As generative artificial intelligence (GenAI) becomes widespread in education, its influence on students' academic practice raises concern. We conduct…

We present the first mixed-method study to explore the experiences of Black, Asian and Minority Ethnic (BAME) students studying psychology in the UK. We co-created a survey with undergraduate student research assistants, which was completed by 195 students, of which 106 were from BAME backgrounds and 89 were from White backgrounds. All students were studying psychology as undergraduate or postgraduate students at two UK universities. Using the survey, we compared BAME and White students’ experiences and views about their curriculum, delivery of teaching, personal tutoring support, course resources, peer relationships, representation, course community, approaches to study, and their engagement. We found differences in how well represented students felt in the curriculum and amongst their peers according to university and ethnicity. Following the survey, 27 BAME students took part in focus group interviews. Using a thematic content analysis approach, these students reported category themes of issues with representation within the curriculum, pedagogy, and staff representation. Challenges in their sense of belonging to the department and university were also reported. The study indicates that all psychology students are calling for psychology departments to enhance their curriculum’s ethnic representation and anti-racist pedagogy. Meanwhile, BAME students are calling for efforts to enhance a sense of belonging and awareness of BAME-related issues amongst staff and their peers. This bolsters the importance of work to diversify the psychology curriculum and highlights the implications of a lack of diversity in future psychology careers and mental health support.

Introduction Sleep and mental health problems are common across the working adult population. This process evaluation provides insight into the experiences of employees who took part in a digital in.....