Keynote with Q&A
Jason Arday, Professor of Sociology of Education, University of Cambridge
We are where we are…
Jason Arday is Professor of Sociology of Education at the University of Cambridge, Faculty of Education, and a Fellow at Jesus College, Cambridge. He was formerly a Guest Editor on BBC Radio 4’s Today Programme. Professor Arday has previously held the position of Professor of Sociology of Education at the University of Glasgow, School of Education; Associate Professor in Sociology at Durham University in the Department of Sociology; and Deputy Executive Dean for People and Culture in the Faculty of Social Science and Health. Jason is a Patron of the Adult Literacy Trust (ALT) and Get Further. He was formerly a Trustee of the Runnymede Trust, the UK’s leading Race Equality Thinktank for 11 years. Presently, he is a Trustee of the British Sociological Association (BSA). Jason sits on the NHS Race and Health Observatory Academic Reference Group and the ITV Cultural Advisory Council.
Speakers
Suzanne Carrie, Head of Student Equality and Welfare, Office for Students
The regulator’s perspective on the disabled student on-course experience
Suzanne will reflect on the outcomes and experiences of disabled students, drawing on research carried out by the Office for Students with the support and direction of our Disability in Higher Education Advisory Panel. She will also talk about the OfS’s decision to develop a statement of expectations in relation to disability which will be published in early 2027.
Biography:
Suzanne is the Head of Student Equality and Welfare at the Office for Students. She leads policy teams focused on Access and Participation and Disability. She is a member of the Disabled Student Commitment Advisory Group and the Department for Education’s Mental Health in Higher Education Implementation Taskforce. She previously worked in the higher education sector leading the development and implementation of access and participation and student inclusion strategies.
Gina Rippon, Emeritus Professor of Cognitive NeuroImaging at the Institute for Health and Neurodevelopment, Aston University, Birmingham
The Lost Girls of Autism: It’s not just about the boys
This talk will be about autistic women — a group often overlooked, misunderstood, or misdiagnosed — with a particular focus on how their traditional ‘invisibility’ affects their experiences in higher education. Historically, autism has been understood through a male lens. Recognition and awareness of the condition and how it might present, access to diagnosis and support were all skewed by this belief. As a result, autistic women were frequently mis-diagnosed or missed altogether, and many did not receive an autism diagnosis until adulthood. There has therefore been little awareness of what autism might ‘look like’ in females, or that it might present differently from males. It is now clear that characteristic patterns of camouflaging and masking behaviour have resulted in apparent social competence and neurotypicality, disguising the underlying difficulties and chronic stress. This has had consequences for both diagnosed and undiagnosed autistic women in higher education, as there is limited understanding of the struggles they may be having (or indeed the strengths they might bring) and how these might be impacted by university life.
Biography:
Professor Gina Rippon is Professor Emeritus of Cognitive NeuroImaging at Aston University in the UK. Her research involves the use of state-of-the-art brain imaging techniques to investigate developmental disorders such as autism, profiling different patterns of brain activity in autistic children and adults. Her current research explores the under-recognition of autism in women and girls, especially in neuroscience research. Her new book on this topic: The Lost Girls of Autism (UK)/Off the Spectrum (US) is released in April 2025.
Emily Adams, SpLD Tutor and Neurodivergent Staff Network Co-ordinator and Julie Lynch, Head of Disability and Inclusion, University of Hull
Embedding Excellence: Advancing Neurodivergent Inclusion through PASSHE Membership and Quality Assurance Framework
This session celebrates the PASSHE and University of Hull’s partnership and progress in developing PASSHE’s Institutional Memberships and a pioneering Quality Assurance Framework designed to enhance the experience of neurodivergent students in Higher Education. We will showcase how institutional collaboration, alongside embracing of PASSHE’s 7-Principles®, have been embedded across teaching, inclusive policy, and student partnership initiatives. Aligned with the shared values of our members from PASSHE’s 2025 National Conference, this presentation will highlight collaborative efforts across PASSHE, the University of Hull and key partners to support the development of these initiatives to reach this significant milestone. Attendees will gain practical strategies for starting collaborative partnership seeking to embed inclusive excellence, and learn how to contribute to shaping the next stage of this sector-wide initiative.
Biographies
Emily Adams has been supporting students at the University of Hull for over 17 years. She is a SpLD Tutor on the Neurodivergent Support Team, and has co-ordinated the Neurodivergent Staff network for over 8 years. Emily sits on the Executive Committee of PASSHE, and holds the role of Institutional Memberships and Accreditation Officer. Emily is a Fellow of the Higher Education Academy (FHEA), and previously held positions on the Executive Committee of UK Advising and Tutoring group (UKAT), and represented the UK on the Global Initiatives Committee (GIC) for the Global Community of Academic Advising (NACADA). She has contributed to the Journal of Neurodivergent Learning and Teaching, and has recently served as a Governor for a local primary school. Emily has an active interest in supporting and advocating for neurodivergence, and developing peer communities within HE. As PASSHE’s Institutional Membership and Accreditation Officer, Emily is exploring two projects in partnership with University of Hull to promote broader engagement and understanding of Neurodivergent experiences, and developing a framework for HEI’s to evaluate, develop and promote their commitment and provision for Neurodivergent Students.
Julie Lynch is the Head of Disability and Inclusion at the University of Hull and a sector-leading advocate for transformative, accessible education. An Accredited Member of the British Psychological Society and a qualified SENCo, she brings significant experience and expertise in further education, including OFSTED-recognised outstanding provision for learners with high needs. Julie’s work drives institutional culture change—embedding inclusive design, reshaping policy and practice, and championing the strengths of disabled and neurodivergent communities. Her leadership inspires organisations to move beyond compliance toward genuine belonging, ensuring that every learner has the opportunity to thrive.
Dr Dionysios Kyropoulos, PASSHE Co-Chair, Director and Coaching Programme Lead
Post-Conference Discussion Leader (for online delegates)
Join Dionysios for a live, online discussion of the themes and talking points raised during the morning sessions.
Biography:
Dionysios is a professional coach and trainer specialising in ADHD. He is a Fellow of the Higher Education Academy (FHEA) and holds the European Mentoring & Coaching Council (EMCC) Global Individual Accreditation (EIA) at Practitioner level. Before training as a coach, he developed a diverse portfolio career spanning performance, stage direction, teaching and research, with graduate studies at Cambridge and Oxford and a research fellowship at Harvard. Dionysios is an experienced educator with over 15 years of experience training individuals from aspiring professionals to established experts across diverse academic and professional contexts. For seven years he was Professor of Historical Performance and Academic Studies at the Guildhall School of Music & Drama, and has taught courses and workshops at institutions including Newcastle University, Shenandoah University, the University of Oxford, the University of Cambridge, the University of Burgos, City University London and Shanghai Jiao Tong University. Alongside his coaching and teaching practice, he serves as Co-Chair and Director of PASSHE and leads the organisation’s coaching training programme.
