Recognising the diversity of learners, I was aware of the challenges students face when interpreting institutional policies and procedures. As educators, we often underestimate how terminology can create barriers to understanding and hinder student success. Participation in the UDL digital badge prompted me to reflect on how UDL principles could inform my communication practices. Although institutional policies and procedures are available online, how information is presented does not always meet the needs of a diverse student population. I undertook a review of the information I share and the queries I receive, with the aim of improving clarity and accessibility. Guided by UDL principles—Multiple Means of Representation and Multiple Means of Action and Expression—I sought to make my communications more inclusive and supportive of all learners. Phase 1:ollowing ethical approval, surveys were distributed to students to gather feedback on the effectiveness of my communications and their preferred formats. Students highlighted difficulties in understanding some information and expressed a preference for clearer, accessible communication methods. Students were asked for their views on developing a Department Hub on our VLE (Moodle), as a central platform for information. With IT Services support, a prototype hub was created and reviewed by students. Topics were selected based on the most frequent queries received, and the content was revised to ensure simplicity and inclusivity. The prototype included: FAQs (e.g., “What do I do if…?” / “How to…”) in varied formats; Screencasts demonstrating departmental templates and procedures. Students preferred visually engaging materials with concise explanations and appreciated efforts to simplify information, valuing summaries of policies, alternative formats and access to all materials in one location. Feedback from students indicated the value of the resource for first-year cohorts. This reinforced the importance of making information accessible, engaging, and easily understood. This led to the development of my CASES approach— Clarity, Accessibility, Simplify, Engage, and Support. Phase 2: With SATLE funding, I recruited three BA (Hons) Creative Media students to work on the project for three weeks. We co-created resources for students, ensuring meaningful student participation in design and development. We developed resources considering language, design and layout. Consistent with Bovill et al. (2016), students acted as co-creators, co-researchers, and co-designers, fostering innovation and ensuring that the resources were relevant and accessible. The students were introduced to UDL principles, and templates were designed to create a cohesive visual identity. Students developed “Learn the Lingo,” explaining higher education terminology, alongside a FAQ section, infographics signposting key supports, and short instructional videos for common “How to…” queries. Students had administrative rights to the hub, allowing them to structure and present materials effectively. Their strong creative and design skills enhanced the project’s functionality and the quality and effectiveness of the resources. Adopting a co-creation framework greatly strengthened the project’s outcomes and their insight as learners provided valuable perspectives. Phase 3: The hub was launched during induction in September 2024. Building on our initial success, a second round of SATLE funding was secured in Spring 2025 and three new students were recruited in September 2025. This phase focuses on refining existing materials, developing new resources, and ensuring sustained relevance and accessibility. Another survey was conducted to evaluate usage and gather feedback. Collaboration with the institution’s Educational Technologist further supports students in producing fully accessible and inclusive materials. This work is ongoing, with continuous reflection and enhancement shaping the Hub’s evolution.