I’m pleased to share that my latest peer-reviewed article has been published in the Student Engagement in Higher Education Journal (SEHEJ):
Written with Lili Ly, “Beyond voice: Re-imagining student engagement through a co-created project led by an autistic student” reflects on my work as student lead in a UCL ChangeMakers project. The project re-designed postgraduate admissions interviews and, in the process, highlighted how co-production can create structural changes that benefit all learners.
Why it matters for practice
This work demonstrates that:
- Neurodivergent lived experience can drive innovation in systems design.
- Co-production leads to more equitable processes than consultation alone.
- Inclusive redesign improves outcomes for everyone, not only for those who face the highest barriers.
Implications for schools and training
Although the project was situated in higher education, the lessons apply widely. Whether in schools, further education, or professional training, inclusion is most effective when:
- Adjustments are built into systems from the start.
- Students and staff share authorship and authority.
- Diversity of communication and learning styles is treated as a strength.
At Neurodiversity Learning Support Consultancy, my work with schools and families is shaped by the same principle: inclusion should not be an afterthought. It should be structural, proactive, and co-designed with the people most affected.
Kate Coldrick is an educator, researcher, and inclusive learning specialist based in Woodbury near Exeter. She supports schools, families, and home-educated learners through consultancy, training, and resources on neurodiversity and inclusive practice.
Kate Coldrick – Home Education Consultant for Neurodivergent Learners 