Assessing key aspects of equality, diversity and inclusion (EDI) among undergraduate radiography students at an Irish university

INTRODUCTION: Equality, diversity and inclusion (EDI) are increasingly recognised as fundamental to healthcare education. Understanding who accesses professional programmes and how students experience belonging across academic and clinical learning environments is essential to equitable participation and preparation for diverse patient care. Evidence examining EDI within radiography education remains limited. METHODS: A survey with open ended components was conducted with undergraduate and graduate-entry radiography students at a single Irish university. Data was collected on demographics, access routes, socioeconomic circumstances, sense of belonging and EDI-related experiences in university and clinical placement settings. Descriptive and inferential statistical analyses were undertaken. Open-text responses underwent systematic content analysis, with cross-verification. RESULTS: The cohort was predominantly female and White Irish. Most students lived at home and received parental financial support, indicating overall socioeconomic advantage, although a smaller subgroup reported financial vulnerability. Sense of belonging to the programme was highest among first-year students and lower in later year groups, while belonging to the wider university was lowest among minority students. Perceptions of class diversity differed between majority and minority groups. Negative EDI-related experiences were reported more frequently during clinical placements than on campus. CONCLUSION: This study reveals radiography students' demographic composition and EDI experiences in the Republic of Ireland. Early programme belonging and socioeconomic advantage were evident, but concealed vulnerability and clinical education challenges persist. Inclusive curricula and psychologically safe clinical learning environments are essential for equality and workforce diversity. IMPLICATIONS FOR CLINICAL PRACTICE: Findings highlight the need for radiography educators and clinical supervisors to prioritise psychologically safe and inclusive clinical learning environments. Mandatory supervisor EDI training, structured pre-placement preparation, confidential reporting mechanisms, and targeted Year 2/3 team-building initiatives may help address disconnection and exclusion during placements.