As a first-generation and neurodivergent university student, I entered academic spaces feeling like I needed to wear a mask. I didn't know what to expect, where to find support, or have anyone to talk through my experiences with. I often felt pressure to put on an intellectual front, when what truly fascinated me was how literature connects with our lived experiences, our feelings, and the social contexts that shape us. While I deeply value rigorous thinking and critical analysis, I knew there had to be a way to honour both intellectual engagement and the tender, personal connections we make with texts.

When I began teaching university students, I was naturally compelled to create inclusive learning environments where everyone could engage with texts in ways that suited them. I integrated different learning styles, creative activities, and made space for students to respond authentically rather than performing academic "correctness."

The transformation I witnessed in my students was profound. Introverted and neurodivergent students who had been afraid to speak up, began expressing themselves with confidence and passion. I could see them discovering the joy of authentic expression, feeling liberated to bring their whole selves to their learning. This fulfilled me deeply and confirmed what I'd always suspected: the most meaningful learning happens when we feel safe to be vulnerable, to connect personally with what we're studying.