ContextSheffield Hallam University (SHU) collects achievement data and this indicates that it has a larger-than-expected BME attainment gap -both across the sector and when considered against relevant sector-benchmarked groups; it is therefore keen to work in partnership with others to examine which aspects of teaching, learning and assessment might be responsible for variations in the attainment gap of this group of students. Richardson (2015) notes that consistently lower attainment levels experienced by Black, Minority and Ethnic (BME) students in the UK can be explained only partly by entry qualification differences; hence, other facets need more exploration to assess whether they have impact on achievement. A synthesis of more extensive US literature by Stevenson and Whelan (2013) confirms that analysis of BME factors for under-achievement is too often simplified, when it is clearly complex and multi-factorial. According to Mountford-Zimdars et al (2015) one key factor concerns exploring approaches that instil confidence. They argue that this might be productive in encouraging belonging, which is one of the key indicators for successful engagement, by all students, in Higher Education (HE), as evidenced in the work of Thomas (2012). SHU has already used co-design processes when working with in-work, part-time students and these have been introduced in some subject disciplines' peer-assisted learning initiatives as techniques for building both student confidence and self-esteem.The project intended to use the institutionally-gleaned evidence concerning achievement data and pedagogic approaches, alongside the wider BME literature, as a basis to proceed. Colleagues from two directorates -namely, Student Engagement, Evaluation and Research (STEER), which has 'responsibility for supporting the overarching drive for a transformative student experience through use of evidence-based research to identify and develop effective practices' and the Learning Enhancement and Development team (LEAD), which 'plays a key role in driving innovation in the academic portfolio and in academic practice' -came together to construct a set of evidence-informed interventions which, it was hoped, would make a difference. Project designAs the call for engagement with the REACT project -principally offering tangible support concerning the concept known as the 'hard to reach' -came out around the same time SHU was grappling with the above issues, the team put together, as part of an expression of interest in REACT, what it hoped was a relevant and robust process and waited to see if it would be successful. The team was delighted at the subsequent selection of its submitted project, now entitled 'Creation and Confidence: BME students as academic partners'. Anticipated project outcomes: evidence-based insights into the use of co-design processes and peer-assisted learning as possible conduits of confidence-building for and belonging of BME students;  development of a scalable approach to building confidence for and fostering belonging o...