At Westminster, identity is something to be celebrated. These student stories highlight how diverse experiences and perspectives are supported, empowered and embraced – creating a community where everyone feels they belong, just as they are.
Queer Visibility
“Before coming to Westminster, I’d never had a queer lecturer – and I didn’t realise how powerful and validating it would be to see people like me in academic roles. It’s one of the things that’s made my experience here feel so empowering. The LGBTQIA+ community at Westminster is strong and visible, and it goes far beyond just social events – it’s embedded in the people, the culture, and the learning.
As part of my course, I’ve had chance to explore LGBTQIA+ topics in a meaningful way. One of my assessments focused on ACT UP’s activist tactics, and I’ve looked at queer stories and protest through my coursework. There are optional modules with queer themes too, which has really helped me connect my studies to who I am.
Outside the classroom, I’ve attended LGBTQIA+ society events and connected with other queer students and staff across the university. It’s felt genuinely welcoming – like a space where I can be myself and feel represented in both student life and academia.”
Juggling Life and Learning
“The best part of being a student at Westminster is feeling like you truly belong – no matter your background or your story. As a single mum and carer, I was afraid I’d feel out of place. But I didn’t. I found support, flexibility, and a community that sees you as more than just a student – and that made all the difference.
The teachers and staff were supportive and empathetic from day one. They listened without judgement, offered flexibility when I needed it, and made me feel like my place at university was just as valid as anyone else’s. That meant everything.
What’s stood out most in my experience has been how understanding my tutors have been. Juggling childcare, studies, and everyday life isn’t easy – but I was genuinely surprised (and so grateful) when some tutors allowed me to leave class a little early to pick up my son from daycare. They never made me feel like I was asking for too much. They just understood.
I’ve felt seen and respected not just for my academic work, but as a person with a full life outside of university. Even when things were hard, I felt like I belonged. That kind of support and human connection is rare – and I’ll carry it with me always.”
Neurodivergent Voices
Autism
“I have autism and many parts of university life were extremely daunting at first. But I was able to express my concerns in a safe, confidential environment. The support I received helped me find my feet, and many of the challenges I was facing were resolved easily once I had the right help in place. ”
ADHD
“As someone with ADHD, I’ve been helped by the Disability Learning Support (DLS) team, who were incredibly efficient in getting me registered. They made sure I had the accommodations I needed – like five-working-day deadline extensions and access to quiet spaces – and that made a huge difference to my experience from the start. ”
Dyslexia
“As a dyslexic student, one-to-one study support and reasonable adjustments have been essential to my academic success. Whether it’s technicians, tutors or project staff, I’ve never felt like I had to compromise because of practical challenges.”
BHY Create
The Black History Year Create programme is a transformative six-month journey designed to empower and equip Black university students for professional life.
We focus on helping you build unshakeable confidence, amplify your visibility, and champion your unique individuality as you prepare for the world of work. We take a decolonised, forward-thinking approach to navigate the realities of the modern workplace, directly addressing challenges like tokenism, microaggressions, and systemic racism in a supportive space.
