Maryam Khan

Looking back, one of my proudest achievements has been successfully transitioning into the UK education sector while continuing to advocate for inclusive learning practices. As I often remind myself, “Growth begins when we are willing to step beyond the familiar.”

After nearly two decades in UAE education, I sought to expand my leadership skills and deepen my understanding of inclusive learning globally, particularly for neurodivergent students. The MEd Educational Studies programme stood out for its balance of leadership development and inclusive education, aligning my experience with contemporary research and international best practices.

Before starting, I reminded myself, “If I am going to grow professionally, I must be willing to learn in new ways.” The experience proved far more transformative than I had imagined. My studies at UWS London were pivotal in preparing me for the UK education sector. The programme introduced me to contemporary educational theories, curriculum design, educational psychology, and policy analysis, equipping me to develop inclusive and evidence-based teaching strategies.

Exploring inclusive education and neurodivergent learning had a lasting impact, reinforcing my belief that “Every learner brings a different way of seeing the world, and education should honour that diversity.” Studying alongside peers from diverse cultural and professional backgrounds broadened my global perspective, while serving as a Student Representative strengthened my leadership and communication skills, teaching me that “Leadership is not about authority, it is about listening and representing others.”

Entering the UK job market after completing my studies was both exciting and challenging. I began applying for teaching roles even before finishing my degree, and I was fortunate to secure a position in East London shortly after graduating. However, the journey took an unexpected turn. After four months, a change in senior leadership resulted in my probationary contract being terminated.

It was a difficult moment, and I remember thinking, “Sometimes setbacks appear just when we believe everything is falling into place.” Rather than allowing this experience to discourage me, I chose to see it as part of the learning process. Determined to build my career in the UK education sector, I intensified my job search. In total, I submitted more than 240 job applications, which eventually resulted in four interview opportunities. During this time, I supported myself through agency teaching roles, gaining valuable experience across different institutions.

I began by refining my CV to showcase my international experience, leadership, and expertise in inclusive, research-informed teaching. Agency work became my bridge into the UK sector, teaching across 13 colleges in both mainstream and specialised settings.

Each placement taught me something new, reinforced by my mantra: “Every classroom is an opportunity to grow as an educator.” Along the way, I built local experience and professional networks that ultimately opened the door to my current position.

Starting again in a new country naturally brings uncertainty. At times, the job search felt exhausting and the path ahead unclear. During those moments, I reminded myself why I began this journey, to grow, learn, and contribute to inclusive education. A thought that kept me going was simple: “Progress may be slow, but persistence moves us forward.” Instead of dwelling on setbacks, I chose to learn from each experience. Every interview, teaching placement, and application helped me refine my approach and build resilience.

Today, I serve as a Lecturer and a member of the Internal Quality Assurance (IQA) team at Hertford Regional College, within the Inclusive Learning Provision, supporting learners aged 18 to 25. I deliver instruction in Functional Skills Mathematics, Functional Skills English, Banking and Financial Literacy, and Essential Digital Skills, with a dual emphasis on academic achievement and the cultivation of practical competencies essential for independent living. The most fulfilling aspect of my role is witnessing students develop confidence, autonomy, and self-efficacy. As I often reflect, “Education attains its highest value when it empowers individuals to realise their full potential.” Looking forward, I aspire to further advance my leadership capabilities and contribute to educational environments that consistently enable all learners to thrive.

For current and prospective UWS London students, my advice is simple: embrace the journey with patience and determination. Above all, remember one important lesson that my journey has taught me: “The path may not always be straightforward, but persistence has a remarkable way of turning challenges into opportunities.”