EIA guidance

Guidance for understanding and assessing impact for different groups:

1. Evidence and engagement

What evidence and engagement have informed this assessment, and how have gaps been addressed? 

You should clearly set out: 

• The range of evidence used to assess actual or potential impacts (for example, equality data, staff or student data, surveys, evaluations, previous EIAs, or external research). 

• How you have maximised engagement with those affected by the policy, practice, service or function. 

• How staff, students, service users or relevant communities have been consulted to inform development, delivery and review. 

• The methods used to engage intended beneficiaries, and how these methods have been designed to be accessible and inclusive for different groups. 

• Any gaps in evidence that limit understanding of impacts on particular groups. 

• The actions planned to address evidence gaps, including further data collection, consultation or review. 

2. Identifying Impact 

How will different groups of people be affected, and are there differential impacts (positive or negative)? 

You should consider and record: 

• Whether there is a differential impact on different protected or marginalised groups, and whether this impact is intended or unintended. 

• Whether the approach is the same for everyone, and if so, whether this may disadvantage particular groups. 

• Whether flexibility, alternative approaches or different modes of delivery are built in to meet differing needs. 

• Any positive impacts identified for specific groups, including opportunities to advance equality of opportunity or improve participation and outcomes. 

• Any potential implications for lawful freedom of speech or academic freedom, including whether impacts may be experienced differently by different groups. 

3. Meeting different needs

Are different approaches required to meet needs or enhance the experience of staff or students from different groups? 

Where relevant, describe: 

• What alternative or additional approaches may be required. 

• How these approaches will improve access, experience or outcomes. 

• How they will be implemented and reviewed in practice. 

Guidance for considering opportunities to enhance equality 

Equality Impact Assessments should not only identify risks or negative impacts but also opportunities to actively promote equality, diversity and inclusion. 

You should consider how improving experiences and outcomes for different groups may contribute to effective delivery of the policy, project or activity. This may include, for example: 

• Improving recruitment, progression and retention of staff from a diverse range of backgrounds. 

• Reducing variations in outcomes for staff and students across protected characteristic groups. 

• Increasing confidence and capability among staff and students to engage positively with diversity in their work and interactions. 

• Improving student retention and success, particularly for students at risk of disengagement. 

• Contributing to the reduction of awarding or attainment gaps. 

• Supporting wellbeing, inclusion and productivity for staff and students. 

• Piloting innovative approaches and embedding effective practice more widely. 

• Contributing to a positive and inclusive organisational culture. 

Guidance for planning actions to address negative impact or promote positive impact 

Where the EIA identifies opportunities to improve experiences or outcomes, or where potential negative impacts have been identified, these should be translated into clear, proportionate actions. 

For each action, you should record: 

• The action to be taken 

• The timescale 

• The person or role responsible 

• How progress and impact will be monitored and reviewed 

Where adverse impacts are identified and assessed as unavoidable, advice must be sought from Human Resources and Organisational Development (HROD) (for staff-related impacts), and from relevant professional services (for student-related impacts), to ensure the approach is lawful, proportionate and justified. 

You should also include actions to: 

• Communicate and share effective practice 

• Promote positive outcomes 

• Address gaps in evidence or engagement identified through the assessment 

Key principle 

Equality Impact Assessments are living documents. Actions, evidence and conclusions should be reviewed and updated where policies, practices or contexts change, and in line with scheduled review cycles.