Reasonable Adjustments Project – Consultations with Key Stakeholders

To inform the Reasonable Adjustments for Learners on Practice Placements Project, we undertook a multi-method consultation process involving surveys and discussion groups with practice staff, learners, Practice Learning Leaders (PLLs), and university colleagues. This approach enabled us to gather diverse perspectives across the healthcare education and placement landscape at the University of Brighton.

Practice Staff

Surveys and group discussions revealed a strong desire for clearer, earlier communication from the university regarding students’ support needs. Educators highlighted the need for:

• Employer support through reduced caseloads, occupational health input, and practical resources.
• University support via timely placement information, clear guidance on adjustments, and structured pre-placement meetings.
• Joint initiatives such as training on neurodiversity, mentorship schemes, and drop-in support.
• Student-led contributions including early disclosure and proactive use of placement passports.

Practice partners also called for standardised processes across institutions, increasing learner awareness of clinical environments, and context-specific adjustments. Building stronger relationships between universities and placement providers was seen as key to improving support.

Learners

Survey and discussion group feedback from learners underscored the importance of:

• Educators engaging with placement passports and initiating early conversations.
• Practical adjustments such as flexible working, quiet spaces, and adaptive tools.
• Emotional support through encouragement and regular check-ins.
• University-led improvements including clearer guidance, tailored preparation resources, and structured post-placement reflection.

Learners also emphasised the value of peer support and educator empathy, particularly when educators had lived experience of neurodiversity.

Practice Learning Leaders (PLLs)

PLLs reported a range of adjustments being implemented but noted barriers such as inconsistent disclosure, resource limitations, and uncertainty around professional competencies. Recommendations included:

• A unified school-wide policy on reasonable adjustments.
• Clarification of Occupational Health’s role.
• Enhanced collaboration between DLST and course teams.
• Promotion of inclusive practice aligned with NHS England’s Safe Learning Environment Charter.

Summary of Recommendations

Stakeholder	Suggested Improvements	Proposed Actions
Employer	Reduced caseloads, OH input, IT support, neurodiversity training	Feedback to employers
Student	Early disclosure, open communication	Support through new processes and preparation sessions
University	Advance notice, clear guidance, educator training	Develop standardised procedures and resources