Being a Laidlaw Scholar has been transformative to my understanding of leadership, in ways that I could not have predicted when I first joined the programme. My research and LiA projects, focused on improving assessment practices at UCL’s Faculty of Social and Historical Sciences, allowed me to step into a leadership role that challenged my initial assumptions and forced me to think critically about what it means to implement change with integrity and inclusivity in mind.

I used to assume that leading ethically would largely revolve around making decisions that, simply, benefit others and avoid causing harm. My idea of leadership drastically changed after I got the opportunity to put my Laidlaw research into practice. I came to realize that ethical leadership also requires a deep commitment to humility, transparency, and self-awareness. In proposing changes to long-standing academic practices, I had to balance advocating for students and respecting the expertise and experience of teaching staff. I learned that ethical leadership isn’t about imposing your ideas on others -  it’s about fostering a dialogue where all voices are heard and considered. This approach helped me build trust in this work and made me feel certain that any changes made were grounded in the collective agreement of the staff and student community.

Implementing my research into action taught me the importance of resilience and patience in leading change ethically. At first, I feared that as an undergraduate student, my suggestions might be met with scepticism, particularly when advising experienced academics on their teaching methods. To my surprise, the support I received was overwhelming, and this made me realise that ethical leaders must not shy away from discomfort or fear of rejection. Instead, they should approach challenges with a commitment to their principles, trusting that sincerity and integrity will resonate with others. This experience made me see that true leadership requires persistence, even when it may feel uncomfortable or scary.

In addition to ethical leadership, the Laidlaw Scholarship also deepened my understanding of what it means to be a global actor. I am grateful to have worked with the vastly diverse staff and students at UCL, and it certainly strengthened my sensitivity to how differentiating cultural understandings impact our actions - in this context, how ideas of what “good education” means are based on cultural norms. While my project focused on a specific (micro) setting; the Faculty of Social and Historical Sciences at UCL, I strongly believe its implications may be far broader. Education is a global process, and improving the emotional well-being of students within the assessment process is a step towards a more equitable and supportive learning environment, universal of cultural understandings.

Looking ahead, I am committed to continuing my journey as an ethical leader in education. This means actively seeking opportunities to engage with diverse perspectives and cultures, ensuring that my future work always considers its impact on the global community. It also means taking responsibility for the ways in which I lead, ensuring that my actions are grounded in fairness, integrity, and respect for others.