It’s always great to hear from our former students and catch up with their personal and professional developments.
When I began the PGDE course at the University of Sheffield in September 2013, I had no idea just how profoundly it would shape both my career and my life. From day one, I was inspired by our course tutors, Bryony and Jamal. Their passion for education—especially their commitment to social mobility and their infectious enthusiasm for mathematics—lit a fire in me that still burns today.
A year later, I stepped into my first teaching role at Wingfield Academy alongside fellow Sheffield graduate, Heather. As Newly Qualified Teachers, we were full of energy and optimism—and soon found ourselves facing a steep learning curve. When our Head of Department unexpectedly left, we were swiftly thrust into leadership, jointly covering the role. Though challenging, it was an experience that fast-tracked my professional growth and gave me the chance to put the skills and resilience I developed at Sheffield into practice.
Since then, my role at Wingfield has continued to evolve. After three rewarding years in senior leadership, I’m incredibly proud to share that I was appointed Headteacher this academic year—of the very school I once attended as a student. Returning to lead the school that helped shape me—a place that means so much to its community and to me—is a deeply personal, full-circle moment, and the culmination of all I have worked toward since that very first lecture at Sheffield.
The values I learned during my time at the School of Education still guide me every day: equity, opportunity, putting students at the heart of all we do, and the unwavering belief that education can change lives. I’m honoured to now be in a position where I can give back to the community I serve and help secure the very best life chances for our students. I truly have the best job in the world—and I love every second of it.
To anyone just beginning their own journey at Sheffield: embrace every moment. The experiences, the people, and the passion you’ll find there will stay with you—and shape the kind of educator, and leader, you’ll become.
On 2 December 2024, PhD student Bev Enion led a peer-focused workshop titled “Coping mechanisms for PGRs doing emotionally demanding research” as part of the Emotionally Demanding Research Network (EDRN). The session—well-attended by postgraduate researchers—offered a space to explore the emotional labour embedded in sensitive or trauma-related research.
Through reflective activities and guided discussion, participants examined how personal emotion intersects with the research process. A highlight of the event was a roundtable featuring PGRs Anna Edwards and Macole (Mac) Lannaman, and ECR Nabila Cruz. They shared candid insights into the emotional toll of their work and the coping strategies they’ve found most helpful—from boundary-setting and mindfulness to navigating structural barriers.
For Bev, organising the event was a valuable opportunity for professional growth and community-building. As she reflected, “Being a PGR in emotionally demanding research can feel isolating—but there’s support out there, and EDRN is where I found it.”
Read more: 👉 Full article by Bev on SoEResearch Blog
Sally Thomas, PhD researcher at the School of Education, represented the University of Sheffield at COP29 in Baku, where she advocated for inclusive climate education by highlighting the voices of young people with Special Educational Needs and Disabilities (SEND). As part of her doctoral work, Sally collected nearly 50 artworks created by SEND students that reflected their hopes and fears for the future—artworks she took to COP to share with global delegates.
Her mission: to ensure that the lived experiences and climate concerns of often-overlooked young people are seen and heard in international conversations. Sally used her training as an art therapist to facilitate creative climate dialogue and is now exploring how to translate what she witnessed at COP into age-appropriate, hopeful conversations for SEND learners.
Her innovative outreach bridges global policy, local communities, and inclusive arts-based pedagogy—demonstrating how climate education can empower all young people.
Read more: 👉 Full article by Sally on SoEResearch Blog
Meiyan Lu, a visiting student in the MA in Language Education programme, represented South China Normal University at COP28 in the UAE, where she joined global educators and policymakers in the Education Hub. Her presentation focused on improving how we teach and measure sustainable development education (SDE) in primary and secondary schools—highlighting parental engagement, campus culture, and technology.
Drawing insights from international initiatives—including the UK’s integration of climate education into the national curriculum, the UAE’s inclusive platforms like RewirEd, and UNESCO’s focus on teacher training—Meiyan shared how the global community is embracing education as a vital climate resilience strategy. She also spotlighted China’s Green Schools Initiative and its emphasis on South–South Cooperation.
Reflecting on the experience, Meiyan expressed how COP28 deepened her understanding of climate education’s diversity across cultures, reminding her of the importance of tailored, community-based approaches in global educational practice.
Read more: 👉 Full article by Meiyan on SoEResearch Blog
Where are you now? Share us your news at education@sheffield.ac.uk!