Background Health and social inequality mandate UK care providers to deliver transformative and inclusive services within a challenging fiscal context and sociopolitical climate. To meet the needs of underserved populations, the future workforce requires competent, skilled graduates in approaches to achieve fairness, equity and social progression within marginalised groups. This study seeks to examine the educational requirements of health and social care students in achieving person-centred care, by conceptualising the experiences of care recipients and providers of fair and equitable service provision.   Methods This project utilises a multi-stage approach to examine the perspective and experience of service users, clinicians and pre-registration students of the requirements for achieving fair and equitable health and social care for underserved and superdiverse communities. Constructivist grounded theory is adopted for the exploration of fairness, equity and social justice within care provision. Co-production has been utilised throughout the project with stakeholders from community groups, academics and students to assure a collaborative and culturally competent approach.   Results The study conceptualises fairness and equity, and activities required of care providers to attaining these principles within integrated and person-centred practice across health and social care within the UK. Such commitment to addressing inequality through person-centredness enables culturally competent methods to be exercised for the improvement of care for diverse communities. The qualitative findings will be consolidated into an instructive educational model for application to health and social care training curricula, enhancing graduate practice of the future workforce and the mobilisation of social justice.   Conclusion This project expands understanding of fair and equitable health and social care through a social justice lens and examines  principles of person-centred practice in contemporary  service delivery. Future work provides practical application of this new understanding to training curricula, alongside opportunities to influence policy and workforce development agenda in accordance with values-based practice.