Background The advantages of including people with learning disabilities in research teams have been well described, but it is rare for researchers with learning disabilities to be employed at a university. This paper explores the extent to which university recruitment procedures are accessible to job applicants with learning disabilities. Methods We present reflections on the process of recruiting a Research Assistant with a learning disability onto a university research team. The recruitment process is described from the perspectives of the employee, line manager and Human Resources representative. Findings The recruiting manager and Human Resources representative had to make adjustments to a wide range of standard processes, including centralised online recruitment systems that were difficult to navigate, inaccessible job descriptions and difficult application forms. Finding workarounds to ensure reasonable adjustments were made was time‐consuming. The employee needed significant support from within his own networks to cope with the application process and had concerns about the potential impact of fixed‐term job contracts on future benefits. Despite our efforts, procedures remained difficult for the applicants to navigate. Conclusions Employing researchers with learning disabilities is important. Fundamental changes to job application systems are required, including easy‐to‐understand information, alternative formats of application forms, and support available where needed. Flexibility from the Human Resources departments is key. They will need support from teams with experience working with people with learning disabilities.

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Background Reports from the Learning Disability Mortality Register (2020) demonstrate that people with learning disabilities die younger than other adults. Many deaths are not in the place of choice, and people experience barriers to being involved in, and receiving, end-of-life care (Tuffrey-Wijne & Davidson, 2018. Int J Palliat Nurs. 24: 598). National documents,(Hospice UK, 2021; PCPLD Network and NHS England, 2017) and local council audits, also identify that domiciliary staff, caring for adults with learning disabilities, receive little education and support to care for the dying. Aim To improve the end-of-life care for adults with learning disabilities in Essex, by increasing confidence and knowledge of care agency staff in the essentials of end-of-life care, and creating support networks to reduce barriers to care. Method A local council, and three local hospices, have worked together since 2018, to create and deliver a three-day course to upskill domiciliary care agency staff giving end-of-life care (Griffith, Richmond, Harwood et al., 2021. BMJ Support Palliat Care. 11). This award-winning course was adapted to help address the inequality in care that adults with learning disabilities currently receive. Using an already well-evaluated course structure, with funding streams sourced by the council, allowed the adapted course to be delivered free-of-charge to agency staff. Results So far, forty-four carers have attended the adapted face-to-face cascade training. 100% of the attendees felt that this course increased their confidence and ability to give endof-life care. Areas of greatest improvement were advance care planning and communicating about dying. All attendees also felt confident to cascade the teaching to their colleagues, meaning that even more carers will benefit. Staff who attended can now join the collaboration's Champions' Days, held annually, to continue their learning in care of the dying, developing even stronger links with the council, their local hospice teams and other agencies, and address key areas highlighted in reports (Tuffrey-Wijne & Davidson, 2018). Conclusion This project demonstrates the power of collaborative working to improve end-of-life care, and offers a model for other counties to replicate.