Learning and Attentional Difficulties, Ethnicity and Attainment in UK Higher Education: A Study Across 12 Academic Years

While studies have examined the influence of learning/attentional difficulties (LAD) and ethnicity on educational attainment in higher education separately, few have explored their interaction. To do this, we analysed data from all 3.7 million UK students awarded a classified first degree between 2008/09 and 2019/20. Students with LAD were less likely to achieve first-class or upper second-class degrees than were students with no reported difficulties although the difference was small. White students were more likely to achieve first- or upper second-class degrees compared to any other ethnic group; Asian, Other ethnicity and Black students achieved the lowest proportions. The difference in attaining a first- or upper second-class degree between White and non-White students was 14.4%. White students with LAD were more likely to achieve first- or upper second-class degrees than were Mixed ethnicity students with LAD, and more likely than Asian, Black or Other ethnicity students with LAD or no reported difficulties. Black students without LAD were less likely to achieve first- or upper second-class degrees than were Asian, Mixed ethnicity, Other ethnicity or White students with LAD; Black students with LAD achieved the lowest proportion. These findings highlight the importance of addressing the interaction of ethnicity and disability in educational outcomes. The data can inform targeted interventions aimed at closing attainment gaps and fostering an inclusive HE experience for all students, regardless of ethnicity or disability status.