Equality, Diversity and Inclusion

MDX-ARN exists to ensure that black and global majority lives, careers and experiences truly matter at Middlesex University and strives to create long lasting cultural change to enable equity for all, respect and a sense of belonging.

For further information, please email mdxarn@mdx.ac.uk.

The Parents’ and Carers’ Network (PCN) gives parents and carers the opportunity to share experiences, tips and to offer support. Talking to people who are in a similar situation is often the most powerful form of support, PCN aim to provide an informal and safe space for staff to socialise and talk about the various challenges they face as parents and carers.

For further information, please email families@mdx.ac.uk.

The Disability Network will provide support, share ideas and contribute to the development of relevant practices and projects for the benefit of members of the wider MDX community, primarily, those with a disability, health condition or learning difference. Any member of staff is welcome to join the network. It does not matter if they identify with a disability, are an ally or friend, or however they self-describe.

For further information, please email disabilitynw@mdx.ac.uk.

The Gender Network is a space that works intersectionally and provides a feminist platform for people to articulate their own experiences and find common ground. Membership is aimed at staff who identify as women, trans and/or gender non-conforming and/or who are invested in supporting and amplifying the voices of women, trans and gender non-conforming people at Middlesex.

For further information, please email gendernet@mdx.ac.uk.

MDX IFN aims to showcase and support the diversity of religious belief within the staff and student community at Middlesex University. The Network aims to have representation from all religions and beliefs within our membership.

For further information, please email mdxinterfaith@mdx.ac.uk.

The LGBT+ Network aims to promote the interests of LGBT+ staff employed at the University together with LGBT+ students.

For further information, email lgbt@mdx.ac.uk.

About Athena Swan

The Athena Swan Charter was established in 2005 to encourage and recognise commitment to advancing the careers of women in science, technology, engineering, maths and medicine (STEMM) in the higher education sector, spanning both teaching and research. In 2015, the Charter was expanded to recognise work undertaken in non-STEMM subjects, and now includes staff in professional and support roles.

Athena Swan is managed by AdvanceHE. More information about Athena Swan can be found on the AdvanceHE website.

Bronze Award

We have been awarded a highly-esteemed Bronze Award by the Athena Swan Charter, which recognises that the University has a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff.

The Athena Swan internal Self-Assessment Team (SAT) undertook a rigorous self-assessment of data to assess gender equality across Middlesex's staff community. From this insight, the team developed a set of short, medium and longer term actions to help drive forward gender equality and representation across the University, including gender non-conforming individuals.

These actions include:

• Reviewing the promotion and progression process
• Further embedding the importance of equality, diversity and inclusion in new staff inductions and at local level across teams
• Enhancing knowledge of the University’s parental leave policies and developing a more robust support mechanism for staff needing to access it
• Embracing and embedding more engaging and affirmative communications in our approaches to recruitment to encourage applications from underrepresented groups.

Self-Assessment Team

The Athena Swan Self-Assessment Team (SAT) currently meets quarterly. The Athena Swan SAT is working together to identify and implement necessary actions to improve gender equality at Middlesex, using data and research.

The main focus of the Athena Swan SAT is to:

• Reflect on a range of quantitative and qualitative data to identify both challenges and opportunities with regards to gender equality
• Evaluate relevant policies, practices and activities
• Respond to the findings of the above, and establish gender equality-based priority areas with appropriate aspirations and targets
• Develop an evidence-based, comprehensive action plan to underpin advancement against the agreed priorities over the whole award period (five years), after which time the University will apply to renew or upgrade our award
• Evaluate the effectiveness of actions undertaken on an ongoing basis, to ensure actions are delivering desired impact against objectives, and evolve the action plan in response to evaluation.

The Athena Swan SAT has representation from a breadth of career stages and staff types, including professional and support staff, research and academic staff, and students. Membership of the Athena Swan SAT is gender-balanced, taking account of intersectionality in its make-up so far as is practicable, and is representative of the diversity inherent within the University.

Middlesex University staff can meet the Athena Swan SAT on the staff intranet (please note, this page is for University staff only and requires a login).

Our approach to Athena Swan SAT activities

Middlesex University is committed to developing a distinctive, inclusive and sustainable research culture which fosters the skills, methods and ethos of practice-oriented, interdisciplinary research and knowledge exchange.

Our approach to Athena Swan follows four strands:

• Recruitment, promotion, picture of institution, supporting trans people and intersectionality
• Parental leave, care and flexible working
• Training, outreach, staff development, career progression
• Senior level, governance, policy.

Find out more

Our Gender Equality Plan (GEP) is predominantly set out in our Athena Swan submissions. We align with the Horizon Europe Gender Equality Plan requirements as follows.

Mandatory requirements for a GEP

• Be a public document

The GEP should be a formal document signed by the top management and disseminated within the institution. It should demonstrate a commitment to gender equality, set clear goals and detailed actions and measures to achieve them.

Our Athena Swan application and action plan are available online and are fully endorsed by our Vice-Chancellor. The plan demonstrates a commitment to gender equality and sets out clear goals, which include specific, measurable, achievable, relevant and time bound actions.

• Have dedicated resources

Resources for the design, implementation, and monitoring of GEPs may include funding for specific positions such as Equality Officers or Gender Equality Teams as well as earmarked working time for academic, management and administrative staff.

The University has an Athena Swan Self-Assessment Team and Gender Equality Steering Group embedded within the structure of the University, reporting to the Equality, Diversity and Inclusion (EDI) Committee. Staff are given the time to undertake roles within the Athena Swan SAT.

• Include arrangements for data collection and monitoring

GEPs must be evidence-based and founded on sex or gender-disaggregated baseline data collected across all staff categories. This data should inform the GEP’s objectives and targets, indicators, and ongoing evaluation of progress.

The Athena Swan submission contains comprehensive data on our gender composition. An annual report is provided to the EDI Committee giving gender-disaggregated baseline data. This data is then used by the EDI Committee to identify issues and commit to appropriate actions over the next five years.

• Be supported by training and capacity-building

Actions may include developing gender competence and tackling unconscious gender bias among staff, leaders and decision-makers, establishing working groups dedicated to specific topics, and raising awareness through workshops and communication activities.

The University has an EDI Committee and Gender Equality Steering Group supported by a Gender Network; these are all involved in our gender equality work. The EDI team maintain EDI webpages for all staff, toolkits, and guidance, which are all available online (only accessible to Middlesex University staff).

In addition to these mandatory process-related requirements, the following five thematic areas are recommended for content:

• Work-life balance and organisational culture – this is covered in the Athena Swan Application and Action Plan under 'actions' in sections 3,4,8,10,21,22,23,24,25,26,27,28,29,30,32,33,34
• Gender balance in leadership and decision-making – This is covered in the Athena Swan Action Plan under actions in sections 1,2,3,5,9,17,18,19,30,31,32
• Gender equality in recruitment and career progression – This is covered in the Athena Swan Action Plan under actions in sections 5,6,7,9,11,12,13,14,15,16,17,18,19,20
• Integration of the gender dimension into research and teaching content – This is covered in the Athena Swan Application under actions in sections 3,7,30 and 'Further info' section and the University’s Inclusive Curriculum Project
• Measures against gender-based violence including sexual harassment – This is covered by 'Changing the Culture initiative' and 'Report It To Stop It’ projects run by Student Affairs, and the Athena Swan application under action 31.1. The University also has an anonymous Report and Support tool for staff.

If you would like further information, please contact the EDI Team at inclusion@mdx.ac.uk

Read our application for the Athena Swan Bronze Award

We have received a Gold Award from Stonewall – the world’s second-largest LGBTQ+ charity – for our commitment to inclusion of lesbian, gay, bi, trans and queer people in the workplace in the Stonewall Workplace Equality Index 2023. We also ranked 58th (out of 268 institutions) in this Index, and came 8th out of the 30 higher education institutions that took part this year.

Ant Babajee, a CRM Manager and the former co-chair of the LGBT+ Network at the University, has been named a Change Maker of the Year in the 2023 Stonewall Workplace Equality Index.

The Change Maker of the Year recognition goes to individuals who are doing inspiring work within their institutions and beyond to ensure there are inclusive working environments and a welcoming community for us all.

We have an active LGBTQ+ Network which is open to all LGBTQ+ students.

The group provides a space for meeting other people, sharing experiences and creating change on campus. We run events, parties and meetings for both members and allies from coffee mornings and quiz nights to women-only spaces for self-defining women and non-binary people to chat informally.

Since starting out we have built partnerships with the staff LGBTQ+ group and collaborated on several events, including a film screening of the film Pride. We have run events from karaoke, prom, movies, gaymes nights as well as tea/coffee meetings and trips around London! We march with MDXSU and Middlesex University at Pride in London, Middlesex Pride, Barnet Pride, Trans Pride and UK Black Pride.

In addition to group campaigns and social activities, we will support you on your personal journey.

Trans and non-binary students

We recognise that living as or coming out as trans or non-binary may be a difficult and complex time for students, and we will support you with helpful guidance to ease any challenges and provide support as appropriate. Please find out more about our support by viewing our Student Trans Policy and Guidance.

Gender neutral facilities

We believe trans and non-binary people have the right to use facilities and changing rooms corresponding to their gender identity without fear of harassment. However, we recognise that some trans and non-binary people (and others) feel more comfortable using gender-neutral toilets. Gender-neutral toilets can be found on campus in the following buildings: College House, The Barn, The Grove, and StoneX Stadium West Stand buildings.

The University is committed to increasing the number of gender-neutral facilities on campus and including these facilities in the plans for new building developments.

Be an ally

You can help support the community while you are at university.

An ally is a straight or cisgender person who provides support and advocates for the LGBTQ+ community. 

You can keep up to date by following us on X and following us on Instagram. You can also read our blog on Medium.

If you would like to find out more about email our LGBT+ Network.

We are a member of Advance HE's Race Equality Charter (REC) and have been awarded a REC Bronze Award, which demonstrate our commitment to improving the representation, progression and success of Black, Asian and Minority Ethnic staff and students within higher education.

Our Bronze Award indicates that Middlesex University is on the right path to developing a more inclusive culture and progressing towards creating even greater opportunities for everyone in our community of staff and students, regardless of our background or experience.

Guiding principles

REC members are committed to following these five guiding principles:

1. Racial inequalities are a significant issue within higher education. Racial inequalities are not necessarily overt, isolated incidents. Racism is an everyday facet of UK society and racial inequalities manifest themselves in everyday situations, processes and behaviours
2. UK higher education cannot reach its full potential unless it can benefit from the talents of the whole population and until individuals from all ethnic backgrounds can benefit equally from the opportunities it affords
3. In developing solutions to racial inequalities, it is important that they are aimed at achieving long-term institutional culture change, avoiding a deficit model where solutions are aimed at changing the individual
4. Black and minority ethnic staff and students are not a homogenous group. People from different ethnic backgrounds have different experiences of and outcomes from/within higher education, and that complexity needs to be considered in analysing data and developing actions
5. All individuals have multiple identities, and the intersection of those identities should be considered wherever possible.

Bronze Institution Award application

The University joined Advance HE's Race Equality Charter (REC) in 2020 and received the REC Bronze Award in October 2023. 

The REC helps member institutions in their work to identify and address the barriers facing racially minoritised staff and students, while also providing a framework for action and improvement. There are currently 99 REC members in the higher education sec­tor and 44 of them, including Middlesex University, hold awards, which demonstrates the significance of this great achievement.

As a University, we have an important part to play in helping to make the world a more inclusive place for our students, colleagues and our global community. This Bronze Award indi­cates that we are on the right path to developing a more inclusive culture and progressing towards creating even greater opportunities for us all, regardless of our background or experi­ence. Equality, diversity and inclusion (EDI) is our central focus and this will continue.

Read our Race Equality Action Plan (PDF)

Read our Race Equality Charter Application (PDF)

Self-Assessment Team (SAT)

The main focus of the SAT is to:

1. Reflect on a range of quantitative and qualitative data to identify both challenges and opportunities with regards to race equality;
2. Evaluate relevant policies, practices and activities;
3. Respond to the findings of the above and establishing race equality-based priority areas and appropriate aspirations and targets;
4. Develop an evidence-based, comprehensive action plan to underpin advancement against the agreed priorities over the whole award period (four years), after which time the University will apply to renew or upgrade their award;
5. Evaluate the effectiveness of actions undertaken on an ongoing basis, to ensure actions are delivering desired impact against objectives, and evolving the action plan in response to evaluation;
6. Aim to gather data of our contractors and their experiences of the university and build this into our narrative.

More information

Race and ethnicity terminology

Race Equality Charter: self-assessment teams

Race Equality Charter on the Advance HE website

In Middlesex University, in the region of 29% of staff come from minority ethnic backgrounds, around 16% of professors and senior staff are from minority ethnic backgrounds.

Asking the questions that leaders need to hear themselves answering

Although there are members of the Board of Governors from minority ethnic backgrounds, the University Executive is not ethnically diverse. We aspire to increasing diversity and inclusion at all levels in the University and a priority is to ensure that the University Executive are listening, learning and acting. Reverse mentoring is part of this process. 

Mentoring is a process where a more experienced person supports the learning of a less experienced person. It is not a teaching or instructional relationship, but rather is one in which the mentor helps the mentee reflect on their ideas, experiences and issues at work, and supports them in finding a pathway to progress. The mentoring relationship relies on high levels of trust so that anything relevant can be discussed including anxieties, aspirations, problems and potential solutions. While discussing the day-to-day experience of work can be important, it is also important to focus at a higher level, thinking about the future and bigger goals.

Reverse mentoring has the same ethos, but reverses one crucial element. Rather than a more senior person mentoring a more junior mentee, the colleague who is more junior mentors the mentee who is more senior. The reason for this is that the senior person will be less experienced than the junior colleague in something they crucially need to understand.

Equity, diversity and inclusion is an area in which is it particularly important for leaders to learn from colleagues who have different life experiences, and who experience the organisation in a different way to leaders who have perceived positional status. Challenges with positions of perceived status include that the people who occupy them can become insulated from the experience of most people, information can be filtered and it can be difficult for colleagues to express what they really think. Reverse mentoring creates a safe space for the mentors to explain to the senior mentee what is really going on in their experience, and it is a safe space for the mentor to discuss and listen about things they don’t know and are uncertain about. It is an opportunity for the mentee to try to see organisational life through the eyes of others and to take action as a result.

How it works

Step one: practicalities

• Set up regular meetings – normally an hour monthly
• Agree the ground rules – complete confidentiality for both sides and the mentee supporting the mentors in saying anything that needs to be said, including criticism and questioning
• Get a good match – being aware of differences and complementarities in learning styles and personal interaction approaches.

Step two: mentoring meetings

• Establish a shared sense of purpose – supporting learning and action on matters which need insight and reflection for the mentee and enabling an authentic expression of under-represented voices
• Use questioning to help define and understand problems or issues with greater clarity
• Discuss alternative ways of framing and understanding issues – express alternative viewpoints
• Develop clear action steps
• Review the practicality of the action steps, for example, identifying what resources may be needed or what the organisational history and politics may need to be overcome or understood
• At the next meeting review how actions went and what learning can be extracted from steps forwards, backwards and sideways.

Race and reverse mentoring

Reverse mentoring for understanding and action on racial discrimination and prejudice includes:

• Learn how to talk about race: practice and receive feedback in a safe place, then build and amplify the voice
• Prioritise anti-racism: proactively uphold the idea of racial equality and promote changes in practices, procedures and systems to support racial equality.
• Raise awareness of racial discrimination and prejudice: make it overt that leaders need and want to learn and change
• Change the organisational culture: build the skills and understanding and clearly state the values that will be applied in systems such as recruitment and promotion
• Galvanise change around the Race Equality Charter.

Download this information

You can download the contents of this webpage as a PDF document.

We have signed up to the Race at Work Charter, an initiative designed to improve outcomes for Black, Asian and Minority Ethnic employees (BAME) in the UK. Signing up means taking practical steps to ensure our workplace is tackling barriers that ethnic minority people face in recruitment and progression and that our organisation is representative of British society today.

The Chartered Management Institute (CMI) works with business and education to inspire people to unleash their potential and become skilled, confident and successful managers and leaders.

The CMI Race network supports people to create more equal, diverse and inclusive organisations by driving change through professional leadership and management practices.

The CMI guide on workplace inclusion, aims to support all organisations in making real change happen.

Middlesex University and MU Services Ltd All Staff Ethnicity Pay Gap Reporting – 31 March 2024

Includes Core Staff & Hourly Paid Staff (excludes students)

Hourly rate

The Mean and Median ethnicity pay gap based on an hourly rate of ordinary pay:

Bonus pay

The Mean and Median bonus ethnicity pay gap and the proportion of BAME and White staff receiving a bonus payment:

Quartile pay band

The proportion of BAME and White staff in each hourly rate quartile pay band:

Middlesex University and MU Services Ltd All Staff Ethnicity Pay Gap Reporting – 31 March 2023

Includes Core Staff & Hourly Paid Staff (excludes students)

Hourly rate

The Mean and Median ethnicity pay gap based on an hourly rate of ordinary pay:

Bonus pay

The Mean and Median bonus ethnicity pay gap and the proportion of BAME and White employees receiving a bonus payment:

Quartile pay band

The proportion of BAME and White employees in each hourly rate quartile pay band:

Middlesex University and MU Services Ltd All Staff Ethnicity Pay Gap Reporting – 31 March 2022

Includes Core Staff & Hourly Paid Staff (excludes students)

Hourly rate

The Mean and Median ethnicity pay gap based on an hourly rate of ordinary pay:

Bonus pay

The Mean and Median bonus ethnicity pay gap and the proportion of white and BAME employees receiving a bonus payment:

Quartile pay band

The proportion of white and BAME employees in each hourly rate quartile pay band:

The Neurodiversity Week hub offer resources to help educators, organisations, parents and carers better understand different types of neurodiversity, and how they can be better allies.

Counselling and mental health

Our student support services pages cover mental health support and counselling available to our students.

Disability and neurodiversity service

If you are affected by a health condition or learning difficulty, please consult our guide to support available through our disability and neurodiversity service. Current students and staff can access information about disability and neurodiversity support through the MyMDX app.

Neurodiversity is a recognition that not all brains think or feel the same way, and that these differences are natural variations in the human genome. A group of people are neurodiverse, an individual is not.

Neurodivergent refers to an individual who has a less typical cognitive variation such as Autism, ADHD, dyslexia, dyspraxia etc. People may also acquire neurodiversity, for example as a result of a head injury or a stroke. However, it’s best not to focus on conditions or attempt to medicalise people.

One way of understanding neurodiversity is through the idea of a ‘spiky profile’. Someone with a ‘spiky profile’ has some great strengths, but also finds some things much harder than other people.

If neurotypical people have relatively ‘flat’ profiles because the difference between their areas of strength and weakness are smaller, neurodivergent people have ‘spiky profiles’ because the differences between their areas of strength and weakness are more pronounced.

The different ways in which we think can go to the heart of our identities. That means it’s important to think about how you’re talking about neurodiversity.

The most important thing to do when talking about neurodiversity is to listen. Ask neurodivergent people how they want to be spoken to and about.

'Person-first' and 'identity-first' language

The annual MDX Neurodiversity Celebration Festival is an opportunity to celebrate and showcase the talents, strengths, and unique perspectives of the neurodivergent community. 

These events feature performances, stalls, activities, workshops and discussions. The goal is to celebrate diversity and inclusion, while also helping the university community to become better informed. These events are open to all, and take place across our three campuses in London, Mauritius and Dubai.

The Festival is led by:

• Emilie Edwards, Senior Lecturer in Midwifery
• Irina Staneva, Deputy Head of Student Support and Wellbeing
• Adriana Aliji, Senior Executive Support

Here are some events that have featured in past MDX Neurodiversity Celebration Festivals.

Talk: What hinders our wonderful brains from learning?

This talk considered:

• How different brains process information
• Specific Learning Difficulties and intersectionality
• Privilege unpacked
• What it means to our students (and us)
• How to support resilience

This talk was delivered by Karisa Krcmar  Director of the Professional Association of Specific Learning Difference Specialists in Higher Education (PASSHE).

Talk: Equality, Diversity and Inclusion (EDI) in Postgraduate Research Studies

A doctorate is often considered the pinnacle of academic education, but is not always a space where everyone feels they can belong. This presentation introduced EDI considerations related to postgraduate researchers in the higher education sector. It also outlined preliminary insights of an ongoing review, in collaboration with Advance HE, of practices and processes in postgraduate research through the lens of EDI.
This talk was given by Nico Pizzolato, Director of Postgraduate Research Studies at Middlesex University.

Discussion: MDX Neurodiversity Global Panel Discussion and Q&A

Neurodivergent students from London, Dubai and Mauritius shared insights into their educational journey, discussing their unique experiences and challenges. They also showcased their strengths and proud accomplishments, inspiring others with their resilience and achievements. Audience members were invited to engage with the panellists. This session was livestreamed to our Dubai and Mauritius Campuses.

Exhibition: Sensory Safety – A re-evaluation of Oxford Street for Neurodiversity Inclusion

An exhibition, by MA Interior students, around the need for quieter spaces along Oxford Street. The proposals focused on how we can adapt our existing built environment to provide refuge and inclusive, quiet spaces for neurodivergent visitors.

Work by:

• Daniela Chavez Zavala, Hidden but Seen. An Autism Support Centre 
• Ivy Fang, Pressure. A sheltered resting place on Oxford Street
• Evy Mansour, Curing the Metropolis. Mitigating the effects of air pollution while providing calm quiet space
• Sarah Mohammed, Form Follows Feeling. Therapeutic architecture for wellness
• Qassandra Ng, Lost and Found. Making connections with other
• Eren Yigit, Screening the Street. Quiet safer spaces just off Oxford Street.

Performance: Breaking Free

Breaking Free is a dance/interactive performance about neurodiversity involving screen projection, sound and lighting. It was created and performed at the MDX Neurodiversity Celebration Festival by Yasemin Gross, a multidisciplinary actor/performer with neurodivergence, then in her 3rd year of Theatre Arts BA at Middlesex University.

The performance consisted of three parts: 

• An interactive play of catching, throwing and passing a ball in a circle formed of audience participants
• The dance itself
• A workshop using sticky notes and pens followed the dance. The audience was invited to write down one thing from which they want to break free and stick this onto a wall, through which Yasemin would then break free. They were also encouraged to note one thing they like about themselves and stick this on their clothing

This production aimed to raise awareness of how people with neurodiversity feel and to form connections, acknowledging that everyone has challenges and strong points.

Performance: Chickenshed

A range of creative extracts from some of the work of Chickenshed Theatre students, with all the pieces being led and or/created by students with neurodiverse lived experiences. Extracts were from projects performed at Chickenshed Theatre, outreach in schools, or both. The varied and impactful work reflects and embodies the spirit of neurodiverse positivity and barrier-breaking celebrated at the Middlesex Neurodiversity Festival. 

Participants at the festivals also have the opportunity to meet with organisations such as:

• The Sanjay Mortimer Foundation (SMF), a non-profit initiative to find and assist those with neurodivergent minds to realise their potential through the field of engineering
• The Sapphire Community Group, which works with children and young people to empower and stabilise segregated communities through mentoring, coaching, literature, entertainment, events, and workshops
• Barnet Mencap, which offers a range of support and events for children and adults with a learning disability, autistic people, and their families, within the London Borough of Barnet

Alongside this, there are opportunities to explore how assistive technology and equipment can support you in your studies. There will be an opportunity to trial the equipment, such as Posturite MindView and Read&Write (support for people with dyslexia), Dragon (speech-to-text) and Glean (notetaking).

The festivals also give students and staff opportunities an introduction to range of support services available to neurodiverse people at Middlesex, and the people behind them.

Barbara Abramowicz

Healthcare science alumna

"I have ADHD and Middlesex University changed my life. Everything turned in a positive way when I reached out to the support services, right from the first phone call when I spoke to somebody who encouraged me to apply and helped me with setting up my support. I received 1:1 support, mentoring, study skills and a lot of equipment. Last year I graduated and was fortunate enough to secure a job at an NHS trust. I'm currently working as an audiologist and could not have achieved this without the support I received at Middlesex. The university experience has been life-changing for me, Middlesex helped me conquer this success!”

Phil Barter

Academic Director, Middlesex University Mauritius

“I am the Academic Director, Middlesex University Mauritius, formerly Deputy Dean for the Faculty of Health, Social Care and Education, with a PhD, and I am dyslexic. I am keen on showing that dyslexia is not a barrier to success.”

Tamsin Bicknell

Consultant Midwife at Homerton Hospital, Advanced Professional Practice MSc

“I have ADHD and love the creativity, innovation and ability to see things differently that this brings to my practise as a midwife and leader in the NHS. There are challenges too, but finding the right kind of role for my unique brain within my profession has allowed me to flourish; as have practising kindness and understanding towards myself.”

Niki Duncan

Midwifery Education Fellow

“I am an autistic and ADHD Midwifery Lecturer and Midwife. I am keen to share my diagnosis with you so that you can see that you are not alone, if you too are neurodivergent. I am keen for us to generate a greater understanding of all types of neurodivergence and the possibilities for even better inclusivity."

Emilie Edwards

Senior Lecturer in Midwifery

“I am an autistic lecturer and midwife and I want to disrupt the outdated narrative around neurodiversity by engaging in innovative and collaborative conversations and projects.”

Jack Evans

Cybersecurity Student

“I never let my dyslexia get in the way of accomplishing great things and decided to embrace this different way of learning. This has made me a stronger and more empathetic person." 

Alice Hartley

Student, trainee mental health worker

"I am an autistic TMHW. One of the things I am hoping to do in the future is to interview various individuals on the neurodivergent spectrum to show society how different we all are to each other. I also want to show how neurodivergent individuals are more than able to contribute to society when rightfully accommodated."

Adrian Jugdoyal

DoP/Senior Lecturer in
Mental Health Nursing

“I am an Autistic and Dyslexic lecturer and nurse. I would want equity for all those identifying as neurodivergent to allow them to reach their maximum potential in all aspects of their life without societal and organisational barriers.”

Rose Kiernan

Creative Technology MSc

“I have ASD and ADHD and I love my neurodivergent brain and how my brain works and how I see the world, I am able to think outside the box and I love how passionate I am as well as having a strong sense of justice, as a Games design graduate at MDX my creativity with my neurodivergency helped a lot!”

Robert McDonough

Occupational Health & Wellbeing Manager

“Having dyslexia has helped me to appreciate that we all have different strengths and needs, which is essential in my role because it gives me an insight into how important it is to put the right support for colleagues with support needs.”

Yvonne McInanny

Midwifery Alumna

“I have dyslexia and I couldn’t have achieved my dream to become a midwife without the support from the university and my personal tutor.”

Nathan

Graphic design student

“I believe that my autism aids my creativity by allowing me to view the world in a different way. I sometimes struggle socially, but find it easy to engage with others through my art.”

Esther Olatunji

President of Neurodiverse Brains

“There is no 'right' way of thinking, learning, and communicating. Our brains are wired differently and that's okay.”

Jacob Pepper

Networks & Social Action Manager

“I’m dyslexic and dyspraxic and grew up assuming that the things that I was good at were despite my Neurodiversity but as I got older and started to research, I realised that they were because of it. It feels cheesy to say but I’m really proud to be neurodiverse.”

Christiana Rose

Events and Development Support Officer

“I am an Event Coordinator with dyspraxia and I want to disrupt the outdated narrative around neurodiversity, by showing that my disability is not limiting - in fact, the way I think and plan, means I get to be creative and work visually. Thanks to Middlesex University’s onus on accessible education, my self-development has been incredible. I am in the final year of a law degree, whilst balancing work and a young family. I have represented the university in mediation competitions in London and Ireland. I have also had the privilege of learning from unbelievably inspiring experts in the legal field, planning events externally at prestigious venues (barristers chambers and Inns of Court!) and organised important events on campus, which contribute towards the future. I am proud of how I work in a coordination role, when my condition is all about a lack of coordination!”

David Wheeler

Associate Lecturer in Studio & Digital Production

“A slow reader, I struggled, but worked super-hard at school and did OK. Energetic, enthusiastic and full of visual ideas because of my ADHD, I went on to become a successful TV director at the BBC, where I juggled many varied priorities and created high-impact films such as Top Gear.”