Areas my work spans

My work operates across interconnected domains of educational design, leadership, and practice, with particular attention to who systems enable, constrain, or exclude.

My work spans a range of educational contexts and scales, including:

  • Widening participation and access to STEM, with attention to how institutional design distributes opportunity and constraint, particularly for neurodivergent learners and other groups affected by structural disadvantage.

  • Programme, curriculum, and assessment design, focused on coherence, inclusion, and the long-term consequences of design decisions for learners and educators.

  • Educational transitions and learner development, including pre-university and foundation-level pathways that support confidence, identity, and informed progression.

  • AI and digital systems in education, examined through a governance and design lens, with emphasis on clarity, equity, and unintended consequences.

  • Educational writing, research, and knowledge exchange, contributing to academic, practitioner, and public conversations on systems change and institutional responsibility.

Resources and independent publications

I occasionally develop written or visual resources that support reflective practice and systems thinking. These may include short guides, conceptual frameworks, or prompts for individual or group reflection.

Access to some materials may be limited to subscribers in order to control distribution and support the sustainability of writing and resource development. All materials are independently created and are not associated with any institutional programme or qualification.

Writing, thinking & knowledge exchange

I write about learning, inclusion, leadership, and systems design, drawing on lived experience and long-term work in education. This includes essays, longer-form writing, and practitioner-facing resources intended to support reflection and dialogue across the sector.

This work is not prescriptive or skills-based. It is intended to surface assumptions, invite critical reflection, and support more humane and coherent approaches to learning and institutional design.

Facilitated reflective and inquiry spaces

From time to time, I host small, time-limited specific reflective or inquiry spaces aligned with this work, for example on neurodivergence in leadership. These are not courses or professional development services, but facilitated spaces for shared reflection and exploration of lived experience in educational and professional contexts.

These spaces are typically conversational, peer-based, and shaped by participant experience.

This work is offered independently and does not form part of my role at the University of Edinburgh. No institutional services are provided through this platform.