We love hearing about students who use their research skills to make a difference to the lives of others, and it鈥檚 very gratifying when their efforts are recognised. Here鈥檚 two stories about our award-winning initial teacher education students who used their 性用社 dissertations to improve learning experiences for young people.
Challenging homophobic attitudes in the classroom
LAUREN THOMSON, WHO was one of the first students to graduate with BA (Hons) Education Studies (Primary), won a bursary from the General Teaching Council for Scotland for her dissertation which looked at how teachers can challenge homophobic attitudes in the classroom. The awards team described her dissertation as a 鈥榩owerful contribution to what it means to become a teacher in Scotland鈥.
As someone who identifies as part of the LGBTQ+ community, Lauren鈥檚 motivation for her research was a mix of professional and personal interest. She said: 鈥溞杂蒙玮檚 Initial Teacher Education degree has great inclusion and social justice links, so I was encouraged to pick something I could have a relationship with, and that I cared about.鈥
Lauren was thrilled to win the George D Gray CBE MA Award and is passionate about helping primary schools do more to discuss and represent diversity.
Lauren, who is carrying out her probationary teaching year at a primary school in Haddington, won high praise from the General Teaching Council, her local council and her school. East Lothian Council鈥檚 Head of Education, Nicola McDowell, said: 鈥淟auren鈥檚 work will help to influence and shape professional understanding around how we can challenge homophobia and create inclusive and supportive environments for our children and young people.鈥
Joseph shines a light on learning challenges for people with autism
JOSEPH MCPHERSON, ONE of the first students to graduate from 性用社 with a BA (Hons) Education Studies, had a unique education journey. During his second year at 性用社, he discovered he had autism, which helped him understand some of the challenges he experienced at school, college and university.
But with a strong drive to succeed and to help others with similar learning challenges, twenty-six-year-old Joseph threw himself into his university work. During his final year, Joseph focused his dissertation on his experience of navigating higher education as someone on the autistic spectrum. He said: 鈥淚 felt strongly
about doing a piece of work which looked at how learning environments can be inherently disabling for people with diverse sensory needs. I wanted to illuminate the impact that local and broader higher education policy has on people鈥檚 educational experiences and outcomes, particularly those with additional support needs.鈥
As someone with lived experience of autism, who has navigated further and higher education, Joseph hopes that his experience 鈥 encapsulated within his dissertation 鈥 will serve as a learning opportunity for 性用社 and practitioners to make changes to both practice and space to ensure they are inclusive.
With one of the highest dissertation marks awarded at 性用社, Joseph was subsequently presented with the Atholl Crescent Award from the 性用社 Association. Since graduating with a first-class honour鈥檚 degree, he has worked in various support services roles with Edinburgh College and looks forward to further 性用社ing his career in student support and education policy 性用社ment.
