Student Disability Advisor (PT, 2-year FTC)

About LIS

The challenges facing the world today are not theoretical. They are urgent, messy, and interconnected. And yet, most universities still train students in narrow silos, disconnected from the real world.

LIS is doing things differently. We are the first university in over 50 years to be granted full degree-awarding powers from inception. Our mission is to prepare the next generation with the interdisciplinary tools, methods, and mindsets needed to tackle complex problems, and to thrive personally and professionally.

We’ve moved from experimentation to disciplined scaling. Our founding undergraduate cohort graduated in 2024 at the Royal Institution, with 85% already in skilled work or further study. Our Master’s is growing fast, our first MBA is underway, and we’re delivering leadership programmes to organisations like the UK Health Security Agency, TSB bank, and Mori in Japan.

All this powered by a talented team of 40+ combining experience from Oxford, Cambridge, Harvard, MIT, the RSA, British Airways, McKinsey, LEGO and more.

LIS is building a niche, prestigious brand with global relevance. This is a rare chance to help shape a world-class institution from the ground up, challenging the most well-established players in higher education. Come join us! 

The Role

LIS is committed to providing a supportive, compassionate, equitable, safe and innovative student support service that enables every student to thrive. In support of this mission, we are recruiting a Student Disability Advisor for a part-time, three days per week on campus, 2 year fixed term contract to join our small but dynamic Student Support Team, working alongside the Wellbeing Advisor and Wellbeing Manager. This is a student-facing role, with the expectation that you will be on campus for the 3 days during term time. 

You will:

• Create and implement tailored support plans for students with disabilities and ensure reasonable adjustments are upheld.
• Hold a caseload of students with diverse and often complex needs, providing general support and guidance.  
• Provide early intervention for engagement issues and concerns, working alongside relevant staff and faculty.
• Provide training and guidance to faculty and staff on disability policies and best practice.
• Support students through internal and external processes, such as DSA, pursuing a diagnosis, extenuating circumstances, fitness to study and more as needed.
• Be an active member of panels such as The Equality Diversity and Inclusion Committee and the Student Voice Committee, understanding current issues within higher education and championing for students.
• Act as an advocate, advisor, and source of expertise across the institution.

This role is ideal for someone who is excited about joining a new innovative, creative university which is still growing and expanding and so you would be responsive to change and open to flexible thinking patterns. You will be experienced, grounded, calm under pressure, and committed to empowering students with evidence-based, inclusive support. 

Key Responsibilities

Student Support (Disability and General)

• Create, implement, and review tailored support plans for students with disabilities, ensuring reasonable adjustments are identified, communicated, and upheld.
• Manage a caseload of students with diverse and often complex needs, providing ongoing guidance, practical support, and advocacy.
• Undertake initial screening for specific learning differences, analyse this data and refer on for full diagnostic assessment where appropriate.
• Offer general study support to students, one to one and group support, such as tailored sessions around time management, project planning, accountability and more. 
• Provide early intervention where there are concerns around student engagement, wellbeing, or academic progression, working collaboratively with faculty and professional services analysing engagement data.
• Offer advice and training to academic, professional staff and students on disability legislation, institutional policy, and inclusive best practice.
• Advise and uphold the Equality Act and Disability Law. 
• Lead on retake support during term time and over the holidays, ensuring clear communication to students and regular check-ins to help them meet their academic goals. 
• Support students through internal and external processes, including (but not limited to) Disabled Students’ Allowance (DSA), pursuing a diagnosis, Extenuating Circumstances, Fitness to Study, and related procedures.
• Act as a key point of contact for disability-related enquiries, ensuring a compassionate, student-centred approach at all times, including onboarding for prospective students.
• Advise and collaborate with the Head of coaching, managing student issues and conflicts appropriately. 
• Contribute actively to institutional panels and committees, such as the Equality, Diversity and Inclusion Committee, Student Voice Committee and the Academic Decision-Making Committee, advocating for student needs and informing inclusive strategy.
• Contribute to the ongoing development of policies, processes, and services as the university grows and evolves, acting as an advisor to the institution on best practices.

Safeguarding

• Act as a designated safeguarding lead for the institution, handling safeguarding cases from their first report through to a final resolution, ensuring student safety.
• Respond empathetically to distressed students, managing de-escalation and immediate planning.
• Identify and escalate safeguarding concerns in line with LIS policy.
• Act as a point of contact for student disclosures and coordinate support with external services where appropriate.
• Work within a trauma informed, anti-oppressive, and culturally sensitive practice.

Collaboration & Student Experience

• Work closely with academic, operational, and student-facing colleagues to coordinate appropriate support.
• Contribute to the formation of and running group workshops, community-building activities, induction events, and proactive wellbeing initiatives.
• Support communication and reasonable adjustments between students, faculty, and support teams.

Administration & Service Development

• Maintain accurate, confidential records in line with data protection requirements and professional standards.
• Support data gathering, analysis, and service evaluation.
• Contribute to wider projects, continuous improvement, and service evolution throughout the academic year. 

Essential Criteria: 

• Significant experience supporting students or individuals with disabilities, neurodivergence, or long-term health conditions in an education, support, or advisory setting.
• Significant experience within a higher education setting conducting needs assessments, creating tailored support plans and implementing reasonable adjustments. 
• Strong experience supporting talented neurodivergent individuals (autism, ADHD, SpLDs, sensory/processing differences), including coaching and practical strategies.
• Experience conducting 1:1 sessions
• Qualifications in one or more of these coaching, complex mental health, neurodiversity or disability support or specialist coaching qualifications for neurodivergent communities.
• Strong working knowledge of disability legislation and disability advocacy (e.g. Equality Act 2010).
• Knowledge of student accessibility barriers and inclusive learning practices, including alternative assessments.
• Experience conducting wellbeing assessments, risk evaluations, and crisis management with complex/high risk cases.
• Experience advising and supporting students through higher education processes such as extenuating circumstances, learning plans and fitness to study.
• Proven ability to manage a varied caseload, including students with complex or overlapping needs.
• Excellent interpersonal and communication skills, with the ability to build trust and rapport with students and staff.
• Experience providing guidance, advocacy, or casework support through formal processes or panels.
• Ability to remain calm, grounded, and professional when working under pressure or with sensitive and distressing situations.
• Strong organisational skills and attention to detail, including accurate record keeping and follow-up. 
• Confident IT skills, including Microsoft Teams and Office.
• Commitment to inclusive, evidence-based, and student-centred practice.
• Safeguarding Training and experience handling complex cases. 
• Willingness to work flexibly and adapt to change in a developing and innovative institutional environment.

Desirable Criteria

• Experience supporting students through DSA applications and liaising with external providers.
• Training or professional qualification related to disability support, mental health, counselling, social work, or a related field.
• Experience delivering training or workshops to staff or students.
• Experience running group sessions focusing on study and learning skill support for students.
• Knowledge of trauma-informed practice and/or intersectional approaches to student support.
• Experience contributing to institutional policy development or committee work related to EDI or student wellbeing.
• Experience supporting mature learners, working professionals, parents/carers, underrepresented communities, or those balancing work and study.
• Experience designing or delivering neurodiversity support workshops.
• Familiarity with tools such as Notion and student record systems.

Personal Attributes

• Empathetic, compassionate, and student focused.
• Confident working autonomously while contributing positively to a small, collaborative team.
• Reflective, open-minded, and responsive to feedback and change.
• Passionate about empowering students and removing barriers to success.

Working Pattern & Environment

• Three days per week - Part time on a 2 Years Fixed Term contract
• 3 days per week on campus during term time working either 9am – 5pm or 10am – 6pm.
• Hybrid working from home during student holidays is allowed.
• Occasional evening or weekend work for student events may be required.

Please note: LIS is not able to sponsor visa applications for this role. Applicants must have the right to work in the UK.

Our Commitment to Inclusion, Equity & Belonging

LIS is actively building a community where everyone feels they belong and can thrive.  We are committed to tackling structural inequality and supporting students and staff from historically underrepresented and underserved groups.  We particularly welcome applications from candidates who are:

• Black, Asian, or from other ethnic diverse communities
• LGBTQIA+ or gender non-conforming
• Neurodivergent thinking patterns

We recognise the value of lived experience. The appointment will be made on merit.

Our Commitment to Safeguarding

Safeguarding is vital, at LIS we are committed to protecting the health, wellbeing and human rights of those we support and work with, enabling them to live free from harm, abuse and neglect.  It is extended to all and is everyone’s responsibility at LIS.  This role requires:

• An enhanced DBS disclosure
• Adherence to all safeguarding and conduct policies
• A commitment to ethical, respectful, trauma-informed practice towards all.

How to Apply

Please submit:

• Your CV
• Answers to the following three questions:
• Why you want to work at LIS
• How your experience aligns with the above listed ‘essential’ and any ‘desirable’ points.
• Your approach to supporting neurodivergent students, students with disabilities and students in distress

Applications will be reviewed on a rolling basis. Interviews may take place before the closing date.