Success in layers: how widening access students build success in their university life

Abstract

This study explores how students from widening access backgrounds make sense of their success in higher education. Semi-structured interview data was collected from eight mature undergraduate students at a widening access university in England. Thematic analysis identified three interconnected layers that shape success: personal inner drivers, social co-production, and institutional structures. Students described how small moments of reassurance, self-belief, and determination helped them stay motivated, while the support of family, peers and approachable staff gave them strength and confidence to continue. Institutional factors, including inclusive teaching, consistent communication, and support mechanisms, either empowered or hindered their progress at times.  Together, these findings show that success is not an individual act of resilience, but a shared achievement built through personal growth, supportive relationships, and responsive institutional environments. The study offers practical insights for universities seeking to design policies and practices to support widening access students to belong, progress, and succeed.