Understanding the Learners We Work With
The learner profiles presented below are based on the insights, observations, and patterns that emerged across all of our inclusive mobility pilots. Each group reflects real learners we engaged with — their characteristics, strengths, barriers, and the conditions that supported their full participation.
These descriptions are not labels or rigid categories. Instead, they offer practitioners a practical, experience-based overview of who they may encounter in similar mobility contexts, and what kinds of needs and learning rhythms are important to be aware of. Our aim is to help trainers, mentors, and organisations better understand the diversity of adult learners and prepare environments where everyone can participate confidently, safely, and meaningfully.
Explore the profiles to gain a clearer picture of the groups involved and the considerations that shaped effective inclusive mobility practice.
Learners with Health-Related Needs
Adults managing chronic medical conditions or medically prescribed diets who need predictable routines and reliable health-supportive environments.
Inclusion for learners with health-related needs is most effective when medical considerations are anticipated early, privacy is respected, and routines support safety, comfort, and autonomy.
Who they are
Adults in this group may live with chronic medical conditions, medically prescribed dietary constraints, or ongoing treatment routines that must be maintained consistently. Their participation is shaped by health considerations rather than ability: they are fully independent learners who simply require environments that support their medical needs. Some may prefer not to disclose detailed health information, so privacy, trust, and respectful communication are important. When the necessary safeguards are in place, they participate confidently and fully across all learning and mobility activities.
What they need
Predictable daily schedules that support medication timing, treatment routines, and energy levels
Advance information about accommodation, meals, accessibility, and any potential medical risks
Safe and reliable food options aligned with medically prescribed diets
- A privacy-respecting environment where health needs can be communicated safely, without stigma, undue pressure
Clear emergency procedures and easy access to appropriate medical support
Facilitators who understand the seriousness of medical conditions and can recognise early signs of discomfort or fatigue
Practical adjustments such as reduced walking distances, rest opportunities, or alternative meal arrangements
What worked in practice
Pre-departure health risk assessments identifying medical considerations, environmental risks, and necessary precautions
- Shared travel, medication, and safety plans increasing predictability and reducing health-related stress
Careful selection of venues and catering preventing exposure to unsafe foods or environments
Open, confidential communication channels enabling learners to disclose needs comfortably and early
Monitoring for subtle health cues such as fatigue, discomfort, or early signs of reaction to prevent escalation
Quiet spaces and planned rest time allowing learners to manage their health without disrupting group participation
Older Learners
Learners aged 60+ with rich life experience but limited international, digital, or fast-paced learning exposure.
They participate most confidently when programmes reduce uncertainty, protect their energy, and provide steady, respectful support across learning, communication, and travel.
Who they are
Older adult learners are generally between 60 and 85 years old. Many remain active, engaged, and curious, while others experience varying levels of social isolation and look for opportunities to reconnect. Common barriers include chronic health conditions, limited digital confidence, low English proficiency, anxiety around increasingly digitalised travel logistics, and reduced stamina for fast-paced learning environments. They benefit from predictable structure, clear communication, and time to process new information. When supported appropriately, they contribute depth, reflection, empathy, and extensive life experience that enriches the learning dynamic.
What they need
Slower pacing and frequent breaks
Clear communication and bilingual support
Predictable, structured routines
Help navigating digital tools or unfamiliar environments
Reassurance around travel, safety, and unfamiliar procedures
Accessible venues with manageable walking distances
What worked in practice
Short, well-structured sessions: Helped maintain focus without overwhelming learners.
Simplified language and visual explanations: Increased confidence and comprehension.
Full travel support and printed itineraries: Reduced anxiety and built trust.
Accessible venues and orientation walks: Helped learners feel comfortable in new settings.
Gentle digital onboarding: Allowed learners to engage without pressure.
Daily check-ins: Provided emotional reassurance and kept motivation high.
Neurodivergent Learners
People with autism, ADHD, or learning differences who thrive with structure, clarity, and reduced sensory demands.
They engage most confidently when environments minimise unpredictability and overload, and when communication and routines are clear, consistent, and emotionally safe.
Who they are
Neurodivergent learners may have diverse communication styles, sensory processing differences, and varying attention or information-processing patterns. Many have limited experience in unfamiliar or international environments and therefore rely on predictability, emotional safety, and steady routines to participate comfortably. They often benefit from visual cues, repetition, step-by-step explanations, and low-stimulus settings that reduce cognitive load. When supported appropriately, they demonstrate strong creativity, honesty, focused problem-solving, and deep engagement, contributing unique perspectives to group learning.
What they need
Predictable routines with minimal daily changes
Clear, concrete, step-by-step instructions
Reduced sensory input and access to quiet spaces
Visual scaffolding to support verbal explanations
Reassurance, emotional grounding, and trusted mentors
Freedom to pause or withdraw without judgement
What worked in practice
One major activity per day to prevent overload and maintain focus
Plain language paired with visual supports for clarity and confidence
Quiet, low-stimulation accommodation that supported emotional regulation
Buddy systems and structured group rules that strengthened orientation and belonging
Daily mentoring check-ins offering emotional grounding and early identification of distress
Flexible participation options allowing learners to step back and re-engage when ready
Learners with Mental Health Challenges
Adults managing psychological conditions ranging from anxiety, depression and requires sensitive emotional support and awareness.
They work best when pressure is reduced, environments are calm, and emotional support is consistent, predictable, and free of judgement.
Who they are
Learners with mental health challenges often experience fluctuating emotional states, heightened sensitivity to unfamiliar environments, and increased vulnerability to stress or overstimulation. They may find fast-paced schedules, social demands, or sudden changes overwhelming and often need more time to settle, observe, and build trust before engaging fully. Many rely on calm, predictable routines and benefit from environments where their emotional needs are acknowledged without stigma. Subtle shifts in behaviour, withdrawal, or fatigue can indicate rising stress, making stability and psychological safety particularly important for this group.
What they need
Calm and low-pressure environments that reduce overstimulation
Flexible participation with the option to step back without judgement
Predictable daily routines with limited sudden changes
Clear, simple information shared early to reduce anticipatory stress
Time to observe and build trust before engaging
Trainers who can recognise early signs of distress, remain approachable, and maintain open, non-intrusive communication
What worked in practice
Shorter, paced learning days that balanced activity with recovery time
Quiet, low-stimulation accommodation supporting emotional stability
Normalised flexibility allowing learners to withdraw and rejoin comfortably
Steady facilitator presence offering unobtrusive emotional support and close awareness of stress triggers
Clear, early explanations of each day’s plan reducing uncertainty
Gradual social integration through gentle, structured interactions rather than large, unstructured groups
Young People with Fewer Opportunities
Young people facing economic, educational, or social barriers (NEETs) with limited access to structured or international learning environments.
They learn best when they feel trusted and when the goals are clear. They get more interested and motivated when they are well prepared and when the learning connects to things they care about. It helps them feel more involved when they have a safe space where they can express themselves freely and use their creativity.
Who they are
These learners often face socio-economic barriers, limited educational pathways, unstable life situations, or migration-related challenges. Many lack confidence in formal learning settings and may feel uncertain about how to behave, contribute, or navigate international contexts. They respond well to relatable guidance, transparency, and opportunities to shape their own learning experience. When supported, they engage energetically, show strong peer solidarity, and contribute practical insight rooted in lived experience.
What they need
Trusting relationships with familiar mentors
- Opportunities to co-design parts of the learning process to establish a sense of ownership
Clear, direct communication about expectations and logistics
Extended preparation phases using non-formal methods for stable engagement
Language and confidence-building activities
Achievable, realistic tasks to avoid discouragement
What worked in practice
Co-designed activities creating ownership and motivation
Playful language and skills workshops increasing confidence
Informal communication channels (e.g., WhatsApp, voice notes) supporting accessibility
Early travel guidance reducing stress and uncertainty
Short, dynamic learning tasks maintaining focus
Structured social events strengthening group cohesion
Mixed and Intersectional Groups
Participants of varied ages, backgrounds, and abilities bringing overlapping needs and diverse learning rhythms.
Mixed groups collaborate best when facilitation is flexible and anticipatory, recognising that diverse learners require different speeds, supports, and participation pathways rather than a single “norm.”
Who they are
Mixed and intersectional learner groups bring together individuals with different socio-economic backgrounds, ages, cultural identities, learning speeds, and support needs. These learners often move through activities at varying paces, with strengths and barriers that shift from day to day. Group members may experience overlapping forms of disadvantage, such as limited language confidence, low digital skills, or social hesitancy, alongside strong creativity, resilience, and practical insight. This diversity offers rich learning potential yet requires facilitation that is adaptable, multimodal, and sensitive to dynamics that can change rapidly.
What they need
Space to negotiate different learning speeds without pressure
Facilitation that adapts to emerging needs in real time
Multimodal communication, especially visual support, to accommodate different processing styles
Structured but not rigid content to provide clarity while allowing flexibility
Tools and methods accessible to all digital skill levels
Strong group-building activities to reduce initial distance and support cohesion
What worked in practice
Two shorter learning blocks per day preventing fatigue and supporting sustained engagement
Distributed facilitation allowing trainers to move between groups and respond to individual needs
Plain English paired with visual tools ensuring everyone could follow regardless of language or processing differences
Multiple participation formats (drawing, speaking, observing, note-taking) enabling all learners to contribute meaningfully
Daily check-ins helping facilitators identify early signs of confusion, stress, or withdrawal
Intentional group-building activities reducing initial social barriers and strengthening peer support