Delivered by Sarah Ead, this keynote provided an early look at sector data exploring faith, ethnicity and belonging within student accommodation. The session highlighted the complexity of student experience and challenging common assumptions.

Key takeaways:

• Belonging is not universally lower for students of faith, and in some cases is higher than the overall average

• Social integration is generally positive, but varies depending on lifestyle, nationality and shared living expectations

• Conflict in shared spaces remains a key pressure point, particularly in kitchens and communal living environments

• Structural barriers such as timetabling, competing commitments and lack of awareness often have a greater impact on inclusion than direct exclusion

• Students are not seeking segregation, but environments that better align with their lifestyles and preferences

Jacob Dunne shared his lived experience to explore restorative approaches to conflict and accountability. His session encouraged reflection on how teams engage with students and approach behavioural challenges.

Key takeaways:

• Working with students leads to more meaningful and lasting outcomes than working for them
• Conflict should not always be avoided. When approached constructively, it can support growth and learning
• Restorative approaches enable accountability while supporting understanding and relationship rebuilding
• Dialogue allows students to explore impact, develop empathy and reflect on behaviour
• Developing a sense of hope requires clear goals, pathways and support
• Residence life staff play an important role in modelling behaviour and creating space for reflection

Rachel Reeds brought a practical and empowering perspective, encouraging professionals to challenge systems and take ownership of their role within higher education.

Key takeaways:

• Asking “why” and “what if” can challenge established practice and create space for improvement
• Innovation often comes through small, practical changes rather than large-scale transformation
• Self-advocacy is essential for professional development and progression
• Strong networks across peers, managers and sponsors support growth and opportunity
• Courage is often demonstrated through everyday decisions and actions
• Residence life professionals are central to shaping the student experience

Caroline Cockell explored the expectations of future students and the implications for the sector. Drawing on research with younger audiences, the session focused on how behaviours and priorities are shifting.

Key takeaways:

• Gen Alpha students expect seamless, low-friction experiences shaped by constant access to technology
• Digital maturity does not replace the need for human connection
• Attitudes towards university are changing, with more openness to alternative pathways
• Social and academic pressures are increasingly visible from a younger age
• Students value identity, comfort and opportunities for self-expression
• Future environments must balance technology, wellbeing and community

This pathway explored how residence life teams can create inclusive environments that reflect and support diverse student communities.

Key highlights include:

• Inclusive environments should be intentionally designed across physical, organisational and social elements, recognising how space, policy and group dynamics influence belonging
• Representation, safety and shared experience all play a role in shaping inclusive communities
• Programming should encourage reflection and active engagement with difference, rather than focusing solely on awareness
• Structured approaches such as Celebrate, Educate and Interrogate can support more balanced programming
• Inclusion is most effective when embedded across all aspects of residence life, rather than delivered through standalone initiatives
• Ongoing reflection is needed to ensure environments continue to meet the needs of diverse student groups

This pathway focused on the role of residence life in supporting development beyond the academic experience.

Key highlights include:

• Residence life provides a key space for co-curricular development, supporting independence, confidence and life skills
• A structured residential curriculum enables intentional, sequenced learning aligned to clear outcomes
• Learning should take place across multiple formats including events, peer interaction, one-to-one support and digital engagement
• Collaboration with other teams allows programmes to build on existing strengths and avoid duplication
• Assessment should focus on what students learn and how they apply it, rather than attendance alone
• Living Learning Communities support both academic and social development through shared experience
• Informal approaches such as gamification can increase engagement by reducing pressure and making participation more accessible

This pathway explored how to support wellbeing and respond to behaviour within residential communities.

Key highlights include:

• Zero tolerance approaches can limit reporting rather than reduce harm, prompting a shift towards harm reduction models
• Harm reduction emphasises education, support and meeting students where they are
• Alcohol continues to have a significant impact on welfare incidents within halls
• Digital tools and accessible education can improve reach and awareness
• Success should be measured through behaviour change, help-seeking and peer support
• Digital culture is influencing how students communicate, build relationships and engage in shared spaces
• Many challenges are linked to loneliness, pressure and identity, highlighting the need for preventative support
• Building safe environments relies on consistency, clarity and strong relationships

This pathway explored how residence life is evolving in response to changing expectations and sector pressures.

Key highlights include:

• A strong extracurricular experience is linked to improved belonging, wellbeing and satisfaction
• Engagement within halls is uneven, with some students highly involved and others facing barriers such as time, confidence and awareness
• Early experiences, particularly arrival, play a key role in shaping long-term engagement
• Specialist accommodation options can support wellbeing, satisfaction and community building
• Data can highlight gaps in engagement and representation
• Effective storytelling uses real student experiences to create relatable and inclusive communications
• Multi-channel approaches are essential to reach different student groups
• Data should be used to inform decisions and drive improvements in practice