• would like teachers and other students to be mindful that Indigenous students might be in their classes; people don't have to look Indigenous to be Indigenous.
• have to deal with culturally inappropriate behaviour repeatedly and are unsure as to how to respond to racist comments in appropriate ways.
• are at times expected to know a lot about Indigenous issues.
• are unsure how to give teachers feedback about concerns or frustrations.
• would like teachers to be aware of their Indigenous backgrounds; would like them to see it as an asset not an excuse.
• feel there is a general oversimplification of Indigenous issues and would like to know more about them and have them taught by people who know.
• think it would be helpful if a distinction could be made between urban Indigenous students and rural Indigenous students.
• are very comfortable with and do a lot of learning from each other and learning through doing.
• have many shared feelings about family and this helps bring Indigenous students together as a group.
• place high expectations on themselves to do well; teachers don't necessarily hold the same expectations.

These issues are identified in research and in our students' experiences. You can read more about these by following the links below.

See Inclusive teaching references and resources– Indigenous inclusion

See Support for students – Supporting Indigenous Students

• feel pressed for time because of having to work long hours alongside studying.
• often have difficulty taking part in group activities or events outside of the University associated with their studies because of their work commitments.
• struggle to meet their reading commitments or find it hard to manage the research expected of them because of being time poor.
• find the costs of coming to campus a problem and in response have to increase their paying work.
• are unaware of the services available to them.

These issues are identified in research and in our students' experiences. You can read more about these by following the links below.

See Inclusive teaching references and resources – Low SES inclusion

• feel there is a language barrier which limits them in their learning.
• worry about participating on an equal footing in tutorials in particular if participation is being assessed.
• have problems participating in discussions where cultural knowledge is not shared.
• find the emphasis placed on spoken responses sometimes problematic.
• are hesitant in contributing in group activities.
• are used to a different styles of learning.
• feel awkward asking teachers to explain terms or to speak more slowly.
• are unaware of the support services available to them.

These issues are identified in research and in our students' experiences. You can read more about these by following the links below.

See Inclusive teaching references and resources – International inclusion

See Support for students – Supporting international students

• want to be able to participate in their education on the same basis as students without disabilities.
• require advice about the implications of their disability on their learning environment well before the start of semester.
• prefer teachers to speak about the implications of their disability rather than about the disability itself.
• need help to co-ordinate with their unit of study teachers their adjustments, support and other services they receive once having registered with Disability Services. A shared understanding would be helpful.
• are reluctant to disclose their disability or situation, even though they know their work is being limited or they are having difficulty completing a course. Feeling hesitant about initiating a conversation, they remain unsure about the services and support available.
• would like someone to listen to what they have to say in a supportive and open way about difficulties they are having with their learning.
• would like information about any services or support to be readily and independently available, so that they do not necessarily have to speak to teachers about their disability nor do they have to ask for help. They can follow it up in their own time and way.
• at times value keeping their disability concealed.

These issues are identified in research and in our students' experiences. You can read more about these by following the links below.

See Inclusive teaching references and resources – Disabilities inclusion

See Support for students – Supporting students with disabilities

• may need to perform daily prayer.
• don't want to feel excluded by not consuming alcohol and/or pork products at student functions.
• would find it helpful if teachers are flexible when approached about time off from class or for assignment extensions so religious commitments can be fulfilled, such as time off to attend to sorry business.
• prefer to be valued and respected rather than 'spotlighted'; being an expert is a difficult role to fulfil.
• would like to be included in student and staff interactions, but might feel uncomfortable in close proximity with members of the opposite sex.
• may face negative attitudes, discrimination and being stereotyped on and off campus.
• would appreciate having access to courses allied to their religion and taught by qualified people.
• appreciate being allowed or encouraged to include their particular religious perspectives in discussions and/or written work.
• can see by being strongly committed to their studies and gaining qualifications are means to make wider contributions to their communities.
• are sustained by their faith in difficult times.

These issues are identified in research and in our students' experiences. You can read more about these issue by following the links below.

See Inclusive teaching references and resources – Religious inclusion

See Support for students – Supporting students from diverse religious backgrounds