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<h3>Introduction</h3> Learning from people living with life limiting or terminal illness can support improvements in how communities respond to their fluctuating needs (Kellehear 2005). Students with chronic or terminal illnesses often struggle with feelings of isolation and inadequate support within academic settings, leading to higher dropout rates and adverse impacts on mental health (Toller and Farrimond, 2021). In 2024 Liverpool John Moores University (LJMU) initiated a project to better understand the needs of students enrolled on a programme of study who were living with life limiting or terminal illness. <h3>Aims</h3> The ‘Living to Learn’ project Aims to establish a charter that outlines comprehensive support for students living with life limiting or terminal illness. <h3>Methods</h3> Purposive sampling via higher education networks. Focus groups: Students n=21 Interviews: Staff n=14 <h3>Results</h3> Student participants reported challenges in relation to physical and cognitive strain, isolation within student groups and psychological and emotional distress. Negotiating academic deadlines with treatment priorities and Impact of treatment was traumatic. Participants found inconsistent responses from their universities. Despite this participants highlighted the importance of finding a way through, citing personal legacy, family, and a determination to be more than their illness as coping strategies to continue with their studies. Staff participants reported the importance maintaining confidentiality for students and respecting their decision to continue. Staff highlighted the need for support and training on such matters with clearer institutional guidance. <h3>Conclusion</h3> Whilst this project is ongoing it is clear that flexibility and emotional support, is essential for this student group. Both academic and professional services staff require training to respond compassionately, and institutional policy should be inclusive of this student group. <h3>Impact</h3> Students with life-limiting illnesses will feel better supported through personalised plans adapted to their specific needs. Continuation of studies versus withdrawal Staff will be better equipped to support these students and understand resources available <h3>References</h3> Kellehear A. (2005). <i>Compassionate cities, public health and end-of-life care</i>. Routledge, London. Toller L, Farrimond H. The unpredictable body, identity, and disclosure: identifying the strategies of chronically ill students at university. <i>Disability Studies Quarterly</i> 2021;<b>41</b>(2).