This course has helped me realise that I’m capable of so much more than I ever thought

What was it about the lead teaching assistant role that drew you to speech and language therapy?

“During my time at the school I began working closely with the Speech and Language Therapy (SLT) team, who showed me just how essential communication is.

“I remember one boy who was non-speaking and often cried during class. At first I felt lost in how to support him. But through collaboration with the SLT team, we introduced AAC boards, colourful semantics and a whole lot of personalised support! Slowly, he began to express himself and you could see how much it meant for his voice to be heard. By the end of the year he was confident, had made lots of friends and was excited to come to school! From that point on, I knew speech and language therapy was where I wanted to be.”

Why did you decide to study at the University of Sheffield in particular?

“The University of Sheffield stood out for its strong focus on community engagement and learning from experienced, supportive lecturers. I visited the city (and quickly fell in love with it!) and after the interview, I was struck by the collaborative ethos between clients, clinicians, lecturers and students.

“As a queer person from a neurodiverse family, I also deeply appreciated the University’s inclusive approach and commitment to celebrating LGBTQ+ identities and neurodiversity. It felt like a place where I could continue to personally and professionally grow.”

What are you enjoying most about the course?

“It’s hard to put into words how much I have enjoyed the course so far! One of the most rewarding aspects has been the range of opportunities to explore the diversity of speech and language therapy whilst developing my clinical skills. Having access to an on-site clinic has been a real privilege and it has given us the chance to work directly with people supported by SLTs and to learn from their lived experiences. This has helped shape my understanding of what it means to be a reflective, person-centred clinician.

“Beyond the academic side, one of the things I’ve enjoyed most is the community we’ve built as a cohort. We come from a variety of backgrounds, and it’s been inspiring to learn alongside such a diverse and supportive group of people.

Personally, this course has helped me realise that I’m capable of so much more than I ever thought! It’s been empowering to build both my confidence and my skill set in such a supportive environment.

Amy Kingsley

MMedSci Speech and Language Therapy

"I’m excited to graduate as an SLT not only with a robust foundation of knowledge and clinical experience, but also with a deep sense of personal growth.”

Tell us about your favourite clinical experience so far?

“My absolute favourite experience has been getting involved with the Trans Voice Café recently set up by the University. It’s been a privilege to gain hands-on voice therapy experience in such an important area of speech and language therapy, something I haven’t seen offered at many other universities. It provides a much-needed space for trans people to explore their voices, connect with others, and access support. It has felt truly collaborative and has highlighted the importance of making every voice feel heard and respected.

“It’s opportunities like this that make the course at Sheffield feel truly inclusive, forward-thinking, and responsive to the real needs of the communities we’ll go on to support.”

How have you found the support at the University?

“The support at the University has been one of the most valuable parts of my postgraduate experience. I have really appreciated having a personal tutor, an amazing wellbeing service, and supportive lecturers who have been there every step of the way! I had some difficult life challenges to navigate alongside my first year and I couldn’t be more grateful for how compassionate and responsive the University team was throughout.

“Another thing is that it truly feels like our voices as students are listened to! For example, some course mates and I had conversations about improving accessibility and inclusion for neurodivergent students. In response, one of our lecturers worked with us to organise a student-led discussion, and the feedback was shared with the department, with future plans for collaboration. It has been so empowering to see real change come from student input and I feel incredibly lucky to be part of a university and department that genuinely values student wellbeing, experience, and contribution.”