I See Myself is a student-led initiative at the 映客直播, co-created with Black student ambassadors. It explores leadership, identity, and belonging—offering insights into culturally affirming practice, peer connection, and the power of listening to shape more inclusive support.
The challenge
At the 映客直播, Black-heritage students continue to face persistent disparities in engagement, experience, and academic outcomes. Despite various support schemes, many of these initiatives remain fragmented, leaving students without a cohesive or culturally affirming environment. As a result, students often struggle to find spaces where they feel genuinely seen, heard, and supported.
To address these inequities, the University’s Access and Participation Plan (2024–2028) sets ambitious goals: to close the gaps in continuation, completion, and degree awarding between Black and White students.
By 2027/28, the University aims to reduce the awarding gap to 11.6 percentage points. These efforts are bolstered by targeted initiatives such as the Plus Programme, positive action scholarships, and inclusive curriculum reform.
It was within this context of disconnection and underrepresentation that the I See Myself initiative was born.
The programme emerged from a period of reflection and evaluation led by Libby Johnstone, then Student Involvement Officer within the Plus Programme, who was overseeing both the Black Student Peer Mentoring (BSPM) Scheme and the Student Involvement Project.
While BSPM faced challenges with low engagement, the Listening Rooms (safe spaces for open dialogue) offered profound insights into the lived experiences of underrepresented students.
“I See Myself emerged from a process of project evaluation and student-led initiatives,” Libby said.
“At the time I was leading on both the Black Student Peer Mentoring Scheme and the Student Involvement Project. We had noticed a lack of engagement in the BSPM scheme, while the Listening Rooms within the Student Involvement Project offered deeper insights into the challenges faced by underrepresented students.”
I can see on my course there are not many people of colour. At some point you step back and ask, is science just white? Is there no place for me?
Another student said: “Looking around the room, I didn’t see people like myself.”
Libby said: “That second quote resonated with me more deeply than anything I’d heard before. It became the catalyst for developing the ‘I See Myself’ initiative.”
To better understand the barriers within BSPM, Libby collaborated with a critical friend, someone who had experienced the programme firsthand. Together, they explored how to reshape the initiative to better serve its intended audience.
“Her lived experience and thoughtful recommendations were instrumental in shaping the core principles of our work,” Libby said. “We also integrated the rich qualitative data gathered from the Student Involvement Project to ensure our approach was grounded in the voices of those most affected.”
The approach
I See Myself was developed through a collaborative effort between the 映客直播’s Student Success team and the Plus Programme. Designed as a seven-month programme, it offered Black-heritage students opportunities to explore leadership, self-advocacy, and community building in spaces that felt relevant and affirming.
The programme included a series of events: three skills workshops, a two-day Black leaders’ gathering, and a summer leadership residential. These spaces were intentionally shaped to offer students room to reflect on their identities, connect with peers, and share lived experiences in ways that felt safe and meaningful.
“This programme allows you to connect with other people" said one student, “but it also gives you this insight into yourself, in terms of what you want to do in life and academically.”
A key strength of I See Myself was its co-design with a team of Black student ambassadors. Their involvement went beyond consultation — they helped shape the programme’s content, tone, and evaluation.
To understand how the programme was received, the team used a mixed-methods approach: surveys were shared with both attendees and non-attendees, and a focus group was held to gather deeper reflections. This helped build a fuller picture of what the initiative offered and where it could grow.
Throughout, the team prioritised open dialogue, representation, and practical skill-building. Events were led by facilitators and role models whose backgrounds and journeys resonated with the students.
By combining personal development with career readiness, the initiative offered students tools to navigate their futures with confidence, on their own terms.
The impact
Students who took part in I See Myself spoke about the personal significance of the experience. Many described feeling more confident, motivated, and connected, not only to their peers but also to the wider university community.
For some, the programme helped clarify their leadership potential and encouraged them to pursue new opportunities. One student said: “It really helped me realise my potential for leadership… seeing the effect I have on others and getting their feedback helped cement that idea.”
The initiative also created space for lasting peer connections. Students formed WhatsApp and LinkedIn groups that continued beyond the formal sessions, offering mutual support and accountability. These networks helped reduce feelings of isolation and gave students a sense of continuity and community.
Several participants shared how they had applied the skills gained through the programme to academic and professional settings, including navigating workplace culture and setting personal goals.
Feedback consistently highlighted the value of culturally relevant communication and identity-affirming spaces. Students appreciated seeing themselves reflected in the facilitators and discussions.
It is important for students of Black heritage to have a space where they can understand themselves.
Senior Student Success Officer Antonia Bell, who led the project, reflected on its evolution: “Leading the I See Myself project has been a hugely rewarding experience. It’s given me the opportunity to see first-hand the positive impact the initiative has had on students who have engaged with its different elements, from leadership events and skills workshops to supporting shape ISM through ambassador roles.
“A key part of the journey has been learning which approaches create the greatest impact, and this has helped shape the direction of ISM moving forward. As the project continues to evolve, I’m looking forward to building on these insights to make the programme more empowering, transformative, and student-led.”
From the outset, Antonia took a thoughtful and inclusive approach, reviewing initial insights thoroughly to ensure her work reflected the lived experiences of students. She built on the foundations laid by previous student contributors, while bringing her own innovation and leadership to the scheme.
Her collaboration with the ambassadors she recruited has been central to the project’s development. Notably, one of the I See Myself ambassadors also contributed to the Student Involvement Project, further strengthening the connection between student voice and institutional change.
Looking to the future
While I See Myself created meaningful spaces for Black-heritage students to feel seen and empowered, it also revealed systemic barriers to engagement. Challenges such as inconsistent communication, limited visibility, and low postgraduate participation highlighted the need for stronger institutional integration.
To build on its impact, future iterations should embed culturally affirming initiatives within university-wide strategies and ensure students encounter support across academic and co-curricular spaces.
Key recommendations:
- Institutionalise culturally responsive practice by embedding initiatives like I See Myself into broader equity and inclusion strategies.
- Strengthen targeted communication through trusted student networks, societies, and culturally relevant messaging.
- Invest in sustainable student partnerships by expanding ambassador roles and co-creating content with Black students.
- Foster cross-faculty collaboration to embed support into academic departments and normalise inclusive practice.
- Expand access through flexible delivery, including hybrid and asynchronous formats to reach a wider, more diverse cohort.
Find out more about the work conducted to support ethnic minoritised groups by emailing the Student Success Centre at studentsuccess@leeds.ac.uk.