Classroom to community

Community research: collaborative learning

Students play an active role in community-based research - working with academics and local partners to explore real-world issues. These experiences help build skills, confidence, and a deeper understanding of how research connects to everyday life. 

In our Ignite-funded project on microplastics in Chichester Harbour, students were involved from the start - collecting samples, analysing data, and working with local organisations concerned about environmental impact. 

One University of Brighton PhD student used a CUPP digital storytelling workshop to reflect on her personal connection to the sea and the value of contributing to research that supports communities.

“This connection to the marine world underpins my need to preserve it… Researching the damage that we unwittingly do is the first step to stopping and hopefully reversing it.” Claude, PhD student

Community action: learning by doing

University of Brighton students take part in community activities as part of their courses or as volunteers, resulting in valuable hands-on experience. Each year, around 500 students receive recognition for community work through accredited modules, supported by our dedicated Active Student Volunteering Service and Mentoring team. 

In addition, the university offers a bespoke undergraduate module focused on community-university partnerships and also supports doctoral students carrying out co-produced research with community organisations. With over 260 volunteering partners, we continue to refine and improve our approach through feedback from students and local collaborators. 

Podcasts

Shaping futures in conservation and community 

Former Brighton student Lawrence and Seniz, an MRes Ecology and Conservation student, met up to discuss their experience of volunteering. They share how working as a volunteer for the South Downs National Park further developed their passion for conservation, boosted their employability, and created lasting impact in the local community. It’s also where Lawrence turned his volunteering into a job he loves at the national park.

"A big thing for me was confidence. I talk confidently, but I don’t have that internal confidence of actually [saying] ‘no, I can do this.’ I just didn’t think I could do it. Then I thought, no, actually you can - you just need to believe in yourself a little bit more. Have a go. Try it. Be confident. You can do it. And I did!” Seniz, student 

Mentoring that empowers young people of colour

Brighton’s mentorship initiative pairs university students with young people of colour in local schools. Launched at Dorothy Stringer School in 2014, the programme builds confidence, opportunity, and belonging for mentees and mentors alike, as Brighton student Naomi shares in this episode.

"It's a wonderful programme for the students in schools to have role models from the university. People who've been through their experience and are now experiencing education at a higher level. It impacts them. It impacts their self-worth, their self-identity, and their position in the school." Naomi, student mentor 

Unlocking the power of storytelling with Little Green Pig

Little Green Pig’s creative workshops help children find their voices, supported by Brighton student volunteers. In this episode, Sally Woodcock and student Angelica share how the experience can help to build confidence for young writers and students alike.

“I was really interested in taking what I was learning in my degree and putting it into practice - working with young people and bringing that creative aspect into a real-life job.” Angelica, student

Building skills while supporting others into work 

A student placement with Fedcap, an international not-for-profit organisation, offered the chance to support people with mental health and other challenges back into work while gaining valuable experience and employability skills.

“I'm passionate about mental health promotion, and I saw firsthand the impact it had on the members. The fact that my work was able to contribute in some way to its longer-term impact was huge. I really was inspired by that.” Jacqueline, student