Section 1: LiA Impact Report
My Leadership in Action (LiA) was shaped around the theme of education and the United
Nations Sustainable Development Goal 4: Quality Education. I designed the project in two parts,
reflecting my desire to act both globally and locally. First, I partnered with Atlas Volunteers, an
ethical volunteer organisation in Ghana, to support teaching in a rural school. This experience
allowed me to contribute to education in a setting where resources were limited but where the
value placed on learning was immense. Second, I carried lessons from Ghana home with me by
organising a creative children’s workshop in Ireland, hosted at the historic site of Loughcrew.
This workshop sought to reconnect children with nature, local folklore, and their community at
a time when many spend increasing amounts of their lives indoors and online. Together, these
two projects formed a dialogue between global and local action: learning from a
community-centred lifestyle abroad and applying it to reimagine connections at home.
My vision was to offer my skills and abilities to the rural communities of Ghana, providing
English lessons and supporting the day-to-day running of school activities. I brought supplies
such as spelling books, times tables games, and art materials, which became invaluable during
one-on-one lessons. Beyond the classroom, I immersed myself in the community and observed
how shared traditions, whether dances, cultural days, or even funerals, acted as vital spaces for
people to laugh together, support each other, and sustain a strong sense of belonging. These
moments taught me that education extends far beyond textbooks. It is woven into the fabric of
community life.
Back home, I translated these insights into a summer workshop for children in my local area.
The programme aimed to spark curiosity through folklore,mindfulness and creative activities. At
first, many children were shy and reserved, some even needing a parent nearby but gradually
they became more adventurous and willing to connect with others. One striking difference I
noticed was how little physical contact children in Ireland are accustomed to compared to
Ghana, where games often involve handholding, clapping, and touch. This contrast highlighted
for me how cultural practices shape the way children relate to one another, and reminded me of
the importance of designing spaces where trust and connection can grow.
My experience in Ghana definitely highlighted the importance of resilience and creativity in
under-resourced areas. My children’s workshop taught me how vital creating safe spaces for
children to connect with each other are.
During my time abroad I had the privilege to work alongside the teachers and other volunteers
in my primary school. The teachers generously shared their wisdom while also giving me space
to try out my own methods, which built my confidence as an educator. Having fellow volunteers
to share the journey with was invaluable, together we problem-solved challenges in
under-resourced classrooms and supported one another through the highs and lows. Atlas
Volunteers created an incredibly supportive environment, arranging community events and
ensuring we were fully immersed in Ghanaian culture. Their model of collaboration showed me
how a strong network of mentors, peers, and community members can make a project thrive.
In Ireland, I worked with local artists, storytellers, yoga and mindfulness instructors, as well as
community parents. Each person brought their own expertise, shaping the workshop into
something far more creative and impactful than I could have achieved alone. The experience
reminded me that leadership is often about facilitation, connecting people, sharing
responsibility, and creating space for others to shine. Seeing how successful the workshop was,
the facilitators are looking to collaborate again, a sign that the project has sparked lasting
momentum within the community.
Looking back, I noticed a contrast between the two contexts: in Ghana, collaboration was about
adapting together with limited resources, pooling ideas and resilience to meet daily challenges.
In Ireland, collaboration was about harnessing diverse talents and creativity, showing me that
leadership can look very different depending on the environment. Both experiences taught me
that the success of any project lies not in individual effort, but in building trust, respect, and
mutual support among all involved.
In Ghana, one of the biggest challenges I encountered was adapting to large class sizes with very
limited resources. I often had to rethink my lesson plans on the spot, simplifying activities or
finding creative ways to make a single spelling book work for a whole group. This required
flexibility and quick problem-solving, but it also taught me to focus on the essence of learning
rather than the materials. Teamwork with the other volunteers and teachers was essential, we
shared resources, swapped ideas, and supported each other when lessons didn’t go as
expected.
In Ireland, the challenges were of a different nature. Organising an outdoor summer workshop
meant dealing with unpredictable weather, last-minute changes in volunteer availability, and
the logistics of coordinating multiple facilitators. These obstacles tested my resilience and
planning skills, as I had to adapt the schedule quickly, communicate changes clearly, and keep
the children engaged regardless of setbacks. Despite the differences between the two contexts,
both experiences taught me that effective leadership is less about preventing challenges and
more about responding with adaptability, creativity, and a calm, solutions-focused mindset.
Throughout my LiA, I had the opportunity to put into practice many of the leadership skills I had
first encountered in training sessions, communication, improvisation, problem-solving and
project planning. These were not abstract concepts anymore; they became daily necessities. In
Ghana, adapting to new teaching norms required both cultural humility and self-awareness.
Corporal punishment, while officially outlawed, remained common practice in many schools. I
had to acknowledge this uncomfortable reality without imposing my own views in a way that
would have been disrespectful or ineffective in the short time I was there. Instead, I chose to
demonstrate alternative approaches by carefully preparing engaging lessons and managing
classrooms without resorting to discipline. This approach allowed me to build trust, show rather
than tell, and reinforce my belief that leadership sometimes requires quiet persistence over
confrontation.
In Ireland, these same skills manifested in different ways. Rather than being a guest in another
culture, I was working within my own community, which meant stepping into a more visible
leadership role. Here, the challenge was not about adapting to others’ norms but about
empowering peers. I collaborated with local artists, storytellers, and mindfulness facilitators,
ensuring they had the freedom to bring their unique talents to the children’s workshop. My role
became one of connector and enabler, holding the structure of the day while allowing others to
shine. This experience deepened my understanding of leadership as a practice of service, where
creating the conditions for others to thrive is just as important as stepping forward myself.
My goal from the outset with my LiA in Ghana was to contribute, in whatever way I could, to
improving the quality of education in my school. Measuring the long-term impact of a few
weeks of teaching is difficult, but I take comfort in knowing that I brought new materials, fresh
ideas, and genuine curiosity into the classroom. I still keep in touch with teachers and
volunteers who remain connected with the school, and I hope that my students will carry
forward even one thing they learned from me, whether it was a lesson on geography or simply
the confidence to ask questions. Most importantly, I know I played a part in Atlas Volunteers’
ongoing mission to promote inclusive and equitable education, and it is an organisation I fully
intend to return to in the future.
Back in Ireland, the workshop at Loughcrew showed me that change can be created just as
powerfully at home. Reconnecting children with their local folklore, creativity, and mindfulness
may not solve global challenges overnight, but it sparked something meaningful in my
community and planted a seed that others are now keen to nurture further.
Both projects have shaped how I view myself as a global citizen. Ghana taught me humility,
adaptability, and the importance of presence. Ireland reminded me that leadership is about
enabling others and investing in the next generation. Together, they have shown me that ethical
leadership is not about having grand answers, but about showing up, with openness, with care,
and with a willingness to create spaces where learning and connection can flourish.
Section 2: Reflective Report
I joined Laidlaw with the hope of expanding my college experience and trying new
opportunities outside of my course. Without the programme, I would never have realised how
much I enjoy teaching, nor would I have had the chance to travel to an entirely different
continent and step into a classroom there. Being part of Laidlaw has allowed me to meet and
collaborate with incredible individuals who are just as curious and eager to grow as leaders and
as people. The difference between what I thought I would gain from a leadership programme
and what I am leaving with is enormous. At the beginning, I naively believed that a leader was
someone strong, commanding, and responsible. While these qualities certainly matter, I’ve
since discovered that great leadership also requires humility, kindness, and patience.
Summer 1 taught me far more than just lab techniques. My project involved carrying out
experimental work in a high-tech lab, using instruments and methods that initially felt far
beyond my abilities, especially given that I had never studied science at Leaving Cert level. I
battled intense self-doubt at the beginning, convinced that I didn’t belong, but with the
guidance of my patient supervisor and the support of fellow researchers, I gradually found my
footing. I contributed to real research and even co-authored a paper, something I would never
have imagined possible when I first stepped into the lab. Alongside the technical skills, I learned
to ask questions without shame, to accept mistakes as part of the process, and to reframe
failure as learning. More than anything, Summer 1 taught me how to step into myself despite
fear and uncertainty. The phrase that has stayed with me ever since is: do it scared.
The leadership training days proved invaluable in shaping how I approached both my Summer 1
research and my Leadership-in-Action projects. The first training day stands out vividly, my
entire cohort, myself included, were buzzing with nerves, eager to absorb everything. I
remember being in awe as I listened to others describe their projects, convinced mine paled in
comparison. That day we heard from inspiring speakers on time and project management,
particularly how to stay calm when everything inevitably goes off-plan, lessons that became
crucial when my experiments misbehaved or when Irish rain threatened to derail my children’s
workshop. But the most transformative session for me was the Lir Academy’s public speaking
workshop. We were asked to give a three-minute talk on anything, the focus wasn’t on
rehearsed perfection but on finding fluidity, confidence, and presence in the moment. I had
always thought I was comfortable speaking to groups, but I quickly realised how much I hid
behind formality and preparation. In that room I felt painfully “perceived” and reverted into
someone shy and hesitant. With the support of my partner and the facilitator, I pushed through
and walked out a completely different person. That experience reshaped not just how I speak in
public, but how I hold space for myself as a leader. Later, at the international conference in
Leeds, I drew on those skills to network with scholars from all over the world, learning to
contribute confidently to conversations and seeing how diverse perspectives enrich leadership.
My Leadership in Action (LiA) experience across Ghana and Ireland showed me how much my
leadership had grown since Summer 1, moving from nervous self-doubt in the lab to confidently
adapting in unpredictable, real-world settings. In Ghana, I learned to improvise lessons in
under-resourced classrooms, listening first and respecting local teaching norms while
demonstrating alternative approaches through example rather than imposition. Back in Ireland,
I translated those lessons into a community workshop, where collaboration with local artists
and facilitators taught me that leadership is less about control and more about empowering
others to share in the vision. The training I received in adaptability, communication, and project
planning proved invaluable in both contexts, helping me manage challenges from cultural
differences to logistical setbacks. Most importantly, these experiences reshaped my
understanding of ethical leadership and global citizenship: they showed me that meaningful
impact does not come from arriving as a saviour, but from showing humility, building trust, and
recognising the connections between local and global action.
I believe more than anything, this programme has transformed how I view leadership. At the
outset, I thought leadership was about having the answers and taking charge, but I’ve since
realised it’s about humility, listening, and empowering others. Softer aspects of my personality,
empathy, openness, and compassion, have emerged as my strongest qualities as a leader. I’ve
learned that while courage, authority, and confidence are important strengths to develop,
knowing how to harness your natural tendencies can be an even greater asset. My leadership style may not mirror that of some of my peers, but I’ve come to value my ability to empower
others, to problem-solve, and to adapt with resilience.
Going forward, I intend to pursue a career as a primary school teacher, a path that my LiA
experience has both inspired and confirmed. I want my classroom to reflect the values I have
strengthened through Laidlaw, integrity, inclusivity, and responsibility, so that I can help shape
the next generation of ethical leaders. Beyond teaching, I am committed to continuing my
involvement in non-profit and community-based organisations, supporting initiatives that
reduce barriers to education and volunteering. Having seen first-hand the opportunities that
Laidlaw opened for me in Ghana, I feel strongly about working with charities to remove
roadblocks for others who want to contribute. As I continue developing as a leader, I hope to
strengthen my skills in conflict resolution and advanced project management, ensuring that I
can both empower others and steward projects with clarity and care.
Looking back on my two years in the Laidlaw Programme, I can see just how much I have grown,
not only as a student, but as a leader and a person. At every stage I was challenged to step into
the unknown, whether that meant entering a lab with no science background, teaching in a
rural school in Ghana, or organising a children’s workshop at home in Ireland. What I have
discovered is that leadership is not about always having the answers, but about curiosity,
resilience, humility, and the courage to create space for others to flourish. Laidlaw has given me
the opportunity to connect with people across cultures and continents, to witness the power of
community, and to practice leadership grounded in ethics and empathy. For that I am deeply
grateful, to the programme, my mentors, my peers, and the communities who welcomed me.
The thread running through my experience is clear: when we act with integrity, openness, and a
willingness to learn, we can build connections that transcend borders and create lasting impact.