Saturday 16th August 2025
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Hilary term 2021: when does your undergraduate course resume?

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Following the publication of new guidance from the government for students returning to university after the Christmas vacation, Oxford University has staggered when in-person teaching is due to begin in Hilary term. For some students, this will mean they do not need to return to Oxford until first week to begin in-person lessons in second week.

Subjects have been sorted into two groups. In-person teaching for courses in group one will begin from Monday 18th January, and Monday 25th for group two. Subjects requiring in-person practicals such as sciences and medicine, and finalists reading for humanities have been prioritised for return at the beginning of term. For students studying subjects in group two, any scheduled teaching which takes place before their return date will take place online.

The University has advised students to arrive at least four days before whichever date applies to their course in order to take two lateral flow tests. Colleges have issued advice to their students about how they should plan their return to accommodation in light of social-distancing guidelines and when in-person teaching for their subject resumes.

Undergraduate courses are listed below according to which group they fall into.

Group 1 – 18th January

Humanities
BA Ancient and Modern History – Finalists only
BA Classical Archaeology and Ancient History – Finalists only
BA Classics – Year 2 only
BA Classics and English – Finalists only
BA English and Modern Languages – Finalists only
BA English Language and Literature – Finalists only
BA European and Modern Languages (Arabic) Finalists only
BA Fine Art
BA History and Economics – Finalists only
BA History and English – Finalists only
BA History and Modern Languages – Finalists only
BA History and Politics – Finalists only
BA History – Finalists only
BA Music
BA Oriental Studies – Arabic, and Arabic and Islamic Studies Finalists only
Bachelor of Philosophy

MPLS
BA/MBiol Biology
MChem Chemistry
BA/MEarthSci Earth Sciences
BA Geology
MEng Engineering Science
BA/MEng Materials Science
BA/MPhys Physics
BA/MPhysPhil Physics and Philosophy

Medical Sciences
MBiochem Biochemistry
BA Experimental Psychology
BA Psychology, Philosophy and Linguistics
Pre-clinical (years 1-3) and Clinical (years 4-6) Medicine
Graduate Entry Medicine

Social Sciences
BA Geography
BA Human Sciences

Group 2 – 25th January

Humanities – * indicates that students in years which were not directed to return by 18th January should now do so.
BA Ancient and Modern History*
BA Classical Archaeology and Ancient History*
BA Classics*
BA Classics and English*
BA Classics and Modern Languages
BA Classics and Oriental Studies
BA English and Modern Languages*
BA English Language and Literature*
BA European and Middle Eastern Languages*
BA History and Economics*
BA History and English*
BA History and Modern Languages*
BA History and Politics*
BA History of Art
BA History*
BA Modern Languages
BA Modern Languages and Linguistics
BA Oriental Studies*
BA Philosophy and Modern Languages
BA Philosophy and Theology
BA Religion and Oriental Studies
BA Theology and Religion

MPLS
BA/MCompSci Computer Science
BA/MCompSciPhil Computer Science and Philosophy
BA/MMath Mathematics
BA/MMath Mathematics and Statistics
BA/MMathCompSci Mathematics and Computer Science
BA/MMathPhil Mathematics and Philosophy

Social Sciences
BA Archaeology and Anthropology
BA Economics and Management
BA Jurisprudence
BA Jurisprudence (with Law in Europe)
BA Philosophy, Politics and Economics

The Pro-Vice Chancellor and Chair of the Conference of Colleges have recommended that students refer to communications from their department and college, and the Christmas vacation section of the university’s coronavirus website for further information.

100 years of Women at Oxford

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2020 marks the centenary of women being awarded degrees at the University of Oxford. Women were first granted full membership to the University on 7 October 1920, and were given the right to be awarded degrees a week later. As much as this is a cause for celebration, it is sobering to think that only a hundred years have passed since women were allowed to properly study here. Much remains to be done to equalise access to higher education for young girls, especially for those from worse-off socioeconomic backgrounds.

But while we lament the problems we see at home, from stereotypes that contribute to fewer women in STEM higher education or the microaggressions and sexual harrassment women face on campus (all of which are serious issues to be tackled), women in other parts of the world are faring much worse. Many young girls do not get the chance to attend school at all. A shocking example is South Sudan, which has been named as the toughest nation in the world for girls to receive an education. Nearly three-quarters of girls there fail to attend even primary school. As for the Central African Republic, there is only one teacher for every 80 students, contributing to very low attendance rates. And there is a gendered dimension here – nearly twice as many girls (38%) are out of school as boys (20%) in the Central African Republic. Research demonstrates that uneducated girls are more at risk of poverty, child marriage, violence and diseases such as HIV and AIDS. Clearly, something needs to be done for female education around the world.

The benefits of educating girls are quite intuitive. It vastly increases women’s participation in the labour market through equipping them with crucial skills and qualifications for employment, and through changing stereotypes about women’s roles. As earning power increases through education, women become more self-sufficient and autonomous, which frees them from an unhappy marriage or any marriage at all. Female education also slows down population growth, as educated women are more likely to delay marriages and use birth control. Infant mortality rates are lowered as well – each one-year increment in mothers’ education corresponds to a 7-9% decline in under-5 mortality in many developing countries. Lower mortality rates decrease population growth due to a declined need for many children as a risk insurer, and slower population growth in a stagnant economy leads to more resources per capita since the total economic pie is divided among fewer mouths. All these are clear reasons why female education is incredibly important, not just for the women themselves, but for the country and development as a whole.

But if female education creates so many benefits, why do so few girls around the world go to school compared to boys? This is due to a few factors – the opportunity cost of losing a pair of hands in the home, social and cultural norms surrounding female schooling, and low economic returns to investing into girls’ education. Not sending daughters to school is often a rational choice when they will be taken care of by their husbands, when nontuition costs such as transportation and learning materials are high, and when girls can stay home and fetch water or help their mothers take care of younger siblings. Girls might also not be sent to school because parents are afraid of physical or moral harm done to them, as demonstrated in longitudinal studies in Egypt, Morocco and Tunisia.

In light of these barriers, governments have to develop explicit policies to increase girls’ education. This should include providing financial incentives for families, decreasing physical barriers for schooling, and changing norms surrounding female education. For example, governments could pay parents for consistent attendance or achievement of their children, build more schools in densely populated areas or provide transportation subsidies, and have advertising campaigns on the benefits of sending daughters to school. This changes the financial calculus of parents, making them more likely to view female education as a rational and sound choice. The success of similar education programs has been demonstrated in many countries. For example, Mexico’s PROGRESA program, which provides stipends for school attendance, is credited with increasing girls’ primary completion by 15%; a scholarship program for girls in Bangladesh has almost doubled female enrollment; and Indonesia has reached 90% enrollment for girls through building new schools that meet the specific educational needs of girls. These case studies show how active efforts by governments can remedy the inequality within education currently borne by young girls.

In addition, governments ought to scrutinise education materials and prevent them from entrenching insidious stereotypes, which are prevalent in many textbooks. Instead, education can be a powerful way to cultivate a virtuous cycle through increased illustrations of female scientists and doctors or expanded STEM programs for girls. If all these policies are adopted by governments, we can expect girls’ attendance in certain developing countries to skyrocket and, slowly but surely, for the benefits analysed above to materialise.

It is vital that feminists in the West deal with the many problems women face nowadays, such as the gender pay gap, sexual assault, the lack of representation, and prevalent stereotypes that prevent women from achieving their potential. Indeed, the fact that it has only been a hundred years since women were awarded degrees at Oxford is a grave reminder of the long way to go. However, it is also incredibly important to widen our scope and look into worse problems that afflict millions of women worldwide, including female genital mutilation, stifling cultural practices, and the lack of access to things like abortion or education. As a feminist and a student privileged enough to attend the University of Oxford, I am conscious of problems that myself and many women around me face. But I must also channel my privilege into trying to help the women who are suffering the most.

Image Credits: St. Hugh’s College

2021 Rhodes Scholars Announced

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32 Americans have been elected as winners of the US Rhodes Scholarship for 2021. From an initial group of 2,300 US students, the group have been chosen in what has been the Scholarship’s first virtual application process. Cherwell also spoke to Victoria Puglia, one of the 2021 Rhodes Scholars, here.

The Rhodes Scholarship is the oldest and one of the most prestigious international scholarship programmes and enables its recipients to undertake postgraduate study at the University of Oxford.

The American Secretary of the Rhodes Trust, Elliot Gerson, said in a press release from the Rhodes Trust: “Never before has a class of Rhodes Scholars been elected entirely virtually, with both candidates and selectors participating safely, independently and digitally.

“This year’s American Rhodes Scholars —independently elected by 16 committees around the country meeting simultaneously—reflect the remarkable diversity that characterizes and strengthens the United States. …are leaders already, and we are confident that their contributions to public welfare globally will expand exponentially over the course of their careers.”

“These young Americans will go to Oxford next October to study in fields broadly across the social, biological and physical sciences, the humanities, and public policy. They are leaders already, and we are confident that their contributions to public welfare globally will expand exponentially over the course of their careers.”

Previous recipients of the Rhodes Scholarship have achieved success in a variety of fields, including politics, journalism and science. Notable past winners from the USA include President Bill Clinton, American television host Rachel Maddow and Ambassador Susan Rice.

The Scholarship begin in 1902, following its establishment by Cecil Rhodes, a British diamond magnate. Rhodes set out a specific criteria for allocating the scholarships, including “literary and scholastic attainments…fondness and success in many outdoor sports…and qualities of manhood” among others. Rhodes originally stipulated that the scholarship was only to be provided to “male students”. This was only changed in 1977.

Cecil Rhodes has since become a controversial figure, and this has extended towards his projects, for his support of white Anglo-Saxon supremacy and imperialism. Rhodes sought, in his own words, “the furtherance of the British Empire and the bringing of the whole world under British rule”, and wrote in his will that “I contend that we are the finest race in the world”.

Image Credit: Wiki alf~commonswiki // Wikimedia Commons. Licence: CC BY-SA 2.5.

Oxford students protest new Indian agricultural laws

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Oxford students have gathered to show solidarity with Indian farmers protesting new agricultural laws passed by the government earlier in the year. 

The demonstration took place at University Parks on Saturday and was organised jointly by the University of Oxford India Society and the Oxford South Asian Society.  

Mihir Rajamane, the general secretary of the India Society, said that the protest was organised to show “unequivocal solidarity with the farmers who have been protesting for the last few months. 

“Our solidarity is all the more necessary considering the undemocratic nature in which the law was passed in Parliament, with no complete consultation stage and a denial of a vote by division amidst chaos. The protestors have also been met with water cannons and were not allowed the freedom of movement to the capital where they planned to protest – rights inherent to all citizens in democratic India”. 

He also highlighted that for some the recent events were “part of a broader trend of anti-democratic acts by the Indian government- ranging from the detention of activists, intellectuals and students under draconian laws, the reconfiguration of Indian citizenship and interference with private relationships on religious grounds, the destruction of labour protections and more.” 

In addition, a statement for Oxford students and staff to sign in support of the farmers’ protests in India has been launched.  

The reforms, which were voted through the Indian Parliament in September, would allow private companies to have greater power in determining the pricing of agricultural commodities. There are fears among farmers that this could lead to businesses offering lower prices for goods, harming producers. 

There have also been questions about the procedure used to pass the bills, with a refusal to send the reforms to a parliamentary committee where they could have been scrutinised more closely. Eight opposition politicians were also suspended after staging a sit-in protest outside of the parliament to demonstrate their resistance to the new laws. 

Opposition to the legislation led to a nationwide strike by farmers across India which has grown particularly strong in the northern states of Punjab and Haryana. In Delhi, farmers who marched from the countryside to protest the changes were met by police forces. Subsequent images showing tear gas and water cannons being deployed against demonstrators has led to global concern about India’s handling of the protests. 

The Oxford South Asian Society said that it was important for members of the university to try and raise awareness of the issue. 

“The University of Oxford is uniquely placed to influence policies across the world, or in the least, to get a serious conversation started. 

“Being members of an educational institution that respects democratic ideals and human rights, it is important that we make our opposition to these laws known.”

Image Credit: Oxford South Asian Society.

Behind the BT

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Robert Bristow has been in the thick of Oxford student drama for 20 years in his role as BT studio manager; I spoke to him about theatre under the pandemic, standout shows, and his advice for aspiring student thesps…

How did you come to work at the BT, and how long have you been there?

“I trained and worked as an actor during the 80s and 90s, mainly working with companies where we had to do all our own stage management and administration. Those jobs come and go, so I came back to Oxford to work in my dad’s second-hand furniture shop and heard about the BT job at the pub one night. I got the job in 2000, which means I’ve been here almost 20 years exactly and makes me one of the most longstanding members of staff at Oxford Playhouse!”

What have you enjoyed the most about managing the BT? 

“I’ve always enjoyed coordinating and supporting the student programme, with such a huge variety of ideas and projects that groups put forward for presentation, whether they are well-known or original works, and then seeing the companies work together to pull them off. The Cuppers competition is always a highlight, too. It’s often people’s first time performing in a proper theatre space so they can be very nervous at the start of the week, and it’s amazing to see their confidence grow so much by the end. I love being able to support that – the spirit of it all is great!  I’ve also really enjoyed building up the BT’s programme out of term time. We’ve managed to get local groups, touring fringe productions, children’s performances, Christmas shows – a real variety of things.”

How has the BT navigated lockdown? What are its plans moving forward into the post-lockdown world?

“When the pandemic broke out at the end of Hilary ​this year, we had to cancel all our scheduled shows for Easter, Trinity and the summer. We’d been planning to open the BT for small student group rehearsals or workshops from a few weeks ago, but with the second lockdown that’s had to stop too.  ​Although one student group did manage to use the window of rehearsal time and film their play – I would really like to see the ​studio used more in this way. A 50-seater is very hard to socially-distance in, so streaming to live audiences might be a short-term alternative.”

What do you think characterises Oxford student drama?

“The energy and enthusiasm!  Students here are always looking for new ideas and ways of doing things – even ​new productions of old classics are always interesting and innovative. In terms of drama in the BT specifically, the shows tend to be very intimate and experimental since the actors are so close to the audience. There is an atmosphere in there that lends itself to quite intense stuff.”

Are there any student shows which stick in your mind?

“It’s hard to pick just a few! The one which sticks in my mind in terms of popularity was a very trendy and out-there radio show called Blue Jam in 2001/2 – it was so popular and sold out really quickly. There have been lots of good Shakespeare adaptations – one punky Midsummer Night’s Dream was based around a huge rubbish tip – and some brilliant issues-based self-written drama. I don’t always get to watch all the shows, sadly, but I always enjoy it when I do!” 

From the ups and downs of the shows that you’ve seen, what would your advice be for an aspiring student production?

“Keeping it simple is a good thing. It’s difficult to create a realistic set in the BT, and in this century when we have television and film, we don’t need all that. I think that a more representative style works better. But if you’re having a simple set, it’s important to go as far as possible with the imagination of your acting and your words, and really play around with them. Also, work as a team! That’s really crucial. There have been shows where the director, even though they have great intentions and artistic integrity, has tried to do everything and has taken on too much. It’s important to bring in other people and use their strengths – I imagine that it is hard as a student to take the step to get involved and put yourself out there, so sometimes people won’t come forward, but it ​can be so valuable for everyone to encourage these people to take part.”

What would you like to see more of from Oxford student productions?

“I think that in the age of Covid, things which are interactive and online are going to be very popular. Finding ways to interact with the audience and to stream things effectively is a challenge, but it can work really well and be genuinely inspiring. I know we all want to be in a live space again, but in the absence of that, I think there are some really exciting opportunities.”

Cherwell Recommends: Bildungsroman

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“Nature made me happy and good, and if I am otherwise, it is society’s fault.” Jean-Jacques Rousseau, in his eighteenth century coming of age novel Emile, accurately spotlighted the bildungsroman’s essential battle between nature and nurture. Are we destined to become who we are as adults, or are we formed by our experiences on the way? It happens to all of us, but the process of growing up continues to fascinate writers, artists, and filmmakers, for it surrounds the struggle to forge an identity in a chaotic and often harsh environment. 

The transition from childhood to adulthood is a complex and often painful journey, and as readers, we are granted the unusual privilege of following our protagonist along this road. Time spent with the characters is what makes a bildungsroman so compelling; no other kind of novel gives us such an intense connection. 

Paradoxically, the bildungsroman is a genreless genre. The concept transcends typical boundaries of science fiction, crime, or romance. Moonlight, The Name of the Wind, The Kite Runner, and Glee all fall under the bracket of coming-of-age stories, so don’t be fooled by the pretentious title. Here are a few of our favourites, transporting you to the gritty slums of Naples, the streets of Istanbul, and even up to rural Scotland. 

A Strangeness in My Mind by Orhan Pamuk

Devanshika, Deputy Books Editor

At a Brooklyn author event for this novel, Pamuk declared that “a book is not its plot”. Sure, he was directly referencing students at his Columbia University lectures accusing him of handing out spoilers to classic literature, but the idea applies perfectly well to A Strangeness in My Mind as well.  The plot exists, but it’s definitely not as important as most other elements in the story, with a timeline that loops about jarringly often, beginning in medias reas and leaping back in forth in a way that only helps convey its theme of inherent disorientation. A street vendor of a yogurt drink, the protagonist Mevlut grapples with the perplexities of human existence (do we ever truly make our own choices, he seems to ask, when near-Shakespearean trickery has him marrying the wrong woman) to the mundane eccentricities of his family, friends and quixotic anecdotes from his neighbourhood.  They say Sex and the City’s fourth protagonist was the city of New York, but Istanbul in this story could give that idea a run for its money. This is a coming of age of Melvut, yes, but more of Istanbul as a city, charting its changing landscapes (political or otherwise) over forty pivotal twentieth century years. 

My Brilliant Friend by Elena Ferrante

Amelia, Deputy Editor

Written originally in Italian, the first of the enigmatic Elena Ferrante’s Neapolitan Novels remains one of my favourite coming-of-age books. The story follows the intense friendship and rivalry between two working-class girls, Elena and Lila, growing up in the slums of post-World War Two Naples. We are introduced firstly to Elena as an old woman, who tells us that Lila has disappeared, and from there we are transported back to a gritty and violent urban childhood. The series as a whole deftly follows the girls for over sixty years. 

Ferrante beautifully interweaves gender and class in Lila and Elena’s many hardships. They are flawed and often cruel characters, but the power of the genre is that it facilitates a deeper understanding into the reasons behind a character’s anger or meanness. The girls are first and foremost determined survivors of a political and social system that constantly works against them, and across the four books in the series, the enduring message is of strength and bravery.

A brutal and dangerous Naples is brought to life by Ferrante’s stark prose. My Brilliant Friend has a huge cast of characters, which although confusing at first, makes for a lively ensemble and draws the reader in to the complex social network of the slums. We follow Lila and Elena as they encounter love, sex, conflict, and abuse. Ferrante steers clear of tropes, and so there is no guaranteed dream career or happy marriage; the narrative constantly teeters on the brink of disaster and both girls are forced to make unhappy choices in order to secure themselves financially.

Sunset Song by Lewis Grassic Gibbon

Eve, Books Editor

A coming-of-age tale set in pre-WWI rural Scotland, Sunset Song tells the story of a young girl who finds herself torn between her rural upbringing and her love of books and education, “two Chrisses there were that fought for her heart and tormented her.” Written in a very accessible form of Scots, with a glossary at the back to keep you on track, Grassic Gibbon beautifully explores Chris’ increasing awareness of her sexuality as a young woman; in a family, community and religion that shroud the female form in shame. Chris must navigate the complexities of young love, the death of her mother and the disturbing advances of her lustful father. The ever-present backdrop to Chris’ upbringing is her local community of Kinraddie: both a stifling source of hypocrisy and a support system that Chris comes to depend upon.

Voted ‘The Best Scottish Book of All Time’, the novel depicts the sun setting on the traditional, Scottish way of life in the face of the tumultuous political events of the 20th Century. Grassic Gibbon’s novel is a powerful tribute to the “Peasants, the last of the Old Scots folk” who died in trenches far from the land they were so devoted to, for a cause they did not understand, “with them we may say there died a thing older than themselves.”

The Catcher in the Rye by JD Salinger

Devanshika, Deputy Books Editor

I’ve been told that the only people who genuinely enjoy this book are rebellious, angsty teenagers who relate to Holden Caulfield, and I wonder whether I’ve got a whiny misanthrope lingering inside of me because of my absolute love for him. It’s not a long book at all, but it’s full of cutting observations and little asides that make you feel, as Holden himself says about good books, like “you wish the author was a terrific friend of yours and you could call him up whenever you felt like it”.  Just two days in Holden’s life let Salinger– who has admitted that the novel is semi-autobiographical– explore the fundamental theme of a transition to adulthood, a transition that Holden struggles with deeply and unconsciously throughout. His arc isn’t anything like that of a classic bildungsroman protagonist, spending the entire novel in a state of disillusionment and emotional upheaval, with choice moments of epiphany (through his relationship with his sister) but definitely nowhere close to stability or maturity.  The Atlantic has written an entire article telling reviewers to stop calling all new coming of age novels “the next Catcher in the Rye”, which is fair enough—it goes against the essence of Holden’s consistent disdain for ‘phony’ popularity and establishmentarianism, but The Catcher in the Rye is an essential read in the genre.

Artwork by Anja Segmüller.

University College’s adopted cat passes away

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Clement Cattlee, a stray cat adopted by University College, died on the morning of 11 December, while the Head Porter of the college was bringing him to the vet.

Students of University College had taken Cattlee in a few weeks ago, officially adopting him as the College cat. He was around 18 months old, and frequently visited the vet for routine jabs and microchipping. Prior to his death, the College intended to bring him for a surgery in the new year. It is suspected that Cattlee had experienced some form of trauma prior to his arrival at University College. 

Despite this, Cattlee was known to be an “affectionate” and “talkative” cat adept at seeking attention and treats from the college community, according to information published on the University College website. The College has also set up Instagram (@cattlee_the_univ_cat) and Twitter (@UnivCattlee) pages dedicated to Cattlee, where photos documenting his brief time in the college community can be found.

“It was a short but very sweet association which has touched many hearts beyond our walls. We are extremely grateful to our old members who were moved to so kindly contribute to his upkeep, to our students for having the compassion to advocate for him and not least to our vet, Eleanor Flynn who spent a great deal of her personal time on Clement’s welfare,” University College said on their website.

Prior to his time at University College, Clement Cattlee was homeless. Cats Protection, the UK’s largest feline welfare charity, is currently campaigning to “bring hope to cats left out in the cold”. You can donate to their campaign here.

Image Credit: Chaeronea.

Still

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Still feelings flee as 
          all dirt does so 
a firm fate will need a firmer
          hand of principles: the seed 
which flowers the feelings 
                                                anew, 
                              resown, 
          regrown, so 

you

can taste your lotus when in 
need. Even as you float 
on panicked waves find 
the caress of a thousand
 
petals softening you still.





Artwork by Amir Pichhadze

                

Beat Society asks University and MPs to increase provision for those with eating disorders

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CW: Eating disorders.

Oxford’s Beat Society has written open letters to the Vice-Chancellor and local MPs, urging them to provide more support for students with eating disorders. So far, each letter has garnered over 200 signatures.

In their letter to the Vice-Chancellor, an increased demand for services was underscored; “5% of the student population experience an eating disorder of some description” and “through the pandemic, Beat (the UK’s eating disorder charity) have reported an 81% increase in demand” while “Cotswold House, a tertiary referral centre for adult eating disorder care covering three counties [Oxfordshire, Buckinghamshire and Wiltshire], has been forced, due to a lack of resources, to only accept referrals for severe or extreme Anorexia Nervosa (AN) or Bulimia Nervosa (BN) (classified by DSM-5 diagnostic criteria)”, meaning that students studying in Oxford cannot receive support for their eating disorders unless they fail the Fitness to Study guidelines.

The letter also urged that training for college nurses be provided in the management of eating disorders, “which not only require physical health monitoring, but a measured approach to recovery. This can be done by facilitating training for staff using the ‘Bridging the Gap’ course for University staff provided by BEAT” and that a dietician with “specialism and experience in working in eating disorders would be a tremendously valuable addition to the University Counselling Service”, in part due to the “charmingly unique” options of Oxford dining halls. Establishing student-led peer support groups was also suggested to be “a highly valuable addition to the University support systems already in place”. In addition, Oxford Beat Society stressed the significance of Oxford as a facility for the medics of the future, writing: “We feel that Oxford has the opportunity to lead the field in educating future doctors, not only about the physical, but mental implications, of such life-limiting illnesses”.

The Beat Society has also written an open letter to local MPs, with a focus on MPs in Oxfordshire, Buckinghamshire and Wiltshire. This letter highlights the long waiting times for and overcrowding of services like Cotswold House, as well as the waiting times for other treatment options – “currently, waiting times for routine based psychological treatment are 21 months in Oxfordshire and 25 months in Buckinghamshire”. It concludes by urging MPs to take action, outlining various avenues, including setting “waiting time targets for adult Eating Disorder services (with associated funding), at least equivalent to that of CAMHS Eating Disorders services”, increasing the number of beds in inpatient units across the country and repeating the “adult psychiatry morbidity survey to assess need” for health provisions.

The letter also included the stories of Oxford University students who have been impacted by anorexia and/or bulimia. James Nevett, President of Oxford’s Beat Society, concluded the letter with a plea: “These stories included above are a brave and brief glimpse into the silent epidemic faced by not only many students at this University, but millions of people up and down the country. For we, as a student society, to be seriously considering what we can do to provide welfare for fellow students is a massive indictment of the dearth in professional treatment currently available. I implore you, as our elected representatives, to give this health crisis the due time and thought that its seriousness demands. Lives are at stake”.

Izzy Creed, one of the letters’ organisers, told Cherwell: “Local services are almost at breaking point. The lack of funding into local services was already an issue before the pandemic hit, but now it has become even worse. Young people’s lives, including students at our own University, are being put at risk”.

Beat provides information and support for anyone affected by an eating disorder. You can call their student helpline at 0808 801 0811, or visit them at beateatingdisorders.org.uk.

Image Credit: Pixabay.

Earthly Pleasures

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The sun hangs low in the sky like a ripe apple

as my bicycle zig-zags over the 

thick paint-stripe shadows cast by the trees.

Skimming over my face, the last light of day 

dips below the hilltops and they blur, 

layers of green scrapbook paper torn at the edges.

The view that once was is closed but

today is delicious; I take sip after sip.

Artwork by Alessia Daniel