Questions 5 and 6 – Assessing the impact on different groups
Guidance to support the completion of questions 5 and 6 of the Equality Impact Assessment Template
The guidance and examples on this page are part of a set of guidance designed to support you in completing an Equality Impact Assessment (EIA) template.
Please visit the Equality Impact Assessment webpage for more information.
Guidance of Question 5&6
When evaluating how a practice could affect people with different protected characteristics or of different groups, it is important to consider each group and the specific ways they might be impacted. The Equality Act 2010 identifies nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership (employment only), pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief, sex, and sexual orientation. However, as socio-economic background, parenting or caring responsibilities or working part-time can impact staff and students’ opportunities, experiences and outcomes, it is recommended that these groups are also considered in equality analysis.
Your analysis should seek to understand how the evidence shows whether or not there is an adverse impact. Ultimately you are looking to understand what will or might happen (or not happen) if the practice is implemented in its current iteration. The following questions will help you to consider this:
- Are there any particular groups who are over-represented within those who will be affected?
- Will any groups face increased difficulty as a result of this policy?
- Is access to services/benefits reduced/denied for any groups in comparison with others?
- Is there evidence of certain groups having lower success rates in particular processes?
- If the policy includes an eligibility criterion, could this disadvantage certain groups?
- Does this policy adequately address any existing equality issues that you are aware of?
A positive impact:
Based on your evidence, consider each protected group as well as other groups indicated on the template, as to whether the practice could eliminate discrimination, harassment or victimisation. Also consider whether the practice could have a positive impact on equality on each group, in the following ways, by:
1. Eliminating discrimination, harassment or victimisation
2. Advancing equality of opportunity by:
- removing or minimising a disadvantage
- meeting the needs of different groups
- encouraging increased participation of particular groups where participation is low.
3. Fostering good relations by tackling prejudice or promoting understanding of others.
Examples: Positive impact:
The following examples could have a positive impact on equality by eliminating discrimination and/or advancing equality of opportunity and/or fostering good relations.
a) Initiatives that support flexible working hours could benefit parents and carers, promoting gender equality.
b) Implementing a mentoring programme for younger and older staff could foster intergenerational learning and support, enabling knowledge transfer and professional development for both younger and older employees.
c) Ensuring University facilities are fully accessible by removing physical barriers that could lead to the exclusion of disabled people could ensure their access to facilities and opportunities is the same as others.
d) Introducing gender-neutral restrooms to provide safe facilities for transgender and non-binary individuals could promote an inclusive environment that respects gender identity.
e) Implementing scholarships and support programs for underrepresented racial and ethnic groups could address systemic barriers that have historically marginalised certain groups.
f) Offering flexible working/study arrangements for new parents could provide equal opportunities for new parents to continue their education or work and demonstrates the university’s commitment to work-life balance.
g) Implementing needs-based financial aid and affordable housing options for low-income students could address financial barriers that disproportionately affect low-income students.
h) Providing health and counselling support services to support the specific health and wellbeing needs of LGBTQ+ individuals could ensure that they receive respectful and knowledgeable care.
i) Implementing flexible work and study schedules to accommodate religious observances could ensure that individuals of all faiths have equal opportunities to participate in work and academic activities without being disadvantaged by their religious commitments.
A negative impact:
Similarly, consider each protected group as to whether the practice has the potential to have a negative impact on equality by creating or contributing to a risk of discrimination, harassment or victimisation. It is important to consider unintended consequences that could exacerbate existing inequalities.
Examples: Negative impact
a) Renovating buildings without considering accessibility requirements could exacerbate a risk of discrimination for disabled individuals.
b) Hosting cultural events that primarily highlight the traditions and celebrations of majority racial or ethnic groups could marginalise minority racial or ethnic groups, leading to feelings of exclusion.
c) Failure to recognise and use individuals’ correct names and pronouns in official documents and communications could cause distress and alienate transgender and non-binary individuals, impacting health and their sense of belonging.
d) Implementing a digital-only communications policy could negatively impact older employees who may not be regular users of IT, leading to feelings of exclusion or inability to access important information, preventing them from participating fully in university life.
e) Offering scholarships that are only available to one gender would amount to unlawful direct discrimination on the basis of sex in respect of the sex excluded from applying for the scholarships unless the practice meets the legal requirements for lawful positive action (see link). Furthermore, it could potentially disadvantage those who do not fit the traditional gender binary.
f) Implementing a uniform dress code which does not accommodate religious attire, could mean that individuals have to choose between their religious beliefs and university policy which could potentially lead to religious discrimination.
A mixed impact:
Some practices might have both positive and negative impacts on different groups.
Example: Mixed impact
A policy promoting remote work could positively impact staff with mobility issues but negatively affect those without a conducive home working environment.
For Question 6, ensure you provide a brief explanation for each impact, describing the nature of the likely impact and any evidence or reasoning behind your evaluation. This structured approach will help in identifying and mitigating any adverse effects while enhancing the positive outcomes of the practice.
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