The Student-led Human Rights Inquiry (SLHRI) is an innovative, collaborative project bringing together students from the University of Worcester (UW) and local schools and colleges to participate in a mock parliamentary select committee inquiry. 

 

The mock inquiry, which focuses on human rights reform in the UK, will involve receiving written evidence, interviewing expert witnesses, and drafting a committee report. Participating students will have an opportunity to visit Parliament to learn more about select committees from a Member of Parliament and take witness evidence in a real committee room.

The project aims to stimulate learning through simulation. Students will take ownership of the project and work together to learn about how the UK constitution works in practice, and how Parliament seeks to ensure political accountability. The project will also strengthen existing links with local schools and colleges and expose their students to learning at university. 

Indicative Project Timeline

  • September to October 2025: Onboarding UW students to start their involvement in the project;
  • November 2025: First meeting with UW students to discuss the scope of the project and draft the call for evidence;
  • November 2025 to January 2026: Call for evidence sent to local schools and colleges to gather responses from students;
  • January 2026: Students gather oral evidence from expert witnesses;
  • February 2026 to March 2026: Students review evidence, conduct any further relevant research, and draft a mock report to the Ministry of Justice.

For University of Worcester (UW) Students

UW students will play the role of members of the (fictitious) Constitutions, Rights and Justice (CRJ) Committee. Students will have four main tasks over the course of the project: 

  • Drafting a call for written evidence which will be disseminated to local schools and colleges
  • Supporting an outreach/training event at the University for school and college students to support them writing their submissions
  • Interviewing expert witnesses, including academics and policymakers

  • Drawing on the written and oral evidence to produce a committee report

What's in it for me?

Students who complete the project will receive a certificate of participation. The project is a unique opportunity to develop a range of graduate skills including written and verbal communication and teamworking. You will work closely with UW staff and have the opportunity to meet and work with key stakeholders including academics and policymakers. This will be an excellent addition to your CV.

The project will also inform the ongoing work of the University’s Constitutions, Rights and Justice Research Group. Your participation in this project will inform a piece of research and publication on the use of simulated exercises for learning in higher education. For this purpose, you will be asked, at the end of the project, to complete a short survey reflecting on your experience. 

How do I get involved?

To participate in the project, you should express your interest by completing our short form by Friday 3rd October 2025, 5pm. We will be in touch by Friday 10th October 2025 confirm your participation in the project and to invite you to the introductory session in November 2025 (date TBC). 

For School and College Students

The University is currently reaching out to local schools and colleges to identify groups of students that can contribute to the SLHRI.

Students involved will be invited to attend a workshop at the University (date TBC) where they will learn about the UK constitution, its human rights framework, and how Parliament promotes and protects human rights. As part of this, students will be invited to contribute written submissions to the mock inquiry. Written submissions will be used alongside witness testimony by UW students to draft their final inquiry report.

If you represent a school or college that wishes to be involved in the project, then please contact the staff team (details below).

Contacts

Any queries about the project should be e-mailed to Dr Chris Monaghan (c.monaghan@worc.ac.uk), Dr Michael Lane (m.lane@worc.ac.uk), and Danielle Hopton-Jones (d.hopton-jones@worc.ac.uk).