Situated against a background of UK social mobility policy, this paper reports on a mixed-methods study to conduct an examination of a degree programme for support staff working in education settings. This analysis is positioned in a UK higher education university (HEI) that aims to prepare students as education professionals and transform their practice, with a depth of knowledge of learning and support for children and young people. The research we have conducted examines the views of students following three years of higher education and centres around barriers, challenges, and achievements. We examine motivation for study, accessibility, first-generation students, and non-traditional routes into higher education. We also analyse personal growth, career development and social mobility in addition to academic gains. This research presents an important perspective of student views to support a critical dialogue of widening participation. An additional outcome explores how valued learning support staff feel in UK schools. We conclude with clear insight how students are supported to access, succeed and progress. The research presents recommendations for how HE providers can actively remove barriers and address the risks to equality of opportunity faced by certain student groups.

Keywords: Social mobility, inequality, widening participation, learning support staff.