Lorna Bowling:  The Power of Belief – Access & Outreach at the University of York 

Lorna’s journey from a school with limited opportunities to leading transformative access work at the University of York is one rooted in resilience, purpose, and belief. Lorna (Halifax, 2011) shares how her own experiences now drive her mission to open doors for students from less advantaged backgrounds. 

The University of York’s University of Opportunity initiative reflects a lifelong commitment to removing barriers to education. Through targeted financial support and inclusive programs, it ensures students from all backgrounds can thrive. This mission is brought to life by staff like Lorna Bowling, whose own journey and outreach work demonstrate the power of belief and the impact of accessible support.

“I see potential everywhere – in every postcode, every school, every student I meet. And I know, deep down, that if someone had just seen me when I was younger – if they’d understood what I was capable of – my journey could’ve been so much smoother. That’s why I do what I do.

Working in Access and Outreach at the University of York isn’t just a job. It’s a calling. Every single day, I get to walk alongside young people as they begin to discover the strength, the confidence, and the possibilities within themselves. It’s about opening doors, creating space, and telling students – especially those from less advantaged backgrounds – you belong here.

I feel so proud and humbled by the students I get to work with. They’re full of grit, resilience, and brilliance. My job is to help remove some of the barriers in their way, to make sure they not only get into university but thrive once they’re here. And maybe I’m able to do that because I was that student.

I grew up in Huddersfield with my parents and my sister, feeling deeply loved and supported. We were a close family, and we still are. But educationally? I went to a primary and secondary school that you’d probably describe as having really poor outcomes. There just weren’t many opportunities. And at the time, I didn’t even know what I was missing because that was all I’d ever known.

“My job is to help remove some of the barriers in their way to make sure they not only get into university, but thrive once they’re here.”

I had a couple of inspiring teachers, but many were clearly overworked, stressed, and, if I’m being honest, not particularly interested in the subjects they were teaching. School, for me, was more about survival than growth. I loved learning, always have. But navigating the bullying, the cliques, the pressure to conform – it was tough.

My mum and dad always wanted more for me and my sister than they’d had. They gave us their unwavering support. And it’s because of them that I got through it. The turning point came when I went to Huddersfield New College – a big Sixth Form that truly changed everything for me. It offered opportunities I’d never had before: extracurriculars, university guidance, a sense of confidence. That was when I really began to believe that education could be transformative. That belief took me to the University of York.

Coming to York was huge. It’s only an hour from home, but for me, that felt like moving worlds. My family had visited York before on day trips, and when I came to visit the campus, it just felt right. Safe. Beautiful. Welcoming. My mum asked, “Is it safe?” and when I said yes, she said, “Then it’s fine.” Neither of my parents knew how university worked, they just wanted me to be okay. York felt like a home away from home.

“We’ll keep going because every student deserves to be seen. Every student deserves to be believed in. And I’ll never stop fighting for that.”

I studied Crime and Criminal Justice and graduated in 2011. I loved it. I did placements in probation services, youth offending, and even in prisons. It ignited something in me; a passion for change, for equity, for helping people navigate systems that weren’t built for them. I had brilliant lecturers, including worldleading academics like Jonathan Bradshaw. I didn’t even know who he was at the time, just that he was smart, kind, and teaching me. That’s what a place like York gives you.

I lived in Halifax College and made lifelong friends. My best friend at university came from Kuala Lumpur – we could not have had more different life experiences, and yet we were in it together. That was the beauty of it. But it wasn’t always easy. I worked 20 to 25 hours a week alongside my studies. I had the bursary, the loan, my parents helped where they could but working was essential. I was a student ambassador and did multiple school placements. Those experiences shaped everything. Without them, I don’t think I’d have ended up in education. They taught me not just about professionalism, but about people. And how deeply access matters.

I didn’t plan to work in Higher Education but someone – Andrea, who worked in Student Recruitment – saw something in me. She offered me an internship. Then a job came up as a Graduate Coordinator, sharing my student experience with prospective students, and I thought, “Why not?” And that’s where it started. I’ve been here ever since.

My work in the Access and Outreach team is rooted in a belief that education can – and should – change lives. That it’s not just about who gets in, but what happens once they’re here. That’s why our team focuses on students who are underrepresented, who’ve had fewer opportunities, and who may not even believe they can get to university. We run longterm programmes with schools and colleges. We bring students to campus, go into their classrooms, offer online and in-person mentoring, and connect them with role models. We don’t swoop in and offer quick fixes. We build trust. We meet students where they are – with dignity, respect, and belief.

I often think about the language we use. At York, we say “less advantaged,” not “disadvantaged.” It’s intentional. “Disadvantaged” is a deficit model – it implies something is missing. But the students I work with? They have so much. Resilience. Strength. Determination. They just haven’t had the same chances. And that’s not their fault.

“Work in the Access and Outreach team is rooted in a belief that education can – and should – change lives. That it’s not just about who gets in, but what happens once they’re here.”

One student I met early in my career, I’ll never forget him, he was from Tower Hamlets, living in very difficult circumstances. He applied to York, didn’t get in, and went elsewhere. But he’s now working in central government, shaping policy to help children and families like the one he came from. That’s the full circle. That’s the impact of this work. People ask, “How can I help?” Honestly? Alumni are critical to what we do. Your donations fund the programmes that change lives. But it’s more than that. When you give your time, when you share your story, when you mentor a student who’s still figuring it all out – you’re giving them confidence. And confidence is everything. It’s priceless. Sometimes all it takes is someone saying, “I believe in you. You’ve got this.” That’s what our 1,000+ donors do. They’re part of our team. They’re our cheerleaders, our champions. Every campus visit, every outreach workshop, every placement – it happens because someone believed in this mission enough to support it. And it matters. It’s the difference between doing or not. Continuing or stopping. That belief – your belief – ripples outward in ways you may never see. But we see it every single day.

We’ve got big plans. We want to make York’s student body truly reflective of society. Ethnically, socially, culturally. It’s a big job, but we’re up for it. We’ll keep listening, learning, and evolving – because the work’s never finished. We’ll keep going because every student deserves to be seen. Every student deserves to be believed in. And I’ll never stop fighting for that.”

Launched in 2024, this philanthropic endeavour addresses the multifaceted challenges faced by students, particularly those from underrepresented or less advantaged backgrounds. By providing flexible support through scholarships and tailored programs, the initiative ensures that students receive assistance precisely when and where they need it most. This approach not only alleviates financial burdens but also fosters a sense of belonging, enabling students to embrace their unique identities and succeed academically and personally.
Together, the University of Opportunity initiative and the dedicated work of individuals like Lorna Bowling exemplify the University of York’s enduring pledge to create an inclusive educational environment.
Find out more about York’s University of Opportunity initiative at https://www.york.ac.uk/university-of-opportunity. 

If you would like to learn more about how you can support or mentor students from the University of York, visit the York for Life platform to find out how you can make a difference.