This paper reports the findings of a small-scale project which
examines how a bespoke bridging module supported those affected by
homelessness into higher education. The module was developed on the
premise that a successful widening participation project needs to base
learning on the lived experience of the individuals. It aimed to support
individuals by valuing their personal experiences and developing
academic confidence through shared ownership of learning. The findings
draw on qualitative interviews with six participants who took part in the
bridging module. All had been affected by homelessness and many were
recovering from alcohol and/or drug addiction. A narrative
methodological approach was used, drawing on Brown and Gilligan’s
Listening Guide (1991), to explore how participants changed throughout
the course of the module. Out of the six who took part, five were
accepted onto higher education courses. In addition, all experienced
multiple personal benefits, including increased confidence, raised
aspirations, improvements in mental health, support with recovery from
alcohol/and or drug addiction, and new and renewed relationships. It is
concluded that a bespoke bridging module can be both powerful and
transformational for those who have been affected by homelessness.