For a UK based university faculty that delivers a bespoke Work Based suite of under and postgraduate programmes to a major South African client, the Equality, Diversity and Inclusion (EDI) agenda is important (Wall, 2013, 2017; Ferrández-Berrueco, Kekale, and Devins, 2016). Pre pandemic, EDI was about access to professionally relevant education that resulted in having an internationally recognised qualification where it previously had not existed, and a possible route to promotion. Early into the COVID pandemic, EDI became about continuity and contingency of the whole suite of programmes (Adnan and Anwar, 2020; Rapanata et al, 2020) when suddenly access to computer equipment and Wifi were impacted on by the global message 'STAY AT HOME'. The students were not in the workplace to access their work IT kit nor the online or resources part of their education and the lecturers could neither travel to South Africa or within it. This article discusses how the Programme Teams reached out to the continuing students to ascertain the significance and implications of their personal IT challenges.