# data[].attributes.body
-Some elements implemented during the Covid pandemic should be retained after the pandemic ends, while others cannot be replicated like the university life;
-an opportunity to provide good-quality experiences to disabled students; regular opportunities should be allowed for all students to be heard; need to centre the voices of underrepresented students

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There should be systems and organs in place that enable non-traditional students to be righteously represented

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Local union in Spain created by a student group with disabilities to identify problems they encounter on a regular basis and communicate this info to HEIs in order to improve their student life

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Translating basic materials in English; however languages should be inclusive but not exclusive; inclusion in Spain potentially cannot come by speaking just English

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Ideal blended system for student representation

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Ideal blended system for student representation

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-Blended system is great; but maintaining half meetings in person and half online is not the solution; the possibility of hybrid events has potential
- Quality internet connection is needed, some students do not have a great connection where they can follow classes, etc.; the problem of access to technology and financing internet connection in France; meetings should be open to more people in a hybrid model
- divided within the focus group if there was already discussions on blended system in the future of HEI of members of the group

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Improving student life of non-traditional students during the pandemic

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Improving student life of non-traditional students during the pandemic

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Covid made us see new ways of life; creating policies of improving student life; how do we include non-traditional students when we return to student life? Mapping of their needs; opening channels of direct communication where students tell unions what they need

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Difference between 1st and 2nd lockdown 

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Difference between 1st and 2nd lockdown 

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-In Ireland, more prepared in the 2nd lockdown; having more information on what other students are doing; more adapted to online mode
- In France, bit easier in the 2nd and 3rd lockdown as more structure and dynamic was created; complicated to accompany students to motivate them to help other students
- In Spain, 2nd lockdown much easier as it did not happen in a very strictly mode; emphasis on exams at universities; adapting to the new normality

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-Development of networks for specific student groups in Ireland; purpose to create a safe space for certain groups; it takes time to embed these structures; perception of SUs as white, able-bodied, privileged, middle-class students; students more prone to join if they hear problems of their student group mention and tackled

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Language of policy within the HEI. I.e. most institute-level policy is set up in Dutch which excludes international students

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General challenges for student engagement

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General challenges for student engagement

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Most HEI focus only on student representation and not on other aspects of student engagement T|F? 

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Most HEI focus only on student representation and not on other aspects of student engagement T|F? 

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-Really depends on the culture that lives within HEI; a culture of equality between teachers, students and supporting staff; a lot of possibility of student engagement which should be increased
- Research universities are less hieararchical compared to HEI
-  Disagreed, in Ireland HEI tends to focus on other aspects of student engagement; student representation perceived as too challenging; not touched as a domain, but included recently as the fourth domain; hard for HEI to implement compared to other aspects as it needs institutional engagement
- Student participation as 'a mirror' of university boards; the importance of students being gathered on a national level and discuss these potential issues; Law in the Netherlands indicates the minimum of rights these boards should have which allows a lot of freedom to individual institutions to put their own rules and laws; a discussion on the process and potential rights instead of what should be happening inside the institutions; system requires a national voice
- In France, it really depends on the university; mostly all types of student commitments are hard to recognise by HEIs; student mentoring is another type of engagement
- In Spain and France, PHE students are not in universities they are in high schools; a problem in regulation

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Additional challenge outside studying

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Reasons to be part of the student engagement

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Reasons to be part of the student engagement

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-The link between studying and societally relevant aspect
-Wanting to participate in local activities and be part of your local student community
-Future career opportunities
-Humanities studies were excluded by being put in a separate building; wanted to make a change and started engaging in the student movement

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More top-down approach popular (institutional to local level)

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A group that is encountered in the Netherlands; grouped together with 'students with support request' (students that have any difficulties studying); personal guidance is the best way to approach this instead of mainstreaming an approach to a whole diverse group of students

In Ireland, focused on student with disabilities; emphasis on access to education; more flexible modes of studies; online learning during Covid times

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In Ireland there is support provided to inmates
In France, created link between life outside of prison and them; hard to reintegrate them into social life; local unions started to work on the topic

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International students don't seem to have a hard time in the organisation as long as the language of the HEI is well adapted; Int students are not a homogenous group; are  well-represented, but their identity intersects with other subgroups of non-traditional students

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Older/mature Students

Disabled students

Students from etchnic minorities

Gender identity

Students with migration/multicultural background

Students with psychological disabilities, learning disabilities

Women in STEM study programmes

Refugee/migrant students

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International Students

Inmates from correctional facilities

First graduates/HE attendees within their family x

Students with caretaking responsibilities/ have families on their own (in Finland 25%)x

Lower socio-economic status x

Not having a regular secondary school degree

Working while studying

Insure financial independency by themselves (no family support)

Students who struggled at university or gaining access to university

Difficult home and family situation and background

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Student engagement of non-traditional students

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Student engagement of non-traditional students