An inclusive and supportive approach to Leave of Absence

On

Context

The following is intended as a series of recommendations and suggestions to advise schools and supervisors on how to best support PGR students before, during and after taking an extended leave of absence, which may include a disability-related LOA. It is by no means prescriptive, but the more that schools do, the more likely that a student will engage with their leave of absence in a positive and constructive manner, enabling them to return to study feeling as able as possible to resume their research activities. 

Many of the recommendations have come from a series of interviews with schools who have been identified as already having robust systems of support in place.

Recommendations BEFORE a student goes on LOA:

  1. It is best if there is one named member of staff in each school (most likely the PGR Support Officer) that monitors PGR leaves of absence, and that this information is recorded centrally within the school.  Include in this record the expected return date, the reason for taking leave, e.g. medical, personal, parental, academic, financial, and a note of the supervisors affected. A note of caution here - do NOT include anything that is highly sensitive or confidential, e.g. medical notes. A brief one or two word summary will suffice (e.g. medical/maternity leave etc.).
  2. A member of staff should meet with the PGR student as soon as they submit the paperwork if at all possible (we recognise this may not be an option). This discussion should cover:
  • The need and reason for LOA and an appropriate length of LOA. 
  • To discuss what contact, if any, the school will have with the PGR during their leave, and confirm which member of staff is expected to have contact during this time. This should also be recorded. 
  • To discuss the support that could be offered when they return from leave. If this was a medical leave of absence, or disability was a stated reason for the leave, a phased return may be appropriate and should be discussed with the returning student (please see further guidance on phased return below, noting restrictions for funded and visa sponsored students). 
  1. If a PGR has a Learning Support Plan that describes the same condition cited by the PGR as the main reason for applying for leave then this document can be used as evidence for the condition, there is no need for additional sick notes.  However, a sick note may still be needed if the PGR is on placement, is eligible for paid medical leave from their funder, or involved in work in a clinical setting - in this case, a GP sick note may also be needed.
  2. If the student is an international student on a student visa they should be made aware that there may be implications for their visa, depending on the length of LOA applied for and their visa expiry date. Students may need to leave the UK for their LOA and they may have to apply for a new visa to return to the UK. Students can use the  to check whether their visa will be affected by their leave of absence, or seek advice from International Student Support, Advice and Compliance.

 Recommendations DURING a student’s LOA:

  1. If the student has granted permission for the school to keep in contact during their LOA (see 2. above) it would be good practice for someone in the school who knows the student well to occasionally check in with the student.  This should not be to discuss university work or research, merely a quick check in to ask how they are doing and to let them know that the school is thinking of them.
  2. Depending on the length of the period of leave, contact needs to be made in a reasonable and timely manner before the student returns.  If the LOA was on medical grounds then the student will require a ‘fit to return to work’ note from their GP, and they may need reminding of this fact.  Contact should be made one month before return is expected, otherwise their return may be delayed.
  3. At some point between 7-14 days before return is due an appropriate member of staff should contact the student to arrange a meeting to discuss a return to study plan, or if the student is not yet ready to return, to support them to ensure that a further LOA application form is submitted to extend the LOA. 

Repeated or extended LOAs 

It is important that schools monitor repeatedly extended leave of absences, which could take the student into a long enough period of time that the feasibility of their research is in question, or risk approaching the maximum cumulative amount of LOA (2 years).  In this case, it is critical that a meeting is arranged with at least the student, the supervisor, and the PGR Lead to discuss the feasibility of the research, a support plan for completion, and whether withdrawing from the course could actually be in the student’s best interests. 

If the student is a DDSS service user and their disability is one reason for their repeated periods of leave then the student's Disability Advisor can, and should, be a part of this discussion.

Recommendations AFTER a student returns from LOA:

  1. It is recommended that all members of the supervisory team, including the personal/pastoral tutor,  are aware of the student’s plans for returning to study and that relevant information is shared with the student's disability advisor (if the student is a DDSS service user). This return to study plan might include:
  • Clarification of expectations and deadlines around forthcoming milestones and research progress. 
  • Increased frequency of meetings, ideally this should be weekly, during the first couple of months.
  • Updates on any key news or changes that happened whilst they were away. 
  • A phased return, if this is appropriate and possible (please see further guidance below, noting restrictions for funded and visa sponsored students).
  • A ‘mentor’ or ‘buddy’ on return should be offered - maybe a fellow student, or a member of staff.  This person could meet with them on the day they return and occasionally during the next few weeks. 
  1. The personal/pastoral tutor should arrange an informal meeting with the student to have a wellbeing check in - this can be over a coffee, or in a setting the student chooses to ensure they are relaxed and comfortable (which could be an online meeting). 
  2. It is worth signposting to disabled students that they may wish to ensure their LSP is up-to-date and if not they should make an appointment with their DDSS Disability Advisor.

Phased return to study

What is a phased return to study?

A phased return to study is when a PGR student is supported to gradually return to their research after being absent for an extended period of time. This phased return typically takes place over 4-6 weeks, with the aim of easing the transition so it is less intimidating and more manageable for the student.

What is an example of a phased return to study?

No phased return to study will be exactly the same, as it will depend on the reason for a student's absence and the research to which they are returning. However, there are commonalities:

  • Gradually increasing working hours over several weeks is likely to be a part of most phased returns. Coming back full-time is likely to be challenging for anyone who has been away for a while, regardless of the reason.
  • Only working mornings/afternoons for a week or two may be part of a phased return to study for someone who has been absent because of stress or is still experiencing fatigue.
  • Starting later and finishing earlier could assist someone who is recovering/suffering from an injury/operation/chronic illness. So although the reason for the phased return is different, the planned approach to managing it may be the same or similar.

If the phased return is planned over several weeks, it may be useful for everyone to record the plans in a simple spreadsheet and review them regularly during the return period. 

How does a student apply for a phased return to study?

In practice, a student would need to apply for a leave of absence, which, if granted, would be applied to the student’s record on a pro rata basis, i.e. it would cover only a proportional amount of time lost due to these exceptional circumstances, and not the entire period during which these circumstances were a factor. Please note that students should apply for the LOA at the point the phased return is planned, and not retrospectively. 

If it is unlikely that a student's circumstances will improve, it may be considered more appropriate for the student to consider requesting a change of mode of attendance from full-time to part-time on either a temporary or a permanent basis, subject to any restrictions from e.g. the student’s financial sponsor or immigration regulations. More information about this option, and which students are eligible to apply, can be found here.

Who is eligible to apply?

International students studying on a Student or Tier 4 student visa may not be able to apply for a 'phased return', due to the additional requirements of immigration regulations.

Students should check with their funder whether or not they will support a phased return from a leave of absence, as not all funding bodies will support this, or they may only support a phased return over a limited period. Students in receipt of funding from either UKRI or the University of 91̽»¨ are restricted to a maximum of four weeks' phased return from a leave of absence where this is part of a written plan to return to working full-time.  

What if a student is not eligible for a phased return?

Informal arrangements to make minor adjustments can be made between any PGR and their supervisor e.g. temporary adjustments to working hours, research activities, or a period of working from home. No LOA application or changes to the student record are required to facilitate this, so it is an option open to everyone. However, it must be noted that deadlines will not be extended in this circumstance, and an informal phased return cannot be used later as grounds for an extension at the end of a student’s registration period.