An adjustment request is a disclosure, and where it lands matters

Publish what exists, in the words students use

Provision is usually described in institutional language, under a heading nobody searches for. Students ask about dyslexia, about needing a quiet room, about not being able to sit for two hours, about hearing the teacher. Write the list in those words, with what is available for each and what the provider needs in order to arrange it, and the enquiry stops being an enquiry.

The reply has to receive the disclosure, not just answer the query

A student who has said something personal needs to know it was heard, that it was not a mistake to say it, and what happens to it now. One sentence does all three: this is common, here is what we can arrange, here is who sees it. An answer that launches straight into process reads as though the personal part was an administrative inconvenience.

Say who will see it, because that is the real hesitation

Students withhold adjustment requests because they believe every tutor will be told, or that it will sit on a file and follow them. Whatever the provider's actual practice is, publishing it removes the guesswork, and in most cases the real practice is more private than the student feared. If it is not, that is a policy problem rather than a wording problem.

Evidence requirements are where people give up

A formal diagnosis, a report less than five years old, a letter from a specialist: each requirement is reasonable and each one loses someone who has none of them. State what is needed, state what can be arranged while evidence is pending, and state what happens for a student who cannot obtain it. The last of those is the one nobody writes down and the one most often needed.