The Warwick Classics Network (WCN) was created in July 2018 with funding from the Warwick Widening Participation Development Fund and the Warwick Impact Fund. Further funding from Widening Participation (WP) and the charity Classics for All secured the continuation of the position of Research Fellow in Outreach and Impact for the Dept. of Classics and Ancient History, a role given to Dr Paul Grigsby; WP funding was also used to cover the expenses of events such as our 2nd July 2018 WCN Launch event and the 2019 Warwick Ancient Drama Festival. For the period April 2019-April 2020 the WCN received further funding from WP, Classics for All, and the A. G. Leventis Foundation, and this report will detail the activities that this funding supported.

Summer schools are traditionally used to encourage sixth form students to consider a career in medicine. Is it worth attracting students earlier in their school career, concentrating on psychiatry? Wyke et al describe an innovative project attempting to do just that.

The role of extracurricular activity in higher education is receiving increasing international attention as a means for developing social and cultural resources for steering social and employment networks. The focus of this paper is on a post-1992 English university partnership with an orchestra, enabling students to attend free concerts. The initiative aspired to extend the student experience, break down barriers, and encourage students to try a new musical experience. This study explores students’ experiences and contrasts these with the aspirations of the vice chancellor. In view of studies establishing relationships between extracurricular activity and inequality of opportunity, this paper also investigates whether financial subsidies widen participation.

This paper identifies a sizeable group of vulnerable children who suffer discrimination and under-achievement on a daily basis in Australia, with particular attention to NSW out-of-home care (OOHC) practices. The purpose of the paper is to highlight the gaps in services specifically relating to the education of children in OOHC, care leavers and young carers. The paper identifies the extent of the issue, the ways that OOHC children suffer discrimination and possible solutions. As OOHC children are not a specific equity group targeted for support by governments, their identity, numbers, problems and issues are not recorded or singled out for specialist support. The paper recognises that further research is required, but offers some ways forward giving examples of widening participation in education. However, it comes to the conclusion that OOHC children are not given a “Fair go”.