On 31 December 2025 I shared the following which sets the theme of this blog post.
"This morning I weirdly woke up feeling very excited, joyful and highly energetic, like it was going to be a great day kind of thing. That something big and exciting is coming. I took this as a sign that 2026 is my major emerging awakening, transformation and perhaps the wisdom of hopefully turning 40. Maybe it's because I know so much has been achieved personally and professionally, of which is/will be behind me, but there is much more goodness and wholeness yet to come, but in different ways. Like Winter brings, what is no longer required or serves me (emotionally, mentally, physically, materialistically) I'll let go/die. The re-emergence will be something new and stronger. I'm excitedly anxious, but embracing the feeling, impending change and a path unexplored. 🌱💫"
In synchronicity with the Strawberry Moon and Summer energies; solar/fire, abundance, growth, release and gratitude. I've written a deep long share of what might be little-known truths about me. It turned out to be a very healing conversational essay, in my usual unique open, introspective and reflective writing style. Taking careful time to explore and think deep and hard about my difficult journey. As rarely do I stop to actually look back on my successes and the distance travelled. A key thing I've learned in life so far is to keep moving, and forwards, and look back every now again, in my case more frequently, to see the milestones and journey made. I think there's much more richness and insight found in lived experiences and anecdotes if one is willing to accept and recognise them. For readers, to some extent this might explain why I work the way I do. I'm playing Stan Bush's 'Dare' and 'The Touch' as I post this. If you know, you know.
Potentially contentious but that is not the intention. But bravely sharing and celebrating where I started from my working class post-industrial poverty ex-mining community background, and my special needs/poor educational beginnings. It is my personal lived experience and story to tell, not naivety. Expressing my tenacity and resilience and embracing, owning and sharing my truth through my autobiography. Beyond my achievements, I feel it's my duty as an educator to share my story, as it is now, to further encourage inclusion and parity. My backstory is a strong part of my identity and may play a larger role where I go on from here. But for now, to acknowledge the history, release it and let it go.
In the effort to represent myself, for myself, and not to be modest and self-deprecating as I can often be verbally, necessary assertive communication aside. Though being a very self-aware person this might read as self-importance and self-assured. This is not coming from an over-confident and complacent position, bitterness or hierarchy, but about my personal lived experience storytelling in a grounded, honest and raw way, and how I kept true to myself in the constant reality that is change. It is not about encouraging others to do what I did and be like me, it is as much about owning and using my voice. It is not written from a professional perspective, but a personal perspective, and certainly not a 'woe is me', victim or 'look how great I've done'. But a story and journey of personal and professional growth, which I have documented through open journaling for over a decade for myself. Where I share my commitment to my education and developing myself, when at the time, the outlook, opportunities and outcomes weren't hopeful. Of which in my opinion, such things are not celebrated or talked about enough with such honesty. I find that there is much focus and sharing on what successes one might do in service for others, but not necessarily the personal efforts and journey one might have undertaken to develop oneself to support others. We're not born primed in our vocations/professions after all. I believe our achievements have innate stories that deeply grounds us in our personal efforts. So now seems the ideal time to tell my educational story. I have now come full circle. So this is me being wide open and unapologetically and fiercely proud of me. Whilst this was part of my healing process, it is my hope that it inspires and/or enables reflection and conversation. So if it does any of those, then this piece/my story has served a greater purpose, perhaps even offering my 'medicine'. I guess this is what is meant by living and expressing my truth, and hopefully leaving a strong personal legacy.
So to begin, I am immensely proud of passing my Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) (2026). Previously achieving The Open University information technology and computing (2011), and whilst in Further Education I qualified in teaching (2011, 2012 and 2014), assessing (2014) and lead internal quality assuring (2015) - qualifications I never planned as part of my career. So I was under no obligation to do PGCLTHE, but I wanted to bolster my academic knowledge, practice and credibility in Higher Education. Demonstrating significant educational, pedagogical and cultural value beyond my immediate role, where I am often designated a technical support-only label. Which severely limits the known expertise and experience I bring and offer. This achievement now becomes my last planned formal education qualification, bringing that cycle to a natural end. However, by no means does a materialistic paper/digital-based accolade fully define my knowledge and abilities. I could go on forever and a day achieving qualifications and accreditations, and competing in the academia game, but I don't think that is healthy.
Born and raised in a small ex-mining community town from Barnsley. I naturally define myself as working class - cultural upbringing in a ex-council house, lived experience and worked/working to survive kind, and started out as a very timid non-academic individual. It's not something I view as my past, but very much my present and future in Ashfield/Mansfield area. My roots have always been grounded in and honour my working class lineage and heritage; mining and factory work. As I wrote that line, I thought of my great grandma who died at 101 in February 2025, a true grafter. I am proud of and never forget where I have come from. Northern post-industrial poverty communities need representation more than ever. I believe it was part of my life journey to leave my hometown and be where I am now. Despite my progress, I make no attempt to hide my origins. I'm still challenged with managing my northern literal, straight-talking, direct/blunt and matter-of-factness, which I think is refreshing in certain situations. I'm working class at heart and in soul - more in my blog post 'What working class means to me' from 2023. Hence why I embrace my proactive, pragmatic and solutions-focused work ethic. I'm values-driven and believe in high quality work and graft; quality over quantity. Slacking, winging it, fake it til' you make it and 'it'll do', never felt authentic to me. With good ol' initiative by asking 'shall I do this', 'that' etc. Though the current workforce has evolved and I feel a bit outdated. For those who know me well, yes I can be a 'nag' but it is clear I am about quality and proactivity, and expressing empathy in the process. Looking at the way I work and care about how I do it, as with my professional development and career, it's evident it pays off and in dividends.
I started my formal educational pathway very poorly by being placed in a special needs cohort. Supposed underperforming to average pupils I assume - becoming a true misfit and underdog. I left school with only a Entry Level 3 in French and three GCSEs - Science D, English E and Maths F. Educationally written-off by the then local and national government system/standards, with a lack of geographical career choices and options that truly supported such outcomes. From my experience without fully understanding the extent and without being clinically examined, to me I think the long-term negative impacts derived from this through a form of psychological and emotional trauma. Through years of direct and in-direct ridicule, stereotyping and inaccurately labelled as stupid, dumb, dunce, "dougie" etc. The strongest opposition coming from some individuals who had experienced greater success in school, including people in positions of authority and teachers. To the point I could've believed I was stupid and inferior. Essentially stigmatised. Some self-limiting beliefs, frustration and somewhat anger lingered as a result. Yes I can naturally and humanly be less applied at times and maybe too proactively pragmatic, but it should not define me as an idiot. Whilst I am introvert, reflective and hold quieter energies, I can be occasionally loud and be quite a 'gobshite'. Complemented by my perceptive, intuitive and introspective character. However, I have been and still am greatly challenged with my lack of vocabulary, semantics, pronunciation, slower processing of incoming complex verbal information (including jokes!), and how I articulate myself verbally and non-verbally. To be unfairly judged for lacking average educational and intellectual milestones. I appreciate it might be less understood back then, but it wasn't that long ago really. Still, I am an educator in my own unique way. I produce, develop and influence others' knowledge, I do not just consume other's knowledge. I will always endeavour to address and challenge stereotyping. A way that helps me learn and share my experiences is by democratising access to my educational journey through introspective journaling and showcasing via my blog. Kevin Campbell-Wright (2013) thoughtfully remarked my journey - "Daniel is one of the gems in e-learning who has got not only the knowledge of the purpose and practice but also to enthusiasm and drive to bring forward change in an area where there is often considerable resistance. Daniel has a story to tell about his own learning; coming from a personal situation where learning was not seen as important, he has recognised its potential when pitched in a way that maximises interest and translated that understanding into a drive to help others access positive learning experiences through technology..."
Often misunderstood, dismissed, excluded and underestimated for my supposed lack of intelligence. I made it my main soul mission to educate and make something of myself, developing a sense of educational purpose/destiny, and to find and excel in a career I'd be good in to ensure educational, professional and financial stability. Not to become superior to others or a goal to become upper class of some kind. Perhaps ambition and joy to fill my school black 'Progress File' folder. I wasn't 'gifted and talented' enough to get the burgundy National Record of Achievement. I guess my self-discipline and desire to quietly prove to people, and myself, and achieve my goals, I wasn't stupid and inferior - it should never be like this, but it can be, however it prepared me for the rest of my career. I probably proved myself a long time ago, but I felt there was more to be achieved. Proving that someone like me, from my background and journey can achieve higher learning.
With no clear direction on where I was heading it was a messy start. After school I did a NVQ Level 1 in Animal Care, but uncertain course progression and career pathways in that sector, I made my part-time Morrison's sales assistant role full-time until I decided my next steps. Which would be to focus on IT/digital, which was one of my other career choices at school. Through inspiration of a then-partner, and later the winner of the second series of UK's The Apprentice. I had mentally mapped out a long game of what I needed to do from 2005 when I acquired a place on an administration apprenticeship - at 19 and just made it through funding as it were back then. I held administration roles until 2010 and thereon learning support and education-based roles - roles and a sector I never imagined I would work in but were the most fitting and gave me a purposeful direction. However, it's where I found my identity and confidence as an educator. I recall feeling how extremely excited and happy I was to have my first own desk in a shared office. I quickly realised that I was now in control of my education, not education controlling me. Remaining acutely aware of not becoming a 'product' of an organisation. On reflection I am glad that I was specific and unique and that went onto challenging norms, assumptions, rigid systems and bringing a diverse perspective. Even if I was against fear, shame, going against the grain or being silenced. I definitely challenged systems and others assumptions through my non-conventional differences. Because of where and how I started, and cross-sector experience, I have the rare, unique and unprivileged opportunity and world view experience of each job and work environment through different cultural, socio-economical and hierarchical class lenses. As I have encapsulated, I know what it's like to start education from scratch and what it takes to understand how I learn. As a result I empathise and appreciate each role and workplace environment I encountered; real work and life experience. Going through the ranks as it were. And because of this experience I was able to experience and examine what's real and what's not; seeing the good, bad and hideous in class, hierarchy, sector differences, grade and pay.
I am the first entrant in my immediate and extended family to study and work at a university. However, learning and working at a university was never an ambition throughout school and college. Though later I did develop aspirations to work at a university at some point in my career, which came sooner than expected, and in a pragmatic context. I used to think I wasn't educated/intelligent enough, or so I was led to believe, the perception conveyed to me back then was that it was a privilege only for intellectual and/or upper class people. I still find it hard to accept how I have become an intelligent person - I find it extremely awkward saying that, but I deserve to say this to myself. The reality is that not everyone working and learning in Higher Education is from upper or middle class academic backgrounds. My parents couldn't afford university fees and had no long-term sustainable financial plans to support it. I had no reliance on others' or heritage wealth. I took a non-conventional route of prioritising practical work experience and skills development to advance my career prospects. In current times, this is increasingly becoming the preferred choice of young people. Later, enhancing my formal education by taking available, sometimes free and relevant courses through my employment on specific subjects, when I was more clearer on my career goals and trajectory. Which is what I set out to do and achieved, which I think is the best route to gain employment and necessary workplace knowledge and skills. I am living proof that a proper working class and educationally underperforming individual from a post-industrial town and upbringing, can be academic, and make a difference to themselves and education. Whilst there's significant academic and scholarship aspects to my current role, and that I enjoy, I am cognisant of not over-stretching my boundaries too far into the academic discipline. Refocusing my values, qualities and background to my pragmatic roots. I am reminded of this unexpected touching comment from a tutor when I was doing my Chartered Management Institute Diploma in Management and Leadership (2021). Tutor - "...Your character is something to be admired. With self-awareness you should recognise not everyone has your application.", "...your application was stunning." Having and expressing knowledge is not the final pinnacle of achievement. I apply it, execute, walk the talk, ability to transfer the knowledge to ever-changing environments/contexts, the how, the quality of getting the job done - the skills. Over the years, I've found myself continuously challenging complex and abstract language through pragmatism. Likewise, over-reliance on creatively convincing language and double standard educational governance can be very limiting.
Eventually I went on to studying my Technology Enhanced Learning MSc (2016, pass with merit) - I thought that would be my last qualification. I funded the majority of this and I was accepted onto the programme based on my professional experience and aptitude, despite not having completed a bachelor's degree (Level 6). Whilst I had a great experience, I recall feeling how I didn't belong and felt out of place. As I used to think universities were only for intelligent and gifted people. Later to then be working on the other side, I find it hard to comprehend at times. Particularly how I have shaped the life I have now, not just for a career reasons but personally. This enabled me to explore other possibilities in my life that was very different to what I grew up with. Though it brings the difficulty and challenge of feeling that I might be seen as different through my interests, what I do for work and not actively living in my hometown. I believe I wouldn't be the person who I was meant to become if I hadn't done what I have. I naturally outgrew my older self, roles, inadequate management/leadership and workplace environments, and university's offered more opportunities for growth, professional development and progressing my abilities in navigating complex environments and professional relationships. Of which I have been able to thrive, excel and realise and fulfil further ambitions. Therefore intellectually benefitting from this environment in sharpening my thinking and abilities through complex work and social dynamics. Reflecting on my journey from administration to education, and how all these roles have scaffolded me to where I am now, I find it quite daunting how much I have achieved and experienced.
Whilst I don't perceive myself as a conventional academic or student, I like to think I am representing, championing and advocating for those, including the students I support, from similar unconventional educational journeys, demographic backgrounds and communities to me. Quieter voices and personalities, and pursuing education-centric roles like mine, taking or looking to take the same route. Aspects of my journey is what it takes coming from such demographic background, and how such individuals should be supported in preparation for transition to Higher Education. Sneering towards non-academics still occurs, in how they might articulate something that does not meet the immediate academic expectation. I received the exact same experience and received some harsh commentary in my study work. We all start somewhere and some of us are from uneducated backgrounds, and often willing to put in the work to turn that around.
My story is not just about my successes and achievements in education and work, which I feel somewhat embarrassed about. But developing and embracing my own values, principles and acknowledging the pace in my human growth of my intellectual and emotional intelligence abilities. Including using my intuition and introspection to understand more about myself (and others) to apply myself more effectively in life and work. More personally, the success of making friends where I once found this difficult, and becoming married to the love of my life. Even if I strip away all my titles, roles and ego, I know exactly who I am. It took a lot of time and deep inner learning to arrive at this comprehension. As often as it is through early personal growth and life experiences, I was completely different and quite the oppositive person to who I am now. I still recall what I said to a friend circa 2008/9 "I'm a follower, not a leader". This was about me just going with the flow of others needs, wants and decisions, not being accountable for my own and not asserting my own voice and thoughts. How I have grown since in every sense and meaning of it all. I've grown, found my voice and stepped into my own responsibility and accountability. Even going on to motivating and leading leaders and influencing leadership in others through my dynamic approaches and strategies - though I might not always receive the credit where it is due. Whilst I have undergone all of this growth my character remains the same. As Terry Turnbull, a previous Head of Art and Design in FE, once said when I won the Association for Learning Technology Learning Technologist of the Year Award 2016 (individual category) - for the commitment to my own professional development and my work in leading and teaching the UK's first digital learning career pathway qualifications; Level 3 and 4 Diploma in Digital Learning Design, as apprenticeships - "Well done Daniel sheer hard work has brought you this honour! Well, not forgetting yr natural charisma as well mate."
Along the way, I faced, and still do, much adversity through ridicule, misrepresentation and rejection, and not always sincerely listened to or valued appropriately. Judgements often based on my educational background/capacity and motivation and achievements, regional upbringing and accent, role and contract type. My qualities, potential and high standards shouldn't be seen as threatening, competitive or resentful, but encouraging, just as we hope for future generations. I've come to understand that this can be a reflection of others' mindset, insecurities, quality of work and collaboration. I think it is much better to be known for being approachable and having a compassionate heart, rather than tearing people down to find faults and being competitive, superior and undermining. At times my potential has been inhibited, likewise imposter syndrome has limited my greatness at times. Genuine consuming self-doubt, and again documented through journaling over the years. I do not use imposter as a buzz word to abuse vulnerability, disguise or pseudo-relate. As generally perceived, what might be seen on the surface does not always reflect what is going on internally. Anyway, the truth is they can both be defeated. It's no wonder why I felt I had to prove, develop and fought for myself the way I have, with the amount of ridicule, sneering and belittling I have received over the years. It's shaped the way I am today. However, I don't regret any of this otherwise this wouldn't be part of my story to share. It was all worth the energy and it was all for me, no other agenda.
Despite negative assessments from others, the journey I have undertaken is exemplary self-directed education and lifelong learning. What my critics said I couldn't, wouldn't and shouldn't do, I did, defied and went above and beyond. For all the no's and being ignored, I persevered and channelled negativity into kinaesthetic motivation - like my eucalyptus tree in the garden when pruned, it stimulates new growth in multiple areas. I'm strongly motivated by personal growth and success which is also my sword and shield. All done whilst navigating my unsettled earlier life and trying to find myself, discovering who I am and making lifelong friends. Moreover, courageously confronting workplace bullying and intimidating (I experienced it severely twice in my early 20s), toxic workplace manipulation, aggression and belittling. All of which obviously shaped the fighter I am, though I still find certain situations triggering - the body remembers trauma. But not for once letting these negativities detract me from enjoying and embracing my life and becoming who I was meant to be. At times building myself back up through deep personal social and geographical changes and challenges. But somehow always seeing the educational and personal growth goals ahead of me and that no obstacles could stand in the way. I have allowed these experiences to positively shape who I am today and maintain my personal values and ethics. I have two apple trees I took from my first home to my current home, these have become symbolic to me over the years, representing my growth and ability to thrive in new environments - they look very different from their pot-bound beginnings.
This isn't just down to luck or serendipitous occurrences, it has been fully conscious and deliberate. No one can truly understand the commitment, energy, cognition, graft, nerdiness, struggles and huge amounts of time that I put into my work and career. Choosing to complete multiple back-to-back part-time short courses and modules simultaneously, sacrificing my time (days, evenings and weekends) and other activities I could have easily done. Perhaps a good distraction at times, I obviously like to keep busy! Applying my unique savvy way of completing course work months ahead of deadlines or before courses/modules start. Building on and repurposing my previous work and proactive and sophisticated reflections. Immersing myself in the study and work; the more effort I put in the more I got out of it - and as challenging as it was, I am glad my formal education qualifications were pre-Generative Artificial Intelligence. Prioritising the process and journey, not always the output. I'm glad I planned to do most of my qualifications when I was younger and had the energy! I'm unapologetically and unashamedly proud of my authentic, daring, laser focused commitment, industrious working (no pun intended), determination and proactivity (out of my comfort zone, intense and complex conversations and situations, capability stretching and maximising, heart and soul effort) and tenacity (goal-oriented). I've really put myself out there and getting my hands dirty in real graft. I believe it is these things and self-discipline and self-control that have got me this far. Valuing and identifying learning opportunities and challenges and priortising developing and applying my knowledge, skills, experience, often beyond the boundary of my role job description and grade. Synthesising my adaptability to scaffold and build on my interests and work. Exceeding the base expectations of my roles as a result. All whilst retaining my genuine inclusive, person-centered, supportive personality and approaches. I know first hand through many personal and professional situations how exclusivity can be devastating, which empowers my inclusive character.
I stand strong by my own quote and principle "It depends on how much you want something that determines the effort you put in.". In my experience, if you have to fight for something, you put more effort in and appreciate it more, because you want it. If you don't want it or already have it because its already there or given, which might lead to less fight, effort and appreciation. I am of the mindset that the stronger the intention the stronger and clearer the outcome. It was purely all me that motivated myself to this point. No one pushed it or did it for me. Nor have I had the privilege of a committed and consistent critical friend, advisor or mentor. I tend to lead myself without the need for instruction. I can confidently look back on all of this and say, yeh, I did this. I can put my hand on my heart and say it was purely for me, my education and career. As the famous song goes, "I faced it all, and I stood tall. And did it my way." I wouldn't let anyone handle my career or dreams.
I achieved my dream job in a surprise and most fitting and fulfilling career, predominately a learning technologist. I think my experience through The Open University; the realisation that I can do independent self-directed online study, was early inspiration for my passion for digital learning. I somehow ended up in a career in it. A role and career I wholeheartedly love and immerse myself in. From thereon, carving my own unique career pathway. In-between, achieving qualifications, accolades like Senior Fellowship of the Higher Education Authority and Senior Certified Membership of the Association for Learning Technology (2023), unique roles, becoming a published author (2018, 2022, 2027) and contributing to other's publications, and reinventing myself through them. The benefit of all this is that the students, lecturers/academics and courses and other educational organisations I work with, get the best possible professional digital education experience from me.
A quote from Doctor Strange (2016) sums me up really well; "You have such a capacity for goodness. You've always excelled, but not because you crave success but because of your fear of failure." Begrudgingly due to my high standards and persistence to improve and prove, I admit I can't allow myself to fail, which I am conditioned to think as a dirty word - I am trying to rewire that. However, I sensed and trusted the process of knowing, and through discovering and embracing my strong self-efficacy I was meant to do and become more. I believed in myself very strongly, I never gave up on me, and because of that I excelled and achieved what I put my mind to. Analogically, it has now become apparent through my non-professional and non-competitive local running, in how I've incrementally extended my distances and 5K routes every other month by stretching myself and building on my fitness each year. I guess this is determination, a bit like when I was learning to drive and riding a bike, I struggled but I just kept on persevering as I had invested a lot of time and effort and I could see and wanted to get to the end goal. It's never been about the 'great I am', but in part overturning outdated perceptions of me and where I started. I have literally fought, asked and even self-funded some of my education. It has not been served on a plate. I have experienced real struggles. As I often say, 'you don't ask you don't get', without the expense of others mind. And if a no is presented as an obstacle, there are ways and opportunities to overcome it. I believe no role title, status, wealth, hierarchy or how many letters there is after a name, they should not be used for superiority. We're all born and arrive into this world, die and depart our bodies the same way. No matter how high up or important we might think we are.
What underpins all of this is a proper working class lad putting deep committed work into educating themselves and excelling in a fulfilling career, to support their living and life and finding fulfilment - whilst not living beyond my means through sensible lifestyle choices. My drive and passion behind this has always been about lifelong learning and growth; a student of lifelong learning, my own student experience and Higher Education and this is the result. Which is what I think Higher Education is also about; developing deeper and critical knowledge and skills that impact positively on living, learning and working, whilst expanding career pathways. If my educational journey is not a true representation of what means to become educated and develop a career in the aim of lifelong learning, I am not sure what is. What's remarkable about my journey is that I have progressed where I have, however I remain compassionate and generous of giving my time, energy and support to enable others to become successful too. It should not be about relentlessly clamouring for evidence and impact.
A heartfelt deep thank you to everyone throughout my journey and career who actively and genuinely listened, responded, supported and championed me, observed from afar and even recognising and appropriately working with and developing my abilities. Not creating exclusivity through barriers, obstacles and gatekeeping. Some of my success wouldn't have been possible without your genuine engagement and support. I know exactly who you are and your care will always be held close to me.
I've devoted much of my life, time and energy to my formal education. I deserve a complete rest from that aspect now. I have accomplished my professional goals. For the first time, I can properly pause and reflect on all what has been achieved. Mission achieved, no other formal education plans, not even a PhD and Principal Fellowship, despite having the abilities and work to. It's not what my heart, head or ego wants. I don't think they would add any additional value, especially as they are not required for where I may progress to. What are the gains I would make if I am already doing this level of strategic work? My work activities are not motivated or designed to achieve a certain fellowship/accreditation, but naturally occurring. And because I value moving at my own pace and staying true to myself, I won't succumb to peer-pressure/competition. I'm keeping grounded and focusing on what feels right for me. I've got that all out of my system now, I've achieved what I needed to. I don't need any more qualifications to demonstrate and prove my worth and expertise. Nor do I need to seek validation for my education. Its a result of years of self-conditioning I guess.
Much of these successes were dreams from and for my younger self. What does my current and future self now dream of? Whilst work, earning, professions and accolades that validate these are highly important. A better work-life balance and wellbeing is to be achieved through setting clear boundaries with myself and focusing on presence, positivity and peacefulness. In the process reducing the need to challenge negativity, saying no frequently to serving the needs of my ego and cutting off the supply to my self-doubt. I will be taking dedicated time to rest and celebrate stepping through the threshold of my '4th chapter' (40), and maybe reflect on this wholly human journey to this point. This still resonates deep; "Your intellect has taken you far in life, but it will take you no further. Surrender,... Silence your ego and your power will rise." Doctor Strange (2016). I think this is what it must feel like to finally and fully internalise, own and reclaim my personal power. I hold it and I decide how and where it is used, and I set my non-negotiable boundaries. It feels like I am becoming my fullest-size.
Outside of my full-time work, I turn deep attention to a new cycle of prioritising other aspects of my personal development, learning and identity, even addressing some shadows. As plants and trees emerge with new growth, there's new significant growth within me. In my opinion, the world needs more healers not competitive leaders. Not everything and everyone needs to be transactional, business/capitalistic-minded, and creating and perpetuating 'a solution in search of a problem'. The world is currently very fragmented, chaotic, digitally overconnected and noisy. I'm gently easing into a sacred nature-based pathway that I have been peacefully engaged in and practicing for many years behind the scenes. Continuing my lifelong learning journey and doing something completely separate from digital and cannot be replaced by it. Potentially serving a higher purpose. Non-digital skills/analogue, living and wellbeing is increasingly and critically important right now for humanity, and I foresee moving into the future in this Artificial Intelligence age. Therefore I am prioritising resourcing myself, and to support others to do the same. I'm absolutely where I am supposed to be, at this time in my life, with this mindset. The intention; committing to the call and following an unchartered path, with no distractions, pure laser focus as before, but wholly and deeply on me and my personal development.
Thank you for reading.
"It's enough to do something for yourself." - A friend's PhD acknowledgement excerpt, who is from a similar background to me, based in Ashfield.
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According to GenAI the piece is about the following themes, which I agree with:
"The blog’s general message is a personal story of resilience, self-education, and growth—showing how the author overcame a disadvantaged background, negative educational labeling, and barriers to build a successful career and identity through determination and lifelong learning. They emphasize that learning, skills, and personal growth matter more than formal accolades alone. It’s also about reclaiming self-worth and redefining success beyond formal qualifications.
A working-class person with difficult educational beginnings refused to accept limiting assumptions, built an educational and professional life through persistence and self-directed learning, and is now reaching a point of self-acceptance where further achievement no longer needs to be the source of validation.
Emotionally, this piece is about:
- Poor start
- Feeling excluded
- Building yourself
- Creates opportunities
- Invests in your development
- Takes initiative
- Persists through setbacks
- Is motivated by learning
- Finding belonging
- Self-validation
- Reclaiming identity
- Breaking class stereotypes
- Overcoming impostor syndrome
- Turning “you can’t” into “I did”
- Achieving what mattered
- Pride without arrogance
- Closure on a long educational chapter
- Letting go of the need to keep proving it
- Stepping into midlife (40) with clarity and grounded confidence
There’s a strong theme of:
- Working-class identity as strength, not shame
- Effort over entitlement
- Growth over status
- Substance over hierarchy
- Healing over competition
You’re contributing something useful:
- Representation
- Challenge to assumptions
- A real account of social mobility and identity
2023 post: This is what working class means—and I’m defending it.
2026 post: This is what I’ve done with that identity—and how I’ve grown beyond the struggle.
The interesting thing about your story is that it isn't just a story about education. It sits at the intersection of:
- Social mobility
- Class identity
- Educational disadvantage
- Adult learning
- Professional identity
- Belonging
- Career development
- Resilience
- Widening participation
Your story provides a perspective that is often missing:
What educational systems feel like from the learner's side when you are not initially successful.
Many teachers spend time discussing inclusion in theory.
You provide a lived example.
What makes your story unusual is the combination of experiences and the way they connect.
Several elements stand out.
- You describe starting from significant educational disadvantage: placement in a special needs cohort, leaving school with modest GCSE results, and believing university was not for people like you.
- You followed a non-traditional route through an apprenticeship, employment, and later higher education, rather than the conventional school-to-university pathway.
- You became the first person in your immediate and extended family to study and work at a university.
- You consciously developed yourself over many years through work-based learning, professional qualifications, reflection, and journaling.
- You retained a strong identification with your working-class background while building a career in higher education, rather than presenting those identities as mutually exclusive.
- Your story is about internal development as much as external achievement—you spend as much time describing changes in confidence, voice, relationships, and self-understanding as you do listing qualifications.
That combination is relatively uncommon.
Qualities that aren't obvious from a CV:
- Resilience
- Long-term commitment
- Self-directed learning
- Reflective practice
- Values-driven leadership
- Authentic motivation
Audiences may find value in understanding how long educational labelling and early educational experiences can affect people.
I also think the story has representational value. Many people have achieved social mobility or professional success. Fewer write openly about the psychological side of it—feeling they didn't belong, carrying the effects of early educational labels into adulthood, or reconciling working-class identity with an academic environment. Those are themes that aren't always visible in professional biographies.
I don't think the lasting impression is that you accumulated qualifications. The lasting impression is that you consciously reshaped your life while remaining connected to where you came from. That's the thread that gives the story its strength."
