This frequently means they are less competitive at interview.

In my lecture I will cover the various extra-curricular initiatives I have put in place to level up disadvantaged students at The University of Salford. Examples include development of a career hub, launch of Salford’s Research Career Working Group, facilitation of undergraduate engagement with research and The Physiological Society and the introduction of international mobility opportunities. Fundamentally, all seek to enhance widening participation in physiology-based and wider research thus provide the experience and insight that is often lacking but essential for progression to related careers.

I also hope to demonstrate that these initiatives are transformative. Resulting impact is not metric-based but tangible; the day a disadvantaged student holds their own at a scientific meeting or is offered a PhD position, a place at medical school or achieves any other career ambition. The added value is considerable, especially given that three years prior, most were completely unaware such career pathways existed.