Abstract
Being ostracised (i.e. ignored or excluded by others) can be stressful, however, little is known as to the impact of such experiences in higher education. This study explored how five female undergraduate students experienced ostracism and how it links to their academic engagement and learning. Taking a qualitative approach, semi-structured interviews were conducted. Thematic analyses revealed two major themes: ‘initial ostracism as a barrier to engaging in learning sessions’, and ‘consequences of being ostracised’. Implications for the way that educators promote social inclusion within the higher education experience are discussed.
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