Inspiring inclusive education in diverse classrooms

We spoke with Alina Akhtar and Meryem Basargan, student assistants at the ESSB Education Hub for Diversity and Inclusion (EHDI), about their experiences developing the collection and its potential impact.

Start exploring: read the full D&I Resources Collection 

Personal Motivations to Participate 

Meryem’s motivation to work as a student assistant at EHDI stems from her own experiences. “I faced D&I issues back in high school, and that pushed me to start university in a new country, in an international setting,” she reflects. “I felt that international environments had more awareness around these issues, and that voices actually had a place to be heard. I wanted to understand what happens behind the scenes to address D&I at our university, and find ways to support students my age, even in small ways, while also learning more myself.”

Alina is motivated by her belief in the value of an inclusive learning environment for students’ overall experience. “A healthy and open learning environment isn’t only important for academic success, but also on a personal level,” she says. “It’s not just about passing courses. It’s about enjoying your studies, feeling comfortable enough to speak up, and being able to voice your opinion.”

Academic Perspectives Shaping Contributions

Alina’s background in Governance of Migration and Diversity naturally shaped her focus. “I initially gravitated towards resources dealing with migration-related diversity, such as ethnic and racial backgrounds,” she explains. “But through this project, I learned much more about intersecting diversities that are often overlooked — disabilities, LGBTQ+ identities, political perspectives. The project really broadened my understanding of what diversity in education means.”

Meryem’s approach was shaped by her studies in Psychology. “Psychology taught me that perception shapes reality,” she says. “It’s not enough for D&I initiatives to exist — they have to be visible, accessible and trusted. I constantly asked myself: how does this feel to a student? Does it lower barriers or raise them?” For her, the project was about focusing on how resources are experienced, not just what they contain.

A resource for everyone

“Diversity and inclusion are cross-disciplinary matters,” Alina explains. “They don’t only concern students in the social sciences, even if that’s often where the conversation starts. Diversity affects every student, in every discipline. That’s why it was important to us that the collection isn’t tailored to one specific programme, but can be useful across teams and departments.”

Meryem agrees. “The core needs behind diversity and inclusion — belonging, safety, recognition — don’t change depending on whether you’re in a psychology lecture or a public administration class. What changes is the context in which those needs show up.” She adds that while a student with a disability may require different accommodations in a lab than in a lecture hall, “the need to be seen and supported remains the same. This collection helps educators recognise and respond to that, regardless of discipline.”

Challenges in D&I work

For Meryem, one insight stood out above all. “D&I doesn’t fail because people don’t care. It fails because people don’t know where to start,” she says. “Many students assume that if they haven’t heard about D&I initiatives, they don’t exist. That assumption is false — and harmful. Visibility can be the difference between someone feeling isolated and feeling genuinely supported.”

Alina highlights structural challenges in the literature itself. “There’s limited research on diversity and inclusion within education, especially in a European context. Much of the existing literature is US-based, and there’s very little on intersecting diversities in European classrooms. That gap really stood out to us.”

Impact and Inspiration

Alina is realistic about the collection’s scope. “This collection won’t revolutionise education overnight,” she says. “Its purpose is to offer a starting point — something that might encourage a teacher to read an article, listen to a podcast, or start reflecting on their classroom practices. If it makes even one teacher think differently, we’ve already achieved something.”

Meryem hopes the collection reaches beyond those already engaged with D&I. “It’s meant as an easy entry point. Small changes in how a classroom is run can greatly impact students’ sense of belonging, and they matter just as much within staff teams. D&I isn’t only about professor–student interactions — it’s also about how colleagues work together. Change can start anywhere, but it gains strength when it carries across contexts.”

Favourite resources in the collection

Meryem points to Holding Space, a podcast by Dr Aminata Cairo. “Storytelling is incredibly powerful. It doesn’t just inform — it builds empathy, which is essential in D&I work.”

Alina highlights a TEDx talk by educator Nadiyah Herron on affirming diversity in the classroom. “It shows how recognising and validating students’ identities can directly improve their engagement and learning.”

Looking Ahead

Alina hopes EHDI reinforces the idea that inclusive education is not optional. “There’s no final goal where we can say ‘we’re done’. Inclusion requires constant reflection and development. That ongoing process is what really matters.”

Meryem adds that she hopes D&I becomes a normal, embedded part of teaching. “Not something performative or separate, but something that genuinely shapes how students experience university. I hope it reminds students that their voices matter, and that there are people behind the scenes who care.”

As the project moves towards its conclusion in 2026, both are looking forward to the final conference. “It will be a moment to reflect on everything we’ve built together,” Alina says. “And hopefully, a starting point for what comes next.”

Discover all the resources yourself: read the full D&I Resource Collection here and start your journey toward more inclusive classrooms.