Equity in Access to Higher Education: a Longitudinal Study Assessing Barriers Faced by Underrepresented Groups in UK Higher Education Institutions

This study investigates the persistent inequities in access to higher education (HE) in the United Kingdom, focusing on underrepresented groups over a 15-year period. Drawing on longitudinal data from the Higher Education Statistics Agency (HESA), the Office for Students (OfS), and qualitative interviews, the research identifies structural, socio-economic, and institutional barriers that continue to shape participation patterns. The study finds that despite policy interventions aimed at widening participation, disparities remain stark for students from low-income households, ethnic minorities, care-experienced individuals, and disabled students. The paper argues that equity in access is not merely a matter of entry but of sustained inclusion, progression, and success. It concludes with policy recommendations grounded in empirical evidence, calling for a shift from access-focused metrics to holistic equity frameworks that account for lived experience, intersectionality, and systemic disadvantage.