Victoria Wiltshire

Please introduce yourself and tell us a bit about you!

Julia: Hi everyone my name is Julia Sienko and I am a final year student, and I am currently studying Business Management with Human Resources at the University of Surrey. I am also a fully disabled student as I am a full time wheelchair user. I was raised in the UK for the majority of my life so I understand the barriers students could face on a day to day basis. I have been involved in student councils and unions as well as different advocacy groups during my time in education. This is kind of the reason why I chose my field of study to have a clearer understanding what barriers are faced in employment and hopefully providing help to fellow students to be stable and independent. Since my time at Surrey I have worked with D&N, Surrey Sports Park, and the student union to advocate for students and providing solutions to issues this has lead me to be short listed and winning the JEDI award (Justice, Equality, Diversity and Inclusion) in May 2024.

Rachel M: My name is Rachel and I am currently doing a Masters Conversion course in Psychology. I started at Surrey in 2020, studying UG Biological Sciences which I graduated from in 2024. I am an animal lover, a plane nerd and a long-suffering Brighton and Hove Albion fan.

Jaden: My name is Jaden Ogunlade. I was born in Lagos, Nigeria. I moved to the UK for boarding school in 2019, and I currently study Adult Nursing. I’m a member of the KISS Performance Team, which is the K-POP dance team at the University of Surrey. My favourite band is Tomorrow X Together. While at university, I was diagnosed with dyslexia and ADHD. I had always struggled with my learning, and although I never received poor grades, I always felt like I had to work ten times harder than my peers to achieve the same results. This continued until I became completely burnt out in my final year of sixth form, which affected my grades, and I ended up attending the University of Surrey for a foundation year in Nursing. After my experiences, I was determined not to repeat the cycle of burnout and lack of support.

Before starting university, I contacted the Disability and Neuro-Inclusion team to ensure I had the support I needed. I was able to have a quiet registration, and from that ten-minute conversation with a staff member, I was put on the path towards getting a diagnosis, DSA support, and accommodation assistance.

Rachel H: My names Rachel, and I’m a 20 year old Medicinal Chemistry student, trying to navigate university on top of my health issues - predominantly caused by Ehlers Danlos Syndrome (type 3, or the hypermobile type), a genetic connective tissue disorder, that wreaks havoc across my entire body, causing a huge range of symptoms for me! I’m also a craft lover, Girlguiding volunteer, and the Vice President of the university of Surrey’s Chemistry Society for 2025/2026! 

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What advice would you give to Disabled or Neurodiverse students starting university?

 

Julia: When I first started university I was extremely overwhelmed as I started half way through the first semester of year one. This was due to my having a medical procedure with complications happening. I had communications with the D&N team to have my accommodations put in place however it wasn’t the greatest support at the time. What really helped me is the people I met both in my course/lessons who where really supportive and encouraging (even though they were total strangers).

I also relied heavily on my personal tutor – shout out Deji you legend! And Student Success team who helped me communicate with the needed people and departments to get my accommodation sorted such as timetabling for accessible rooms, study skills, accessible tables for me to use and understanding how to apply for EC’s.

Although they where massive help it was also up to me to be very vocal to anyone who would listen regarding why disabled students shouldn’t be ignored as we all deserve to gain a degree but needing the right accommodations to be able to reach the same level of potential. My advise to any disabled student is to ask you aren’t being a burden or annoying you deserve to be heard, you matter!

Rachel M: The biggest piece of advice I would give is to put yourself first. I spent a lot of my time at university trying to fit myself into the box of a perfect student. I attended every lecture in person, said yes to every opportunity presented to me, and pushed myself relentlessly. I ended up in my final year of my undergraduate completely burnt out and exhausted. Only then, when I was at breaking point, did I allow myself to use extenuating circumstances to delay my dissertation deadline. Now in my masters, and with the support of the Disability and Neuroinclusion team, I finally have the confidence and self-awareness to advocate for myself and my needs, because I know what is best for me.

It’s okay if your brain and body work differently to other students, or to the idea you may have in your head of what a good student looks like. It’s okay if it takes a little longer than expected, or you do it a little differently to how it’s ‘meant to be done’. But trust yourself, you’ve got this far!

Jaden: One thing I’ve learned at university, something that applies to everything, is that if you never ask, you’ll never find out or get the help you need. My advice to students who are Disabled, Neurodivergent, or even just suspect they might be, is to advocate for yourself and speak up if you’re struggling. The earlier you do, the better. Look at your course structure in advance and try to identify assignments you might struggle with, whether that’s essays, calculations, or overlapping deadlines. When it comes to getting support, the process can take time, especially if university assessments lead to external medical referrals. Starting early puts you in the best position to receive timely help.

Also, look for activities to do that will make you happy and allow you to engage with student life. In my experience my fulfilment outside of my studies directly impacts my mindset and approach to learning.

Rachel H: There’s no award for not seeking support! Contact the universities Disability & Neurodiversity services, and see what support they can give you, and if you’re eligible, apply for DSA too. The equipment I got from my ergonomic assessment with DSA has truly been a game-changer for me, and has meant I can study comfortably in my room. Look into external support too - there are charities out there that can offer financial support if there’s equipment or mobility aids you require due to your disability/health condition, to enable you to study at university. The Snowdon Trust is just one example, and you can look into charities that offer support specifically for your condition - there’s a vast range of support out there!

When I was at school, you wouldn’t have ever heard me talking about my health or asking for support. I hated being treated differently, until I realised the support I receive is only there to give me the same opportunities as my peers. It took me a long time to have the confidence to advocate for myself, and to ask for adaptations and adjustments to make studying more accessible, but the difference that speaking up has made to my life is immeasurable.

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   What changes would you like to see at the University of Surrey and Union to better support Disabled and Neurodiverse students?

Julia: The current support available at Surrey is a great starting point for any student. I would highly recommend reaching out to the D&N, Student Success Team as well as the support teams such as the Centre of Wellbeing and PEER support but there are so many others. It’s a good way to scope out the options for help that’s available. There’s often more support available than you might expect. Getting involved in Union activities is also a great way to meet others. Even if you prefer to stay on the sidelines at first, it’s still a chance to connect with the SABB team, discover new interests, and make friends across different courses. Societies are another great way to find a sense of community, and if you can’t find one that suits you, starting your own is a great way to build an inclusive space for others too.

Looking ahead, I would love to see more accessible and affordable social events, especially in venues that are on the ground floor or step-free to avoid physical barriers. Creating more social spaces around campus, like The Nest or the Quiet Room, would also make a big difference. These should be places where students can comfortably mingle, work on group projects, enjoy a coffee or snack, or even take a break and rest. These kinds of spaces help reduce stress and create a stronger sense of belonging. Finally, continuing to improve academic accessibility through lecture recordings, accurate captions, flexible deadlines, and support for students without a formal diagnosis will help make university life more inclusive and supportive for everyone.

Rachel M: I would like to see a cultural shift on campus towards a more empathetic and understanding approach to supporting disabled and neurodivergent students, particularly those with ‘hidden disabilities’. I believe academic staff would benefit from mandatory training on neurodiversity particularly areas such as masking and executive dysfunction. This would ensure that the needs of students can be prioritised, and reasonable adjustments can be accessed without judgement.

I would also like to see more collaboration between departments, including the Wellbeing team and the Disability and Neuroinclusion service, to share ideas for supporting disabled and neurodiverse students. I would like to see the voice of those with lived experience amplified in decisions that affect policy and support services.

Jaden: One of the new initiatives I really appreciate is the drop-ins by the Disability and Neuro-Inclusion (DANS) team on the Manor Park campus. Especially when you’re waiting for a formal meeting, it’s helpful to be able to pop in and get advice quickly.

One thing I’d love to see is an FAQ forum where commonly asked questions could be answered, either by staff or by other students. I think this could relieve some of the pressure on the DANS team and improve accessibility. At Surrey, there sometimes feels like there’s a bit of secrecy around available support, as students may worry that sharing information could limit their own access to resources. That’s why I always say, if you don’t ask the right questions, you won’t get what you need.

Rachel H: More social events that disabled/neurodivergent people can participate in. It’s not safe for me to go clubbing, or drink, like most students can, so more lower energy options, and perhaps some social groups for students with disabilities is something that would’ve benefited me, especially when I started university. The struggles that some of us face are pretty niche – I know how it feels to feel like the odd one out, or to not have anyone to speak to who understands your situation, and I definitely know what it’s like to be the youngest person in a waiting room! At home, my closest friend has similar health issues to me, and so moving away felt extra isolating - I’m still yet to meet anyone else with hEDS, or my health issues at the university. So, some more social opportunities for those with disabilities would be amazing – it’d be nice to have the opportunity to meet some more students going through similar situations to mine - special shoutout to anyone with hEDS, PoTS or any of the other comorbid conditions, I’d love to meet you!

 

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What is your biggest achievement at University so far?

Julia: I am incredibly proud of the support network I have built at Surrey over the past three years. Friends, lecturers, my personal tutor, and staff in different departments have all played a role. It feels amazing to know there are people willing to listen and support me. One of my proudest achievements was securing and completing a placement year. It was a challenging time, managing job applications, interviews, academic work, and social life, but I made it through and gained so much from the experience.

I am also proud that I continued campaigning during my placement year and was elected as a part-time Support Zone Officer for 2025 to 2026. I want to help improve the university so that more students feel confident choosing Surrey and recommending it to others. I know there is still a long way to go, but I have already seen real progress.

Lastly, I took on the role of Boccia Activator, helping introduce the inclusive sport to Surrey. My goal is to bring people together and build community through accessible, fun, and meaningful activities. Boccia is more than a sport—it is an opportunity for connection, confidence, and belonging.

Rachel M: I have achieved so many things at university that I never thought I would. Undoubtedly my biggest achievement was returning to complete my course after an unplanned 2-year withdrawal to focus on my health. I was very unwell when I finished my first year, but returning to university remained a key motivation for getting better. Through sheer determination (some might say stubbornness!), I came back and resumed my second year in 2022, not knowing anyone on my course anymore and having not done any studying for 2 years. With the right support, sometimes a break to focus on your wellbeing is more beneficial to your success than pushing yourself to the limit. I’ve learnt that the hard way!

Jaden: Despite my past academic challenges, I’ve been able to accomplish a lot in the last two years. During my foundation year, I served as a course representative, a role I’ll continue into my second year. I also completed a summer study abroad programme at Seoul National University and was elected as the Raising and Giving Chair for the Surrey Union. I joined the KISS Dance Team and served as Vice President for the 2024/25 academic year. I’ll be stepping into the role of President for the 2025/26 academic year.

Before university, I never imagined I’d be so involved in extracurricular activities. I didn’t have the tools I needed to succeed academically while doing other things. The support I’ve received from the university has allowed me to become a more well-rounded student. It has alleviated a lot of pressure and helped me to excel in all areas of student life.

Rachel H: Honestly, just getting through this year has been a massive achievement for me. I’d like to give myself credit for everything I’ve managed to do, even if some of those things wouldn’t be worth celebrating to my able-bodied peers. People take their good health for granted, and don’t realise the amount of extra planning and effort that goes into just getting through the day when you’re chronically ill/disabled. There would be times where I’d have an early morning hospital appointment, and then have to go straight to lectures, without having the chance to even begin to process what had been said to me about my health. Being chronically ill is absolutely exhausting, and juggling health issues while trying to study can be a huge challenge. But despite these challenges, as well as the A&E visits, and countless hospital and doctor's appointments, I’ve managed to complete my first year of university - and for that, I’m incredibly proud of myself!

 

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We want to thank Julia, Rachel M, Jaden and Rachel H for sharing their personal experiences. 

The Student Equality Network is a platform for students to express their thoughts and share their lived experiences- both in and out of meetings. 

The My Lived Experience Project is a student led initiative that aims to showcase different voices and perspectives, while also recognising and compensating the contributions of our members. From events and trips to blog posts, videos, and Instagram takeovers, we are passionate about showcasing student stories in all their forms. 

Through campaigns, events, paid opportunities and projects that celebrate diversity and amplify student voices, we encourage you to get involved with the Student Equality Network. Led by students, for students—make a change together. Find out more about the network here.