Jamie Day

What is your role at the Bartlett, and what led you to pursue this career or area of expertise?

I am an administrator for the Part 3 course. I was led to pursue this career because I was interested in working at a university, specifically in supporting students’ learning. I am very passionate about education and finding better ways for people to learn. This is what drives me, and it is why I find my role rewarding—it has purpose. I want to see students succeed and enjoy their time at university.

I have always wanted to work at a university ever since I was a student at Roehampton University. I completed a BA, MA, and MPhil at that institution. I guess I’ve always felt at home in a university environment.

I also have experience working at UCL; previously, I worked for UCL Library Services.

Everyone learns in different ways, so I believe it is fundamental to improve awareness and understanding. Doing so should enhance the student and staff experience for everybody in the long term.

I want to improve things at UCL and refine how I deliver support for the course I oversee. One way I am currently doing this is by learning more about digital accessibility and applying it practically in my own work—for example, in designing Moodle and SharePoint pages.

How do you like to spend your spare time?

I enjoy reading, digital drawing, going to art galleries and museums, and conducting historical and family tree research. I like being in nature. I also enjoy dog walking, spending time with my family, socializing, and meeting new people.

Can you describe your disability and how it impacts your daily life?

I have Dyspraxia and Dyslexia. I wouldn’t say they directly impact my life, but that may be because I’ve learned how to live with them and interact with people.

Regarding my Dyspraxia, I sometimes struggle to understand people, particularly when I have to process a large amount of information or when they speak quickly. My mind takes longer to process information. I also struggle when given a list of information or tasks—I need to write things down because my short-term memory isn’t great. On the other hand, my long-term memory, including my memory of names and details, is very strong. I have learned and developed workarounds.

My Dyspraxia also affects my coordination. I know I am clumsy, so I try to be careful when doing anything physical.

I love reading, but I do read slowly. When I was diagnosed with Dyslexia, I was told this was a common feature. However, it doesn’t affect me enough to stop me from reading—reading is my greatest pleasure.

Regarding my job role, Dyslexia and Dyspraxia sometimes cause me to spell words phonetically, as I can struggle to identify particular sounds. This can confuse me when I write them down because not all words or syllables are written as they sound. Generally, however, my spelling is good—I have memorized difficult words over time. Still, some words always challenge me, and I need to look them up.

For this reason, when sending emails, I use an in-built spell checker, and I always reread my messages. For longer pieces of work, I use AI tools to check grammar, as grammar—especially punctuation—has always been a challenge for me.

How has your relationship with your disability evolved over time?

People often tell me that I speak very well and that they wouldn’t know I have Dyspraxia. I had speech therapy throughout primary school, which helped me express myself better.

During my university studies, I particularly struggled with written assignments. The most valuable lesson I learned, with the support of my tutors, was how I process information. I have a highly analytical mind, but I struggle to separate out points or threads. I see the big picture but sometimes have difficulty understanding individual points or their relationships.

I improved by developing strategies, such as breaking things down in a plan with bullet points and using different essay structures. Mind mapping has also been helpful.

I have always struggled to learn new languages. I cannot become proficient in other languages in terms of speaking and reading. Part of my struggle is probably the same as for people without disabilities—languages are very difficult to learn after early childhood. However, I still feel it’s important to learn common phrases when traveling abroad.

Despite my difficulties with language, I have always been interested in literature and foreign cultures. For example, I enjoy watching foreign films, though I rely on subtitles.

What do you wish your colleagues or students understood about living with a disability?

I acknowledge that some disabilities are physically and mentally challenging to live with. While I am not fond of everything about my own experiences with Dyspraxia and Dyslexia, I believe my strengths and weaknesses, shaped by these conditions, have made me who I am.

My love of drawing and art partly stemmed from being unable to speak when I was very young—I could only communicate through drawing for many of my earliest years. My parents feared I would never be able to speak.

Considering my experiences, I believe there are both negatives and positives to living with certain disabilities. I would love students and colleagues to understand that. I wonder if people without disabilities can imagine that there are positives.

I wouldn’t give up these impairments. Though learning has always been a struggle, I have gained valuable skills and perspectives as a result. I love learning for its own sake—I am a perpetual student who enjoys discovering new things. Perhaps I wouldn’t have the same appreciation for learning if the process had been easier, but that’s a hypothetical question.

What principle(s) or motto do you absolutely live by?

When I was in secondary school, my headmaster had a school motto: “The more you put in, the more you get out.”

My parents always encouraged me to do my best. I think they recognized that I found education challenging but also rewarding. This principle has always guided me.

Are there any resources, tools, or practices you’ve found particularly helpful as a disabled professional?

As a student, I found Grammarly very useful. Occasionally, I use Microsoft CoPilot to check my work and suggest ideas—it’s an amazing tool for sparking insights.

I also use the app Notion.

For research and personal projects, I have found Obsidian to be an excellent digital note-taking tool. Obsidian doesn’t require extensive coding knowledge, as it offers built-in templates and tools like interactive maps. It has a steep initial learning curve, but once I figured out how to use the maps, I found it invaluable. Some of the setup can be frustrating, but I wish I had known about Obsidian when I was a student.

When I was studying, I loved writing notes in physical notebooks. However, Obsidian is a tool that UCL students—especially those in Master’s or PhD programs—should explore. Best of all, it’s free.

What role do you think allies (non-disabled colleagues) should play in creating a more inclusive workplace?

I think a collective voice is the most important factor. A dedicated group where we can discuss new ideas and learn from one another would also be beneficial. Through open dialogue, we can create a more inclusive workplace.

I still have much to learn, even about my own disabilities. The more people—especially those without disabilities—understand what it is like to live with impairments, the better the UK will become. University life is a crucial stage for students, as it shapes their learning and progression into the workforce.

I believe language is important. I am not sure that “disability” or “disabilities” are the best terms—they feel imperfect, as most language is when describing personal experiences.

Recognising the social model of disability is a good first step. When I was young and diagnosed with Dyspraxia, I was only aware of the medical model of disability. The social model provides a more holistic understanding.