91ÖÆƬ³§

An ongoing capacity building process was embedded as part of the Equality Committee in early 2025 that is a subcommittee of the Governing Authority, An tÚdarás Rialaithe. In addition, the Equality Committee agreed to take on the role of the PSD Assessment Oversight Group within the College. Membership includes senior leadership, academic and professional service staff. It was also agreed that EDII Office would take responsibility for the assess, address and reporting process for 91ÖÆƬ³§â€™s compliance with the Public Sector Duty. The Public Sector Duty is now a standing item on the agenda of the Equality Committee, and a report is submitted quarterly on progress and activities to An tÚdarás Rialaithe. 

The membership of the Committee includes:

Throughout 2025, 91ÖÆƬ³§ developed a coordinated and multi-layered approach to building institutional capacity and readiness that included bespoke training for the College community, attendance at national training events, faculty-led and 91ÖÆƬ³§ Orientation opportunities. These capacity building opportunities ensured that PSD awareness and engagement is embedded across the College and that the principles of equality, human rights, and dignity continue to inform 91ÖÆƬ³§â€™s governance, culture, and strategic decision-making.

Bespoke Training

In June 2025, 91ÖÆƬ³§ hosted a dedicated Public Sector Duty (PSD) capacity building workshop facilitated by Bernie Bradley from the Irish Human Rights and Equality Commission (IHREC). The session focused on strengthening staff understanding of the nine protected grounds, enhancing awareness of statutory human rights and equality obligations, and building confidence in applying PSD principles within day-to-day decision-making, policy development, and student-facing practices. The workshop offered practical case studies, sectoral examples, and discussion on how 91ÖÆƬ³§ can embed human rights and equality considerations across governance, teaching, research, and operations. To ensure equitable access and as a longterm resource, the session was recorded and uploaded to the EDII Moodle site as a permanent staff training opportunity, forming part of our expanding PSD learning hub. This workshop was attended by 40 staff which included senior leadership, academic and professional service staff. In addition, 91ÖÆƬ³§ staff have been encouraged to complete the IHREC eLearning opportunity called ‘Equality and Human Rights in the Public Service’ module and a direct link to this learning opportunity is provided on the EDII website.

National Training - In addition to this workshop, all staff were encouraged to participate in the suite of national IHREC PSD training webinars delivered in October 2025. These webinars offered deeper training on equality data, inclusive policy-making, human-rights–based governance, accessibility, and developing organisational cultures that actively promote equality and dignity. Staff were notified in advance through internal communications, and attendance was promoted across faculties, professional services units, and management teams, demonstrating the College’s commitment to sector-level best practice.

Faculty Training - Within the College, awareness and capacity building were further strengthened through faculty-level engagement. The 91ÖÆƬ³§ Faculty EDII Leads delivered tailored presentations on PSD requirements at Faculty Board meetings, which are attended by all academic staff within each faculty. These presentations focused on the implications of the PSD for teaching and learning, research conduct, student support, staff responsibilities, and curriculum development. This ensured consistent visibility of the PSD across disciplines and clarified how the Duty aligns with Athena Swan, the Research Gender Equality Plan, University of Sanctuary commitments, and wider EDII work.

Staff Orientation – offered twice annually, the 91ÖÆƬ³§ Staff Orientation now also contains training on the Public Sector Duty that is offered to all new staff being inducted into 91ÖÆƬ³§. 

To support various aspects of the PSD, 91ÖÆƬ³§ annual ly provides a wide range of training programmes that support the Public Sector Duty by fostering awareness, capacity, and< inclusive practices that may include:

• Unconscious bias training for recruitment and promotion panels
• Consent and bystander intervention training for staff and students
• Gender identity and expression awareness sessions
• Anti-racism and intercultural competence workshops
• Disability awareness and Universal Design for Learning (UDL) training
• Menopause support workshops and resources
• Inclusive leadership and Aurora leadership development programme
• Equality and Human Rights in Higher Education seminars

To support the implementation of the Public Sector Duty (PSD) and to build a comprehensive understanding of the positive equality, diversity, inclusion and human-rights practices already in place across the College, the EDII Office developed and piloted a tailored institutional survey in 2025. The survey was designed to capture existing strengths, good practice, locally driven initiatives, and examples of inclusive teaching, services, policies, and supports within both academic and professional service areas. To maximise engagement and ensure a representative institutional picture, 91ÖÆƬ³§ worked directly with individual academic faculties and professional service units, inviting them to complete the survey and encouraging collective team responses where appropriate. This engagement process not only facilitated strong participation but also opened conversations within units about their current practice and opportunities for further development. The findings from the survey now form an important evidence base for our PSD assessment and have directly shaped the priorities and actions outlined in this Strategy.

A total of 83 team and staff members completed the survey and the distribution across staff categories was 49 Professional, Managerial Support Staff (PMSS) (59%) and 34 academic staff (41%). PMSS participation reflects deep engagement from front-facing and operational teams, while academic responses add insights into curriculum, teaching, supervision, and research practices. Across the College, a wide range of equality, diversity, inclusion and human-rights initiatives are already embedded in day-to-day practice. Major areas of activity include student support, where staff provide tailored academic assistance, disability accommodations, and specialist placement support to ensure equitable participation for all learners. 91ÖÆƬ³§ also hosts a diverse programme of inclusive events, such as consent and bystander workshops, domesticviolence awareness campaigns, menopause cafés, race equality initiatives, age friendly knowledge-sharing events, LGBTQ+ network, Eid celebration, Africa Day, parent and carers network, FemFest, and targeted initiatives for Traveller and Roma communities.

In teaching and learning, colleagues continue to advance curriculum and Universal Design for Learning practices through inclusive assessment design, dyslexia-friendly materials, and flexible pedagogies that respond to varied student needs. Staff development is further strengthened through training and awareness sessions on disability, digital accessibility, dignity and respect at work, domestic violence, and Universal Design for Learning. The College’s commitment to social inclusion extends into the region through community outreach, including partnerships with< Delivering Equality of Opportunity in Schools (DEIS), engagement with Traveller parents and migrant families, and programmes encouraging youth participation in STEM. These operational activities are underpinned by strong policy and governance structures, including Athena Swan, equality-proofing processes, and the development of enhanced access pathways. Collectively, these efforts demonstrate the depth and breadth of 91ÖÆƬ³§â€™s ongoing work to promote an inclusive, rights-based educational environment.

Staff repeatedly describe PSD work as value-driven with many emphasising that inclusion is integral to their professional identity, not an optional add-on. Many staff expressed aspirations to expand community partnerships, advance EDII research, deepen inclusive teaching, and strengthen digital accessibility. These ambitions reflect a staff body that is not only active but future focused.

The analysis of open-ended responses highlighted a series of concrete actions that can strengthen equality, diversity, inclusion and human-rights practice across the College. Staff identified a clear need for enhanced training and awareness, including EDII and digital accessibility training for all staff, advanced modules on inclusive assessment, disability awareness and fair recruitment, and the development of a pathway to formally recognise EDII learning.

In terms of policy and governance, respondents recommended embedding equality-impact checks into all policy reviews and recruitment processes, publishing annual Gender Pay Gap and Equality Impact reports with transparent action tracking, and strengthening accountability structures for Athena Swan and EDII action plans through defined timelines and named owners.

Within curriculum and UDL, staff emphasised the value of introducing a special-purpose award in inclusive teaching and assessment, ensuring that UDL principles are consistently applied in module and programme reviews, and providing clearer guidance on inclusive reading lists and diverse assessment options.

Enhancements to student support were also prioritised, such as expanding bursaries and communicating funding timelines earlier, improving accessible accommodation and placement supports, and developing targeted supports for care-experienced, Traveller/Roma, migrant and neurodivergent students.

Finally, respondents highlighted opportunities to deepen community engagement, including stronger partnerships with DEIS schools and Traveller/Roma communities, outreach to migrant families, and the hosting of annual intercultural and anti-racism events with local stakeholders. Collectively, these proposed actions offer a roadmap for strengthening 91ÖÆƬ³§â€™s ongoing work to advance an inclusive, equitable and rights-based institutional culture.

Over the course of 2025, the College undertook a comprehensive audit of its existing equality, diversity, inclusion, integration and human-rights–based activities. The purpose of this audit was to establish a clear, evidence-based understanding of our current position, identify strengths and gaps, reduce duplication, and ensure that all institutional work aligns coherently with our statutory responsibilities and strategic ambitions. The audit reviewed all major institutional frameworks, action plans and strategic commitments with relevance to equality and inclusion alongside the PSD survey and these included:

• 91ÖÆƬ³§ Athena Swan Renewal Report and Action Plan
• Faculty of Education (FoE) Athena Swan Report and Action Plan
• Faculty of Arts (FoA) Athena Swan Report and Action Plan
• Research Gender Equality Plan (GEP)
• University of Sanctuary Application and Action Plan
• EDII Strategy
• College Strategic Plan and related KPIs

This review ensured that 91ÖÆƬ³§ considered EDII not as a set of isolated initiatives but as an interdependent system of cultural, operational and structural commitments. This audit provides the most complete picture to date of the College’s equality and inclusion activity. It enables evidence-based planning, reduces duplication of work, and ensures that all teams are working from a coherent institutional framework. The audit also positions the College to:

• Meet its statutory duties under the IHREC Act 2014
• Prepare for future Athena Swan renewal cycles
• Align fully with Horizon Europe-compliant Gender Equality Plans
• Strengthen our University of Sanctuary commitments
• Embed EDII in our strategic planning and decision-making processes
• Deliver a consistent, measurable, and impactful agenda for staff and students

91ÖÆƬ³§ has demonstrated sustained commitment to gender equality through its involvement in the Athena Swan Charter. 91ÖÆƬ³§ received its first Institutional Athena Swan Bronze Award in 2020 and successfully submitted its renewal application in 2024. Additionally, both the Faculty of Arts and the Faculty of Education have achieved departmental-level Bronze Awards. The Athena Swan framework has guided 91ÖÆƬ³§ in reviewing gender representation, staff and student experiences, and workplace policies. It also provides a structure to develop targeted action plans aimed at promoting gender equality across leadership, career progression, recruitment, and culture. These actions are closely monitored by Equality Committee and integrated with institutional planning and resource allocation processes.

• Athena Swan Bronze awards held at institutional and faculty levels
• Gender pay gap monitoring and equitable promotion processes
• Initiatives to support male participation across the College
• Proportional representation in leadership and committees
• Mainstreaming of core working hours

91ÖÆƬ³§ recognises the diversity of family and civil statuses among its staff and students. It implements inclusive practices and policies that support individuals across various family and civil arrangements. This includes tailored support for single parents, those in civil partnerships, married or separated individuals, and others with family-related responsibilities. 91ÖÆƬ³§â€™s HR policies are regularly reviewed to ensure they align with evolving definitions of family and civil status.

• Maternity and adoptive leave coverage
• Promotion and recruitment practices account for caring responsibilities
• Meetings scheduled within core hours to accommodate families

91ÖÆƬ³§ affirms the rights of individuals of all sexual orientations and actively fosters an inclusive culture. Through the EDII Office, 91ÖÆƬ³§ delivers awareness campaigns and training on LGBTQ+ inclusion. The College ensures that student and staff records systems acknowledge and support diverse identities, and visible signs of support—such as rainbow crosswalks and participation in Pride events—reinforce 91ÖÆƬ³§â€™s commitment.

• Visual articulation of LGBTQ+ allyship through two rainbow pedestrian crossings
• LGBTQ+ awareness campaigns and training (e.g., Trans Awareness Week, Pride events)
• Recognition of non-binary identities in student and staff records
• Partnership with LGBTQ+ advocacy organisations

91ÖÆƬ³§ recognises the importance of religious and belief diversity and is committed to creating a welcoming environment for people of all faiths and none. This includes support for religious accommodations, awareness campaigns to reduce bias, and interfaith initiatives that encourage dialogue and shared learning experiences.

• Interfaith Dialogue projects promoting mutual respect and understanding
• Inclusive curriculum that acknowledges religious diversity
• The hosting of various multi and inter faith events by the 91ÖÆƬ³§ Irish Institute for Catholic
  Studies

91ÖÆƬ³§ supports age diversity across its staff and student communities. The College ensures that recruitment, professional development, and learning environments are inclusive of all age groups. 91ÖÆƬ³§â€™s commitment includes efforts to ensure age is not a barrier to participation in leadership, learning, or employment.

• Universal Design principles applied to learning and teaching
• Training and development accessible to staff of all ages
• The hosting of knowledge sharing events on campus with members of the aging
  community
• Recent membership of the Age Friendly University Global Network following an
  assessment of its alignment with the Network principles

91ÖÆƬ³§ actively promotes accessibility and inclusion for people with physical, sensory, intellectual, and hidden disabilities. Universal Design for Learning (UDL) is central to 91ÖÆƬ³§â€™s approach, along with investment in infrastructure, accessible digital tools, and tailored student and staff supports. Regular audits and consultations with disabled stakeholders inform action planning.

• Accessible campus infrastructure and supports for disabled staff/students
• EDII-led awareness events and targeted supports
• Universal Design for Learning (UDL) frameworks embedded in curricula

91ÖÆƬ³§ is committed to racial equality and actively works to challenge racism and promote cultural inclusion. Training, access initiatives, and anti-racism events are central to the College’s approach. Programmes for migrant and international students and staff also aim to build a sense of belonging and equitable opportunity.

• 91ÖÆƬ³§ signing of the HEA Race Equality Charter and commitment to developing a Race Equality Strategy
• Appointment of the first Race Equality and University of Sanctuary Manager
• Anti-racism campaigns and support for refugee/migrant students
• Access pathways (e.g., University of Sanctuary scholarships)
• Staff training and seminars on intercultural awareness

91ÖÆƬ³§ recognises the systemic barriers faced by members of the Traveller community and has taken proactive steps to address educational disadvantage. Targeted outreach initiatives and collaborations with community organisations support access, retention, and representation.

• Outreach programmes in DEIS schools involving Traveller families
• Inclusive research and cultural engagement activities
• Hosting of events with the Traveller Community on educational opportunities and
  barriers

Although not one of the nine protected grounds, socio-economic disadvantage is a significant factor influencing access to and progression within higher education. 91ÖÆƬ³§ is deeply committed to addressing barriers associated with socio-economic background through targeted initiatives, inclusive access pathways, and community engagement.

• Delivery of access programmes such as the Teacher Education Access Programme and
  mature student entry supports
• Scholarships and financial assistance schemes for students from low-income
  backgrounds
• Outreach to DEIS (Delivering Equality of Opportunity in Schools) communities through
  mentoring and school visits
• Development of a University of Sanctuary framework to support students from refugee
  and asylum-seeking backgrounds
• Provision of support for Access to Higher Education and HEAR (Higher Education Access
  Route) students

Mental health and neurodiversity are recognised within 91ÖÆƬ³§ as integral to disability inclusion. 91ÖÆƬ³§ provides both general and tailored supports for students and staff managing mental health conditions or neurodivergent traits. Awareness campaigns and EDII project grants also help address stigma and build understanding.

Mental health support initiatives and training opportunities for further supports

Annual EDII project awards fund disability-focused projects

Student Counselling service to support students

Various disability supports offered by the Access and Disability Office including Academic Learning support, Assistive Technology, Exam Accommodations, Classroom Accommodations, quiet zones and access to the sensory room.