by Tom Staunton. Tom is Senior Lecturer in Career Development at the International Centre for Guidance Studies, University of Derby

In the complex landscape of higher education, one truth stands out: the quality of information, advice and guidance (IAG) we provide can fundamentally shape a student’s educational journey. For those of us working in widening participation, this responsibility carries even greater weight. When we’re supporting learners from under-represented backgrounds, the guidance we offer isn’t just helpful it can be transformative.

Yet despite its central importance to our work, IAG is often something we’re expected to deliver without formal training in the theories and techniques that underpin effective practice. Understanding the principles of information, advice and guidance, and developing the skills to apply them in our specific contexts, represents one of the most valuable professional development opportunities for practitioners across the widening participation sector.

Why IAG Expertise Matters in Widening Participation

For learners from under-represented groups, navigating the pathway to and through higher education can feel overwhelming. They may be first-generation students without family experience of university to draw upon. They might face financial barriers that make understanding funding options crucial. They could be managing complex personal circumstances that require sensitive, informed guidance to help them make decisions that work for their unique situations.

Without high-quality IAG, these students risk making choices that don’t align with their aspirations, abilities or circumstances. They may miss opportunities they didn’t know existed, or feel unable to pursue pathways that seem inaccessible or unclear. Effective guidance doesn’t just help students make decisions, it helps them make informed decisions that open doors rather than close them.

The challenge for widening participation professionals is that IAG isn’t simply about having the right information to share. It’s about understanding how people make decisions, how to support them through uncertainty, and how to tailor our approach to meet individual needs. This is where professional development becomes essential.

Building Professional Expertise in IAG

Developing expertise in information, advice and guidance requires more than good intentions or subject knowledge. It demands an understanding of career development theories and how to apply them within specific contexts. Whether you’re working in a university widening participation team, a Uni Connect programme, or community outreach, having frameworks for understanding how people navigate career decisions and educational transitions elevates your practice from well-meaning advice-giving to evidence-informed guidance.

Professional development in IAG also encompasses the skills and techniques needed for successful one-to-one guidance. This is where guidance becomes personal and responsive. Learning to listen actively, ask powerful questions, and create space for students to explore their own thinking can make the difference between guidance that directs and guidance that empowers. These are skills that require conscious development and ongoing reflection, not just intuition or experience alone.

Mastering Different Approaches to IAG Delivery

One crucial aspect of IAG expertise is understanding different delivery approaches and when to use them. Widening participation work often involves both group workshops and individual conversations, and each requires a different skill set and strategic approach. Knowing the benefits and challenges of each approach helps practitioners make informed decisions about how to structure their support.

Group sessions can be incredibly powerful for building confidence, normalising uncertainty, and creating peer support networks. They’re efficient and can help students realise they’re not alone in their questions or concerns. However, they may not provide the depth needed for students with complex circumstances or those who need more personalised exploration.

Individual guidance, meanwhile, allows for the tailored support that can address specific barriers or opportunities. It creates space for students to discuss circumstances they might not feel comfortable sharing in a group. Understanding when to use each approach, and how to maximise the effectiveness of both, is fundamental knowledge for effective widening participation practice.

Understanding the Needs of Diverse Learners

Perhaps most importantly for widening participation professionals, developing IAG expertise means understanding the specific challenges of working with particular client groups and how guidance can be adapted to support them towards positive outcomes. Not all students need the same type of support, and effective IAG recognises and responds to this diversity.

Students from low-income backgrounds may need particular support around understanding financial implications of different pathways. Care-experienced students might need guidance that takes into account their often non-linear educational journeys. Mature students may be balancing family and work commitments that younger students don’t face. International students navigate additional layers of complexity around visa requirements and cultural differences.

Effective IAG practice means developing the awareness and skills to recognise these different needs and adapt your approach accordingly. This isn’t about making assumptions based on demographics, but about asking the right questions and providing genuinely responsive support. It requires both knowledge of the barriers different groups face and the interpersonal skills to create conversations where students feel comfortable sharing their specific circumstances.

The Case for Professional Development in IAG

Investing in professional development around information, advice and guidance represents a commitment to raising the quality of widening participation practice. The sector has grown significantly in recent years, and with that growth has come increasing recognition that our work requires specific skills and knowledge. IAG is fundamental to what we do, yet it’s often something we’re expected to deliver without formal training in the theories and techniques that underpin effective practice.

Structured professional development in this area helps us move from well-intentioned advice-giving to evidence-informed guidance practice. It provides a shared language and framework for discussing our work with colleagues, strengthening collaboration and quality assurance. And perhaps most importantly, it ultimately benefits the students we’re here to serve.

When widening participation professionals understand career development theory, have mastered the skills of effective one-to-one and group guidance, know how to work with diverse learner groups, and can make strategic decisions about how to structure their support, students receive guidance that genuinely opens up possibilities rather than limiting them.

The question isn’t whether IAG knowledge matters in widening participation work, it clearly does. The question is how we ensure every practitioner has access to the learning and development they need to deliver it effectively. When we commit to developing our IAG expertise, we commit to better outcomes for every student we serve.

Tom will be delivering a NEON Access and Success Academy session in April, you can click here for further details.