Barriers to Access in Offsite Professional Practice Spaces
Disability and socio-economic status remain persistent barriers to equal participation and success in higher education (House of Commons, 2023, p.6). While these issues affect students across all disciplines, they present particular challenges in arts Higher Education (HE), where access to physical space, materials, and peer networks plays a central role in learning and development.
In my role managing the off-site studio spaces for CCW students at Peckham Levels, I oversee the day-to-day operations and provide support for learning activities, exhibitions, and other events. The building, a repurposed car park, is largely step-free and relatively accessible to wheelchair users. However, accessibility extends beyond the building. Peckham Rye station is the closest rail connection – only a three-minute walk – if you can manage stairs. Neither Peckham Rye nor nearby stations are step-free, meaning students with mobility impairments must rely on bus routes, live locally, or fund alternative transport. In a Financial Times article about the difficulties disabled workers face commuting in London, one of the interviewers pointed out that the longer the commute, the more obstacles there are to endure, which results in greater fatigue. The alternative to transport is to find accommodation closer to work, but that will likely increase living costs. According to the 2024 Access Insights Report, 46% of disabled students who need accessible student housing have had to pay more (2024, p.38), adding to this financial strain.
The shift to online teaching during the pandemic provided some flexibility long requested by disabled students who are not able to go to college for every in-person teaching (see Suanne Gibson, 2022, p.4). But physical spaces seem to remain vital for students. Specifically, the studios at Peckham Levels offer students an environment that cannot be replicated online and even on campus: access to certain equipment, large working areas, space for exhibitions and events, and the chance to work alongside peers, the community and other professionals. Students who struggle to access these spaces due to mobility issues are clearly at a disadvantage.
But it is not only the ability to access these spaces that matters. The financial burden associated with organising events such as exhibitions puts pressure on students, who are expected to cover the cost of materials, exhibition, production, and transportation of their work. These challenges are further compounded for students with mobility issues, for whom transporting and installing work may also involve hiring assistance or specialist transport. Tasks such as moving works, navigating inaccessible infrastructure, and spending extended hours on site can be both physically and financially unfeasible. Students unable to afford regular access to these spaces and participate in opportunities like those offered by our studios at Peckham Levels miss out on the informal peer networks and curatorial initiatives that arise from being physically present.
References:
Disabled Students UK (2024) 2024 Access Insights Report. Available at: https://disabledstudents.co.uk/wp-content/uploads/2024/12/2024-Access-Insights-Report.pdf [Accessed 30 Apr. 2025].
Financial Times. (2025). Navigating public transport and infrastructure to work. Available at: https://www.ft.com/content/ebdf55f4-61b8-45ed-8534-866541f29360 [Accessed 30 Apr. 2025].
Gibson, S., Shute, J., Williams-Brown, Z., & Westander, M. (2024). Higher Education and Ableism: Experiences of Disabled Students in England During the Covid-19 Pandemic – Stepping into Inclusion. Educational Futures, 15(1). Available at: https://educationstudies.org.uk/journal/ef/volume-15-1-2024/higher-education-and-ableism-experiences-of-disabled-students-in-england-during-the-covid-19-pandemic-stepping-into-inclusion/ [Accessed 30 Apr. 2025].
House of Commons Library (2023) Equality of access and outcomes in higher education in England. Briefing Paper Number CBP-9195. Available at: https://researchbriefings.files.parliament.uk/documents/CBP-9195/CBP-9195.pdf [Accessed 30 Apr. 2025].
Transport for London (2024) Step-free Tube Guide. [PDF] Available at: https://content.tfl.gov.uk/step-free-tube-guide-map.pdf [Accessed 30 Apr. 2025].
2 responses to “Blog Task 1: Disability”
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Thanks for this insightful post – your lived experience managing the space really highlights how access is more than just a ramp or lift. I was especially struck by how transport and housing costs create hidden barriers, even when the building itself is accessible. It’s also frustrating how the flexible learning gains during the pandemic are now being rolled back. Your post makes me think: how can we reimagine these physical spaces to centre inclusion from the start, rather than as an add-on?
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You highlight some really important points Ana- particularly the barriers that some students face before they’ve even arrived in the learning space, which will inevitably leave even the most dedicated students with less time and energy for their studies. Commuting seems to be a particularly big challenge for London-based students, and as it goes beyond the remit of a ‘campus’ falls beyond the ability of the university to change.
Perhaps further research could be done to create resources that would help students make informed decisions about accommodation before they arrive in London, based on the lived-experience of other students with disabilities, who can advise about the accessibility of transport and amenities.
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