Equalities, Diversity, Inclusion  & Social Justice Policy

Equality & Diversity Policy The National College of Hypnosis & Psychotherapy

NCHP is committed to providing equality of opportunity for all its students and team members and to the promotion of inclusivity, diversity and social justice. We are likewise committed to achieving an environment for our team members, students, visitors and associates which provides equality of opportunity and freedom from discrimination on the grounds of age, marital/civil partnership status, gender or gender identity, disability, body type, race, ethnic, cultural or national origin, sexual orientation, family circumstances, religious, political or other beliefs, socio-economic status and social class, mental health, heritage identity, spiritual identity or offending backgrounds of individuals and/or groups. The only considerations is that the individual is able to satisfy the requirements of their pathway or their post. This policy aims to prevent unfair and discriminatory practices within the NCHP and NSTT, and to encourage full contribution from membership and students.

We acknowledge that people from varying backgrounds and life experiences bring value to our college, we acknowledge that inequality, marginalisation and discrimination are damaging and we take positive action to minimise any effects of these.. We are committed to actively opposing all forms of discrimination on the grounds set out above. Opposition to many forms of discrimination is informed by legislation. however we also seek to assist and offer opportunity to groups and individuals who experience disadvantage and/or discrimination on grounds which are not currently covered by the law. In this way, the NCHP acknowledges its role in furthering widespread equality of opportunity and social inclusion.

If discrimination does occur individuals are encouraged to report it to the complaints officer and will be supported in so doing. We recognise that equal opportunities initiatives positively affect both educational and employment experiences by encouraging effective performance and creativity. Equality of opportunity is strongly linked to high quality outcomes which are essential for individual success, and the success of the college itself.


Equality of opportunity is understood to entail fair, equal and respectful treatment for all individuals. We understand discrimination to be unequal or differential treatment which leads to one person being treated more or less favourably than others are, or would be, treated in the same or similar circumstances on the grounds set out above. Discrimination may be direct or indirect, direct discrimination is deliberate. discrimination is indirect when an unnecessary requirement, condition or practice is imposed, preferred or desired (intentionally or otherwise) which excludes a disproportionately high number of people from a particular group.

Complaints Procedure

Complaints about discrimination could provide grounds for disciplinary action that may lead to dismissal or expulsion from the NCHP or NSTT. Complaints about discrimination should be made to the complaints officer., the complaint will then be dealt with through the grievance procedure and if appropriate, the complaint may be then dealt with through the complaints and disciplinary procedure. The complaints officer is willing to discuss any incidents or problems, no matter how serious or trivial they may seem, and in confidence.

Monitoring and Improvement

Complaints about discrimination are monitored on an annual basis. The monitoring is reported to the board and faculty and statistical information about complaints of discrimination within the NCHP will be produced by the complaints officer. Names of individuals concerned with complaints will not be published.

We are committed to improving, applying and monitoring this policy and to removing obstacles to opportunity for all within the NCHP, NSTT and those we come into contact with. In doing so, we cultivate diversity through the nurturing and sovereignty of varied perspectives and unconditional positive regard.

We will evolve our flexible pathways to allow students to showcase individual measurable learning and life competencies while upholding an equitable, egalitarian and transparent system of bench-marking the standards of accreditation and regulation vested in us.

We acknowledge that individual life experiences brought to our training environment will vary and may contain emotional and psychological residue. To that end our team members will welcome all students mindful of that experiential diversity, and employ the person-centred principles of non-possessive love, inclusion and respect.

We will maintain a watchful, collegiate atmosphere of recognition and (where necessary) constructive mutual challenge on our own process, unconscious assumptions and beliefs, the dynamics of how we teach and the tools we use to do so. That right to challenge is seen as developmental and beneficent, and extends to students and team members.

Full participatory access is key to our teaching and learning environment and we will wherever possible (subject to student disclosure and our own risk assessment process) adjust to accommodate the needs of our students.