Participating in the Laidlaw Scholarship has fundamentally reshaped how I understand research, leadership, and my responsibilities as a global citizen. Through my research project examining the effect of social rewards on word learning in autistic adults and my proposed Leadership in Action project, Pathways to Wellbeing: A Comprehensive Workshop Series, I have explored questions of motivation, accessibility, and belonging within learning and community environments. Although these projects take very different forms, one experimental and one applied, they ultimately address the same core question: how can we create more effective and inclusive spaces that support neurodiverse individuals and foster meaningful participation?
My research project investigated whether social rewards (such as smiling faces and positive feedback) could enhance word learning in autistic adults under varying levels of uncertainty, compared with monetary rewards. As I designed the task using Swahili-English picture-word pairs, analysed prior experimental findings, and engaged with the literature on autism, social motivation, and intolerance of uncertainty, I became increasingly aware of how structural assumptions about learning shape participation. Many barriers faced by autistic learners are not simply cognitive but motivational: differences in responsiveness to social stimuli and heightened sensitivity to unpredictability can unintentionally limit engagement with conventional learning approaches. Conducting this research encouraged me to think critically about individual differences rather than one-size-fits-all methods, and about the role that carefully designed experiments can play in challenging long-standing assumptions in language education.
However, the Leadership in Action component of the scholarship will allow me to move beyond controlled experimentation and engage directly with change in practice. In the coming summer, I will work with the Hong Kong Kwai Chung Hospital Patient Resource & Social Centre to develop and deliver Pathways to Wellbeing: A Comprehensive Workshop Series. The programme is designed to create a multi-modal workshop experience that (a) enhances participants’ sense of containment within the centre, (b) reduces distress and improves daily functioning, and (c) strengthens ties between the centre and the surrounding community by actively recruiting and integrating volunteers in assisting the workshops. Where my research explores the mechanisms underlying word learning differences in autistic individuals, the LiA project will focus on equipping community members and volunteers with practical tools to build more supportive, inclusive environments that promote well-being and social connection.
Experiencing both sides of this process—rigorous experimental research and applied leadership—has already proven powerful in shaping my thinking, and I anticipate it will be even more illuminating once the workshops are underway. Research has helped me understand the nuanced motivational profiles of autistic learners, while the LiA project will demonstrate how change often occurs through practical, incremental actions that combine structured activities with community involvement. Conversations about neurodiversity and wellbeing can sometimes feel abstract or overwhelming, yet when framed through achievable, multi-modal steps and volunteer integration, they become something that individuals and organisations feel empowered to implement. This has reinforced an important lesson about ethical leadership: meaningful change often emerges through enabling others to act rather than attempting to impose solutions from above.
Throughout the scholarship, I also developed a stronger understanding of leadership as a collaborative process. Both projects have required working with individuals whose expertise and perspectives differed from my own—ranging from cognitive scientists and statisticians to community centre staff, volunteers, and participants. Learning to contribute confidently while remaining open to challenge has been an important part of this experience. In particular, discussions about social motivation, uncertainty, and community wellbeing frequently involve differing interpretations of support needs and inclusion. Navigating these conversations productively has required careful listening, thoughtful communication, and a willingness to reconsider my own assumptions.
Another important aspect of my development during the scholarship was learning to advocate for neurodiversity-affirming and community-based approaches within academic and real-world environments. As a researcher and future facilitator working within new experimental and organisational contexts, I have become more confident in articulating the value of individualised strategies and explaining why inclusive practices—whether in word learning or wellbeing workshops—benefit not only specific individuals but communities as a whole. This experience has reinforced my belief that accessibility should not be treated as an optional accommodation, but as a fundamental principle of equitable participation.
Together, these experiences have strengthened my understanding of global citizenship. Language, communication, and wellbeing are vital parts of community life and educational opportunity, yet access to effective, supportive environments remains uneven across many societies, particularly for neurodiverse individuals. Addressing these disparities requires leaders who are willing to question inherited structures and work collaboratively to create more inclusive spaces. Whether through research that highlights overlooked motivational differences or practical initiatives that integrate volunteers and build community ties, leadership in psychology and community wellbeing can contribute meaningfully to broader conversations about equity and participation.
Reflecting on the Laidlaw Scholarship as a whole, the most valuable lesson I will carry forward is that leadership is rarely about individual authority. Instead, it is about responsibility: recognising barriers that others may overlook, listening carefully to the experiences of those affected by them, and working persistently to create conditions in which more people are able to participate fully. As I move forward in my academic and professional journey, I hope to continue building on this work, combining research, advocacy, and collaboration to help create learning and community spaces where accessibility and inclusion—supported by evidence on social rewards, uncertainty, and multi-modal wellbeing programmes—are not exceptional efforts, but embedded values.