MPLS ED&I Training Programme
The MPLS ED&I team provides an annual training programme for MPLS staff and students, which is also open to staff and students across the University. The 2025-2026 programme will be shared at the beginning of October.
For 2024-2025, the core programme was updated with new sessions to address ongoing areas of development within the division, alongside a new option to request bespoke workshops. These bespoke sessions are designed to meet the specific needs of our MPLS departments and, where possible, other groups external to the division.
ED&I Training - bespoke requests
In addition to our core ED&I training programme that’s available to all staff and students in the University, we provide bespoke sessions to meet the specific needs of our MPLS departments and, where possible, other groups external to our division. This could be one of our core workshops (see below) tailored for your audience or something different to address a specific challenge you’re facing.
We are able to deliver a limited number of workshops to groups within the University of Oxford, Colleges, and external organisations. If you are interested in a bespoke ED&I workshop for your audience, please fill out this Bespoke ED&I Training Request Form with as much information as you can. We will aim to be in touch with you within a working week to have a conversation about your request and whether we have capacity to support you, or if there are other options to consider. If we think your request might be better met by another team or provider we will let you know.
- For MPLS departments, there is no cost for the training, but the department is responsible for securing the venue, managing the event logistics, supporting the facilitator with operational and technology needs (in advance and on the day of the session), and ensuring there is adequate take-up/attendance.
- For University of Oxford or College requests, we have a reduced rate for sessions or can negotiate a reciprocal arrangement.
- For external organisations, we can share our standard service rates and discuss further.
If you have any questions, are unable to use the Form, or wish to contact us directly, please email diversity@mpls.ox.ac.uk.
Register your interest for a bespoke training session or workshop here.
| Title | Description and intended audience |
|
An introduction to Equality, Diversity and Inclusion |
We will look at the core components of EDI and consider how and why EDI matters to all of us. Audience: All staff and students (new and existing) Learning outcomes: To better understand why EDI matters and why it’s important to all of us. |
|
Intersectional allyship |
We will look at what intersectionality is and how it plays out in our everyday lives. We will consider how our identities intersect and what that means for building an inclusive society. We will look at how power and privilege play their part and identify ways in which we can use both to support one another. Audience: All staff and students Learning outcomes: To better understand how intersectionality features in our lives. To better understand the role that power and privilege has. |
|
Supporting our neurodivergent community |
We will take a comprehensive look at some of the common challenges neurodivergent people can experience and identify some practical things we can do to better support them. This session is led by and informed by people with lived experience. Audience: Group leaders, Supervisors, Managers, HR Leads, ED&I leads Learning outcomes: To understand how to create a more neuro-inclusive environment. |
|
Anti-racist allyship |
We will look at what it means to be an Anti-Racist Ally, by considering the role that power, privilege (especially white privilege), and white fragility have and to feel confident using bystander interventions when needed. Audience: Group leaders, Supervisors, Managers, HR Leads, ED&I leads Learning outcomes: To feel more confident actively acting as an anti-racist ally. To have a better understanding of the role power, white privilege and white fragility have. |
The core training programme from last year is below, displayed first as headline information (dates and title), then a table with full details. Scroll down for more information on the bespoke request option.
We will accept bookings from staff and students outside of MPLS but where there may be capacity issues, we will prioritise MPLS.
If you have any queries or are unable to use the booking forms, please get in touch on diversity@mpls.ox.ac.uk.
Core programme titles in date order (more info on each session shared below)
- 21 October: An introduction to anti-racist allyship
- 11 November: Being an effective bystander
- 18 November: Cultivating resilience and self-care for ourselves and others
- 26 November: Difficult conversations and the importance of giving and receiving feedback - please note that this session will be hosted by Steve Hindmarsh, who will discuss assertive communication. More information can be found here.
- 23 January: An introduction to neuro-inclusion
- 11 February: Difficult conversations and the importance of giving and receiving feedback
- 24 February: The importance of psychological safety
- 2 April: An introduction to neuro-inclusion
- 1 May: An introduction to anti-racist allyship
- 12 May: Difficult conversations and the importance of giving and receiving feedback
- 13 May: Cultivating resilience and self-care for ourselves and others
- 15 May: Being an effective bystander
- 3 June: The importance of psychological safety
Programme grouped by session subject
| Title | Description and intended audience | Dates and time |
|
An introduction to anti-racist allyship Facilitator: Hannah Ravenswood and Daisy Hung |
We will look at the core concepts of anti-racist allyship including white fragility, white privilege and how our understanding of how these things play out can enable us to become better anti-racist allies. Audience: All staff and students Learning outcomes: To feel more confident as anti-racist allies |
TBC |
|
An introduction to neuro-inclusion Facilitator: Hannah Ravenswood |
We will look at what neuro-inclusion is, better understand some of the common challenges neurodivergent people face and identify some practical steps that will ultimately help to create a more inclusive environment. Audience: All, but particularly managers, group leaders and supervisors Learning outcomes: To be better able to create and sustain a neuro-inclusive environment |
TBC |
|
The importance of psychological safety Facilitator: Hannah Ravenswood |
We will consider: What is psychological safety? How can we create it? What needs to be in place to enable it to exist at all? What happens when it isn’t there? Audience: All, but particularly managers, group leaders and supervisors Learning outcomes: To be better able to create and sustain good levels of psychological safety in teams and in the workplace. |
TBC |
|
Difficult conversations and the importance of giving and receiving feedback Facilitator: MPLS Resolution Service |
We will look at the core components of how to give and receive feedback and why not doing this can sometimes lead to avoiding having some conversations. We will identify some clear, practical steps to help people feel more confident in having these potentially more difficult conversations. Audience: All, but particularly managers, group leaders and supervisors Learning outcomes: To feel more confident in giving and receiving feedback and feeling able to have difficult conversations. |
TBC |
|
Being an effective bystander Facilitators: Hannah Ravenswood |
What does it mean to be an effective bystander? How do we best challenge behaviours and practices which can potentially disadvantage staff and students? Audience: All staff and students Learning outcomes: To feel more confident as an effective bystander. |
TBC |
|
Cultivating resilience and self-care for ourselves and others Facilitator: Hannah Ravenswood |
What does it mean to be resilient, what does self-care really mean and how can we best support ourselves and others? Audience: All staff and students Learning outcomes: To better understand what it means to be resilient. Identify practical tools and techniques to support ourselves and others. |
TBC |