1. There are, in general, two types of Extenuating Circumstance:
1.1. Known Circumstances,
where the student enrols with a particular ongoing circumstance which the University accepts and accommodates (e.g. visual impairment, dyslexia). In these cases, the University accommodates the student by establishing and implementing the Learning Support Plan (e.g. extra time in examinations) in order to help them with their studies until they complete their programme. These circumstances should not be considered by the Special Circumstances Committee, unless the extenuating circumstance has had a further adverse effect that would require consideration by the Board of Examiners, since a reasonable adjustment to the assessment has already been made.
1.2. Developing Circumstances,
where the student develops either a chronic circumstance (chronic disease) or has an acute impairment (e.g. fractures an arm at the start of the exam period). These circumstances should be considered by the Special Circumstances Committee.
1.2.1. Chronic cases are likely to lead to suspension of studies and perhaps retaking of a year of study. It is difficult to be prescriptive and cover the myriad of possibilities, but developing chronic cases may be at such a level of severity that this form of extenuating circumstance leads to continued disruption on the programme.
Those other cases may lead to a level of adjustment being required, for example, extending deadlines, extra time in examinations. Consideration of students who develop mental health issues must be made with reference to the University’s Policy on Student Mental Health and that “reasonable adjustments” will be made “to enable individual students to participate and engage in all aspects of university life”.
1.2.2. Acute cases, may be able to be accommodated within the assessment process, for example, allowing the student more time to complete coursework and examinations. Retaking of the unit as a first attempt may also be considered appropriate. In exceptional acute circumstances, a higher mark may be awarded on the basis of performance in other contexts.
2. Boards should operate with three bands of classification of ECs along the lines of mild, moderate and severe. These are gradations along the same continuum in terms of impact on the student.
2.1. Mild ECs might include common (or ‘day-to-day’) illnesses such as upper respiratory tract infections and digestive upsets. These are perceived as having had a minimal effect on the assessment process. However, their timing may mean that the same common illness would shift from Mild to Moderate. These would normally result in no change being made.
2.2. Moderate ECs might include more sustained medical problems relating to the student such as a more serious version of those listed in 2.1 or the serious illness or death of individuals with whom the student has a close relationship. These are perceived as having had a moderate effect on the assessment process. These acknowledge that the student was affected by the ECs and that appropriate action is taken.
2.3. Severe ECs would include more extreme versions of the moderate ECs which are likely to be emotionally traumatic or where a student may have been admitted to hospital, and accordingly, these are perceived as having a severe effect of the assessment process. These acknowledge that the student was affected by the ECs and that appropriate action is taken.
Examples of either moderate or severe circumstances are by their very nature hard to provide since they are often complex; each case needs to be judged on its own merit. The following examples are therefore given purely to provide a framework. Where there is uncertainty professional advice, such as that provided by the University’s Student Health Service, Counselling Service and Disability Services must be sought prior to making a judgement as to the severity.
In determining the classification of an extenuating circumstance, Special Circumstances Committees should consider whether the circumstance is:
|
Sectioned under the mental health act |
severe |
acute/chronic |
|
Death of close relative or friend during the assessment period |
severe |
acute |
|
Death of close relative or friend prior to the assessment period |
moderate |
chronic |
|
Ongoing mental health issues which are not being controlled with professional support and which have markedly affected learning |
severe |
chronic |
|
Ongoing mental health issues which are being controlled with professional support and where appropriate support for leaning is in place |
moderate/mild |
chronic |
|
Severe physical trauma or emotional distress during the assessment period e.g. road traffic accident, violent crime, domestic violence. |
severe |
acute/chronic |
|
Severe physical trauma or emotional distress prior to the assessment period e.g. road traffic accident, violent crime, domestic violence. |
moderate |
chronic |
|
Medical condition which may have affected learning e.g. glandular fever |
moderate/mild |
chronic |
|
Medical condition which may vary in impact depending upon the timing (i.e. proximity to the assessment) (e.g. gastroenteritis) |
mild-moderate |
acute |
|
Skin infection |
mild - moderate |
acute/chronic |
|
Anxiety |
mild - severe |
acute |
|
Appendicitis |
severe |
acute |