My intervention began as an idea to work with FE colleges to create projects aligned with, HE expectations, supporting vocational-route Fashion students to understand the pedagogy, independence, and reflective practice required at degree level. As the project progressed, my approach evolved. Initially, I had envisioned broad workshops and questionnaires, but I quickly learned about practical barriers: I could not directly interview students under 18 without additional safeguarding processes, and my workload—running large Knowledge Exchange projects while working three days a week—created bottlenecks at certain times of the year. These constraints required me to be strategic, flexible, and creative in data collection and intervention design.
What inspired me most was the passion and energy of FE tutors and the honesty and drive of students. Hearing tutors reflect on their practice highlighted the complexity of FE teaching: tight, linear syllabi leave little space for experimentation or independent thinking, yet teachers persistently foster creativity and skill development within these constraints. The students’ determination to succeed at CSM despite financial, social, and structural barriers was equally inspiring. Their resilience underlined the importance of interventions that genuinely support transition, confidence, and agency.
Experimentation with the questionnaire and the addition of new questions, such as exploring dress code and perceptions of bias after reading McManus, demonstrated the importance of iterative, responsive research. It reinforced my commitment to keeping the intervention grounded in the lived experiences of students and tutors.
Looking to the future, blue-sky thinking could see this intervention scaled: FE students could engage in inclusive project work aligned with industry briefs, supported by university and brand partnerships. This could not only prepare students for HE but also strengthen the UK fashion and textiles sector, encouraging domestic production of garments, materials, and yarns. By embedding collaboration, reflection, and independent practice earlier in the FE curriculum, we can bridge the FE–HE divides while supporting social mobility, creative development, and industry innovation.
Ultimately, this project deepened my respect for FE tutors and highlighted the extraordinary achievements of young people from underrepresented backgrounds. It confirmed that targeted, thoughtful inreach and outreach work can make a tangible difference in students’ lives and the wider creative industry.