Key points

  • The speech and language therapy student population is much less ethnically diverse than the student population as a whole.
  • 18% of the speech and language therapy student population have declared a disability.

Introduction

The statistics in this section are about the speech and language therapy student population.

If you use these graphs then please also ensure the sources are referenced too. All data is rounded according to HESA standard rounding methodology it remains the property of RCSLT and should not be passed on or published without further permission.

In terms of the profession as a whole, we know that it is 3% male and 97% female from HCPC figures. We do not have any other diversity information.

Diversity: gender

Data from the Higher Education Statistics Agency (HESA)

This data is provided for the purpose of considering the gender diversity of the speech and language therapy profession. All data is rounded according to HESA standard rounding methodology. It remains the property of RCSLT and should not be passed on or published without further permission.

Overview

  • Overall gender split of the student population has remained relatively steady over the years for which we have data.
  • On the face of it there is little difference between the post-graduate and undergraduate routes in terms of gender split, but;
  • Almost 83% of male students start their course at the age of 21 or over;
  • Use of the Polar 4 socio-economic methodology shows up there is a significantly greater percentage of male SLTs from more disadvantaged areas – though note that polar 4 for over 21s is based on the student’s postcode not the parents’. That said there is a similar trend for 18-21 year olds.
  • Male student admission has fallen to 3.4% for those who started in 2018. The absolute number of male admissions was the same in 2017 and 2018 against a backdrop of an increase in overall student numbers.

Speech and language therapy students and admissions

Speech and language therapy students by gender 2014–2019

2018–19 2017–18 2016–17 2015–16 2014–15
Gender Number % Number % Number % Number % Number %
Female 2625 96 2530 95.1 2550 94.9 2545 95.2 2580 95.3
Male 110 4 130 4.9 135 5.1 125 4.8 125 4.7
Total* 2735 100 2660 100 2690 100 2670 100 2710 100

* These figures have been rounded up so not all the columns will add up

SLT student admissions 2014–2019

2018–19 2017–18 2016–17 2015–16 2014–15
Gender Number % Number % Number % Number % Number %
Female 960 96.6 820 95.9 820 94.4 790 94.9 775 94.9
Male 35 3.4 35 4.1 50 5.6 40 5.1 40 5.1
Total* 995 100 855 100 870 100 830 100 820 100

*These figures have been rounded up so not all columns add up

SLT students by gender and age 2018–19

Age on entry Female % Male % All students %
17–20 40.4 17.3 39.5
21+ 59.6 82.7 60.5
All ages 100 100 100

Sources

HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18; HESA Student Record 2018/19. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

Diversity: ethnicity

This data is provided for the purpose of considering and understanding the ethnic diversity of the speech and language therapy profession. All data is rounded according to HESA standard rounding methodology. It remains the property of RCSLT and should not be passed on or published without further permission.

Definitions used in these statistics follow that of ONS used in the UK Census. Only UK domiciled students in England, Wales, Scotland, Northern Ireland, Guernsey, Jersey and the Isle of Man are required to report their ethnic origin.

  • White includes White, White – Scottish, Irish Traveller, Gypsy or Traveller, plus Other White background.
  • Black includes Black or Black British – Caribbean, Black or Black British – African, and other Black background.
  • Asian includes Asian or Asian British – Indian, Asian or Asian British – Pakistani, Asian or Asian British – Bangladeshi, Chinese, and other Asian background.
  • Mixed includes mixed – White and Black Caribbean, mixed – White and Black African, mixed – White and Asian, other mixed background.
  • Other includes Arab and other ethnic background.
  • Unknown/Not applicable is used to denote those who are Non-UK domiciled, have an unknown domicile (2014/15 onwards), have refused to give ethnic information or whose ethnicity is unknown.

Students and admissions

Number of speech and language therapy students by ethnicity 2014-19

Ethnicity (Grouped) 2018-19 2017-18 2016-17 2015-16 2014-15
White 2090 2090 2160 2165 2230
Black 75 70 70 55 45
Asian 185 160 140 150 125
Mixed 85 75 70 60 60
Other 20  20 20 15 20
Unknown / Not Applicable 275 240 230 225 230
Total * 2735 2660 2690 2670 2710

* Note numbers may not add up due to rounding

Student ethnicity

SLT student admissions 2014-2019 by ethnicity

Ethnicity (Grouped) 2018-19 2018-17 2016-17 2015-16 2014-15
White 750 640 695 655 645
Black 25 25 35 20 15
Asian 80 65 35 55 50
Mixed 30 30 30 25 10
Other 15 5 5 5 10
Unknown / Not Applicable 95 85 65 60 90
Total * 995 855 890 830 820

* Note numbers may not add up due to rounding

Sources

HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18; HESA Student Record 2018/19. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

Diversity: disability

Sources: HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

SLT students socio-economic classifications

Definition:*this is the socio-economic background/ occupation of the parents, step-parents or guardian of students aged under 21.

Sources: HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

POLAR4 is based on the combined participation rates of those who entered HE between the academic years 2009-10 and 2013-14, if they entered aged 18, or between 2010-11 and 2014-15 if they entered aged 19. The POLAR4 classification is formed by ranking five groups from quintile 1 areas, with the lowest young participation (most disadvantaged), up to quintile 5 areas with the highest rates (most advantaged), each representing 20 percent of the UK young cohort. Students have been allocated to the neighbourhoods on the basis of their postcode. Those students whose postcode falls within middle layer super output areas with the lowest participation (quintile 1) are denoted as being from a low participation neighbourhood.

Sources: HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

POLAR4 is based on the combined participation rates of those who entered HE between the academic years 2009-10 and 2013-14, if they entered aged 18, or between 2010-11 and 2014-15 if they entered aged 19. The POLAR4 classification is formed by ranking five groups from quintile 1 areas, with the lowest young participation (most disadvantaged), up to quintile 5 areas with the highest rates (most advantaged), each representing 20 percent of the UK young cohort. Students have been allocated to the neighbourhoods on the basis of their postcode. Those students whose postcode falls within middle layer super output areas with the lowest participation (quintile 1) are denoted as being from a low participation neighbourhood.

Sources

HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

Student attrition

This data report can be used when considering policy relating to the attrition and retention of the speech and language therapy student population.

All data is rounded according to HESA standard rounding methodology. It remains the property of RCSLT.

Overview

  • Overall student SLT leaver rates are 1.6% in 2018–19
  • The majority of leavers are first year students 3.9% in 2018–19
  • 5.7% of first year undergraduate students left in 2018–19

Notes on data

  • Due to rounding numbers in columns or rows may not add to the total
  • All numbers are rounded to the nearest 5
  • Any number lower than 2.5 is rounded to 0
  • Halves are rounded upwards
  • Percentages based on fewer than 22.5 individuals are suppressed

Reasons for leaving

Percent students leaving out of total students all years of study.

2018–19 2017–18
Reason for leaving Number % Number %
Academic failure/left in bad standing/not permitted to progress 15 0.5 20 0.8
Transferred to another provider 5 0.1 0 0.0
Health reasons 10 0.4 5 0.2
Death 0 0.0 0 0.0
Financial reasons 0 0.0 0 0.0
Other personal reasons and dropped out 5 0.2 15 0.6
Written off after lapse of time 0 0.0 0 0.1
Exclusion 0 0.0 0 0.0
Gone into employment 0 0.0 5 0.1
Other 10 0.4 10 0.3
Completion of course – result unknown 0 0.0 0 0.0
Unknown 0 0.0 0 0.0
Total leavers 45 1.6 55 2.1
Total students 2,735 2,660

SLT leavers in all years

SLT leavers in all years by undergraduate and postgraduate level of study.

Postgraduate First degree Total
2018–19 Total leavers 5 40 45
Total 845 1,890 2,735
2017–18 Total leavers 5 50 55
Total 820 1,835 2,660
2016–17 Total leavers 20 45 65
Total 810 1,880 2,670
2015–16 Total leavers 10 35 45
Total 780 1,890 2,670
2014–15 Total leavers 15 40 55
Total 760 1,950 2,710

Leavers in first year of study

Percent students SLT leaving in their first year of study, compared to the total in that year.

Total first year students Total leavers %
2018–19 995 40 3.9
2017–18 855 30 3.8
2016–17 870 45 5.4
2015–16 830 20 2.5
2014–15 820 30 3.9

First year leavers by level of study

Student SLT leavers in first year of study by level of study (postgraduate or first degree).

Postgraduate First degree
Academic year Total leavers Total students % Total leavers Total students %
2018–19 5 385 1.0 35 615 5.7
2017–18 5 315 1.3 30 535 5.2
2016–17 15 315 4.7 30 555 5.8
2015–16 5 295 2.0 15 535 2.8
2014–15 10 275 3.7 20 545 4.0

Sources

HESA Student Record 2015/16; HESA Student Record 2014/15; HESA DLHE Record 2015/16; HESA DLHE Record 2014/15; HESA Student Record 2016/17; HESA DLHE Record 2016/17; HESA Student Record 2017/18; HESA Student Record 2018/19. Copyright Higher Education Statistics Agency Limited. Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by HESA Services.

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