Spotlight - Widening the Door: Why Access and Representation Matter in Student Rugby

It is widely reported that Rugby Union’s struggle to grow in England is driven by financial instability, safety concerns, or shifting lifestyle habits. While these factors play a role, I believe my background and upbringing reveal a more fundamental issue. Access and perception.

I grew up in a working‑class, football‑dominated part of Manchester. In communities like mine, rugby is often viewed as an exclusive, upper‑class game. That perception alone is enough to deter many young people from ever engaging with the sport, and it highlights a deeper challenge that is often overlooked. Today, I am working to address this within the student game as part of the Students RFU EDI Advisory Group, led by Danielle Chung, where we are developing strategies to ensure rugby is not only accessible in practice, but genuinely perceived to be so.

Kwesi – Audenshaw school rugby team in Manchester

“As Kwesi highlights, access to the opportunity to play rugby is key. That’s why we’re working to engage 5000 new state schools (primary and secondary, that don’t already play) by 2028. The main way of achieving this is through our network of School Rugby Managers (SRMs), part funded roles deployed in areas where we know there are target schools, but also areas of need.

We look forward to linking SRMs with students in university programmes like Kwesi who would like to give back, inspire other young people to pick up a rugby ball and show that the game is for anyone, as well as continuing to work with the SRFU EDI group.”— Katy Young, RFU University Partnerships Manager

My introduction to rugby came by chance. I attended one of the few northern state schools that played the game regularly, Audenshaw School. From my first session, I was drawn to the camaraderie and team environment, and I quickly developed a passion for the sport. However, it did not take long for my teammates and me to notice that we often felt out of place. At tournaments and trials, we were frequently the only state‑school players, rarely seeing people who looked like us or shared our background.

For many teenagers, that feeling of being an outsider is enough to push them back towards spaces where they feel more comfortable. While I chose to use that experience as motivation and refused to let differences in facilities or coaching limit my progress, it had the opposite effect on many of my teammates. Over time, their interest faded, not because of a lack of ability, but because the sport did not feel built for them.

Winning the Sedbergh Tens with Kirkham Grammar School

Through rugby, I went on to access opportunities that are not always visible within working‑class communities. I earned a sports scholarship to a private school, travelled abroad, played in front of crowds of over 2,000 people, and developed confidence and resilience that extended far beyond the pitch. Rugby taught me leadership, accountability, and how to hold myself to high standards, while also opening doors to networks and environments I would not otherwise have entered.

At the same time, each opportunity made me more aware of how inaccessible the sport remains for so many others like me. Talent exists everywhere, particularly in inner‑city schools and underfunded programmes, but without access and visibility, that talent often goes unrealised.

Because of this, I have made a conscious effort to give back. I returned to my local club and school to coach, understanding firsthand how important representation is in helping young people believe that certain pathways are possible. I also helped deliver a rugby taster session alongside Nottingham Rugby’s James Cherry and the University of Nottingham Black Sports Collective, introducing the game to students who might never otherwise have stepped onto a rugby pitch.

Coaching back at his local club

Student‑led awareness is equally important. Content creators like Efe Aihe from Loughborough University play a vital role in showcasing a different side of the student game. By sharing diverse experiences and perspectives, this work helps challenge stereotypes and shows rugby as a sport that can belong to everyone.

“Kwesi’s story matters because people need to see what’s possible before they believe they belong. When you’ve got students stepping up, sharing their journeys and giving their time back, it shifts rugby from feeling like a closed shop to something far more real and reachable. That kind of visibility is powerful, especially for those coming through who might never have seen themselves in the game before.

I see a lot of that in Kwesi, and it’s something I connect with personally. Like me, he’s putting energy into the student game through SRFU because we both know there’s huge, untapped potential sitting in universities across the country. If we get that space right, make it inclusive, visible, and properly supported, it becomes one of the most important pipelines for the future of rugby.

This is how change actually happens. Not just through big statements, but through people on the ground showing up, opening doors, and making sure the next person walking in feels like they belong.” — Shaunagh Brown, SRFU Trustee

Kwesi Boateng

For me, inclusion is not about lowering standards. It is about widening the door. If rugby is serious about reversing declining participation, it must reach beyond its traditional strongholds and actively engage new communities. Doing so will not only strengthen the sport, but help ensure rugby reflects the diversity, ambition, and potential of the students who play it.

Kwesi Boateng, University of Nottingham rugby player and SRFU EDI Advisory Group member

BUCS Super Rugby debut