Communicating with students​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Staff respond to student email requests within 5 working days. ​

Activate out-of-office responses during university working days when you are not available, letting students know who to contact in your absence and when you are expected to return. ​

Use Sans Serif font such as Arial, Calibri, Comic Sans, Tahoma, or Verdana, ordinarily with a minimum font size of 12. ​

Highlight key words/phrases in bold. ​

Minimise the use of italics, underlines, and capitalisation of whole words. ​

Use headings and sub-headings to break up text. These should be included in bold. ​

Avoid using centred or justified text. ​

Write in plain language, as concise as possible, using bullet points or numbering where relevant and avoid long paragraphs. ​

Embed alternative text into figures, tables, and images. ​

Strong recommendation to add preferred pronouns and typical working pattern to your signature. ​

Add 150% spacing between lines and paragraphs. ​

Use single colour backgrounds. ​

Use appropriate contrast between backgrounds and text, avoiding black on white. ​

Avoid long web links and make them meaningful, so that students know where the link will take them. ​

Avoid having too much text on presentation material such as Power Point slides. ​

Add an audio name badge to your email signature. ​

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Face the student(s) and avoid covering your face to allow lip reading.

Pace your delivery.

Be patient and repeat key pieces of information.

Look and/or speak directly to the student rather than communicating with them through an assistant or companion if present.

When communicating with a person who has difficulty speaking, be patient and provide them with time to complete their sentences. Do not finish sentences for them.

Use reflective listening skills: ask open questions, summarise what the other person has said or asked to ensure correct comprehension.

When communicating to more than one person, repeat students’ questions and comments to ensure everyone has heard.

When speaking to a person who uses a wheelchair or crutches, pull up a chair to put yourself at eye level.

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Welcome students at the beginning of each semester and let them know how to contact you.   

Organise town hall events mid- semester to check-in with your students and provide an opportunity for them to provide feedback.

Contact students returning from a break in their studies, such as those returning from a leave of absence or placement, to welcome them back and offer a face-to-face meeting to help with transitions.

Contact students prior to any breaks in their study such as before the winter or spring breaks or before taking a leave of absence to wish them well and provide any additional information or personal reflections. 

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Welcome students to the module and provide contact details for all members of the teaching team.

Ensure that all teaching materials are fully accessible, editable, and released at least 48 hours in advance.

Reach out to students who may have failed a component or been offered another assessment opportunity to offer reassurance, clarify next steps and signpost to Academic Mentor and Student Services.

Send out KLE announcements to students at the beginning of each week to remind them what is happening that week.

Provide an indicative timeline for activities, including guidance on approximately how long students should typically spend writing up notes and working on assessment.

Celebrate student success by contacting students who have excelled. ​ ​