Session 45: Living to learn: supporting students with life-limiting illnesses

Abstract

Session overview:

For students diagnosed with life-limiting – also called ‘terminal’ - illnesses, navigating the demands of academia can create profound emotional, physical, and logistical challenges. Recognising this underrepresented cohort within the student population, the Living to Learn Charter seeks to provide a comprehensive framework for ensuring compassionate and flexible support for students facing such diagnoses.

Central to the charter is the belief that a diagnosis should not preclude participation in meaningful educational experiences. By addressing barriers such as stigma, inflexibility in assessment deadlines, and limited access to emotional support, the Living to Learn Charter aims to empower students to remain active participants in their educational journey. The aim of the charter then, is to provide practical tools for fostering a culture of care and inclusion in higher education, ensuring that all students, regardless of their circumstances, feel valued and supported in achieving their academic and personal goals.

This session therefore aims to provide insights into the development process of the charter, to discuss its future implementation, and finally, to invite dialogue about how we might go about embedding such practices across the institution. By championing the needs of students with life-limiting / terminal illnesses, we believe that LJMU can act as an anchor institution modelling a compassionate and progressive approach to inclusion beyond the university community, transforming the higher education landscape beyond.

Key learning points from this session:

This presentation will outline the key principles and practical applications of the Living to Learn Charter, developed as part of an LJMU-funded Equality, Diversity, and Inclusion (EDI) initiative. The charter is informed by extensive consultation with students, academic staff, and healthcare professionals, ensuring it enriches the lived experiences of those it aims to serve. It offers actionable recommendations for creating inclusive policies, fostering empathetic communication, and designing academic adjustments tailored to the unique needs of these students.