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Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. Dr Ana-Maria Butura Santos’'s research centres on masking in women and girls with ADHD, culminating in the development of the MASQ (Masking in ADHD Scale Questionnaire), the first ADHD-specific masking scale. Her dissertation work identified four distinct subtypes of masking behaviour (suppressing, adapting, hiding and compensating), documented a significant misalignment between DSM diagnostic criteria and the internal experience of ADHD as women describe it, and demonstrated that teacher ratings systematically fail to capture what girls' own self-reports reveal, to the point where no girls in her study sample met teacher screening criteria for probable ADHD. Her current work on the ART-transition co-design project extends these findings into practice, centering lived experience in the design of ADHD support. The episode brings the series' 'unknowing' and epistemic threads directly to bear on the question of gender and diagnosis: whose version of ADHD has been centred in research and clinical practice, what the cost of that has been for girls and women, and what becomes possible when internal experience is taken as seriously as observable behaviour. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. Dr Anastasia Kalokyri's Pastoral Care in Education paper (2025) provides the research anchor: a nine-month ethnographic study in a Scottish secondary school, drawn from her doctoral research completed at the University of Edinburgh in 2024. Her findings (ADHD as fluid identity; students demonstrating sophisticated social agency; exclusion stemming from ableist and gendered peer norms rather than individual deficit) challenge the prevailing deficit framing directly and in students' own voices. Anastasia's research interests centre on ADHD, intersectionality, school inclusion and ethnography, and she brings both scholarly depth and extensive teaching experience across multiple countries. Jill Dykes brings a distinctive combination of perspectives as founder and CEO of ADHD Scotland (a newly formed social enterprise and charity), with an earlier career spanning social enterprise, mental health, social work and counselling, and business development in academia. She is also a parent with ADHD to two AuDHD children, meaning her advocacy is grounded in both professional commitment and lived family experience. Jack Cooper holds both an analytical position as an undergraduate researcher and a lived experience position as someone with ADHD who founded ADHD United. Questions are differentiated by expertise across the three guests, while building cumulatively toward the episode's closing question about what reframing genuinely requires educators to unlearn. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. Hanna Bertilsdotter Rosqvist returns as sole guest for this episode, which deepens the 'unknowing' thread established in Episode 1. Now Professor of Social Work at Karlstad University, her research career began in gender and sexuality studies before transitioning into disability research in 2008, where she has remained working at the intersection of neurodiversity studies, social work and the lived experience of autism and ADHD. She is AuDHD herself. Her collective autoethnographic work with neurodivergent scholars (Bertilsdotter Rosqvist et al. 2023a, 2023b, 2023c) provides the primary source material, alongside the CADS chapter and emerging AuDHD scholarship, particularly Craddock (2024, 2026) on AuDHD as a residual diagnostic category that falls outside and between existing definitions of autism and ADHD. The episode addresses the generational dimension directly: the pre-2013 diagnostic exclusion of co-occurring autism and ADHD left a generation without the full picture of themselves. Questions move from the historical to the experiential to the practical, asking what AuDHD-affirming practice would actually look like in educational settings. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. This episode is anchored in the Lang et al. LRE paper (2026), which reports Phase 1 of the Neurodiversity in Scottish Schools (NISS) project, a co-produced, participatory enquiry with neurodivergent young people, parents, educators, researchers and policymakers. The six themes of the paper (inclusion as cultural project; credibility and being believed; teacher moral distress; structural constraints; relational belonging; sustainability) provide the structural backbone for the conversation. Frances Akinde and Joe Arday join as additional guests. Akinde (a former headteacher and qualified SENCo, now working as a SEND inspector and advisor and running her consultancy InclusionHT) brings practitioner expertise in neurodiversity-affirming education grounded in both professional knowledge and her own lived experience as a neurodivergent educator. She writes and speaks specifically about the intersectionality of race and SEND. Arday (a computer science teacher with 15 years in the field, an elected BCS council member, Fellow of the Chartered College of Teaching and Fellow of the Royal Society of Arts) brings a practitioner perspective on diversity and inclusion in education and technology. Jason Lang, as lead researcher on NISS, brings both the research findings and his own lived experience as an autistic clinician and father of neurodivergent daughters. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. This episode is anchored in the Lang et al. LRE paper (2026), which reports Phase 1 of the Neurodiversity in Scottish Schools (NISS) project, a co-produced, participatory enquiry with neurodivergent young people, parents, educators, researchers and policymakers. The six themes of the paper (inclusion as cultural project; credibility and being believed; teacher moral distress; structural constraints; relational belonging; sustainability) provide the structural backbone for the conversation. Frances Akinde and Joe Arday join as additional guests. Akinde (a former headteacher and qualified SENCo, now working as a SEND inspector and advisor and running her consultancy InclusionHT) brings practitioner expertise in neurodiversity-affirming education grounded in both professional knowledge and her own lived experience as a neurodivergent educator. She writes and speaks specifically about the intersectionality of race and SEND. Arday (a computer science teacher with 15 years in the field, an elected BCS council member, Fellow of the Chartered College of Teaching and Fellow of the Royal Society of Arts) brings a practitioner perspective on diversity and inclusion in education and technology. Jason Lang, as lead researcher on NISS, brings both the research findings and his own lived experience as an autistic clinician and father of neurodivergent daughters. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. Kadodia and Krueger's paper (published online April 2026) makes a philosophically significant intervention: Fricker's widely-used epistemic injustice framework implicitly presupposes neurotypical norms of communication and exchange. The paper reframes epistemic injustice as a distributed, structural phenomenon enacted through socio-material environments rather than primarily through individual prejudice. Their use of Medina's 'meta-lucidity' and niche construction theory provides conceptual tools for rebuilding epistemic environments in ways that genuinely include neurodivergent perspectives. Kadodia's PhD research on predictive processing and autism within a 4E cognition framework, and Krueger's broader work on phenomenology, social cognition and psychopathology, converge in this paper to bring both philosophical rigour and cognitive science to bear on the question of how neurodivergent people are heard (or not) in educational and institutional settings. Questions are anchored in the paper's own language and examples, and span from classroom to lecture theatre, making the episode relevant to practitioners across educational settings. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. This opening episode introduces the theoretical vocabulary that carries across the series. The CADS chapter by Brown, Bertilsdotter Rosqvist and Jackson-Perry (published in the Palgrave Handbook of Research Methods and Ethics in Neurodiversity Studies, 2024) maps the field from the pathology paradigm through the diagnosis-critical paradigm to the emerging CADS framework. Central to the episode are the concepts of 'unknowing' (developed in the volume by Jackson-Perry) and 're-storying', drawn from Yergeau's notion of resisting the 'medicalized storying of lack'. The companion Disability and Society piece (2025) extends this into a forward-facing call to action. Brown is now a Research Fellow at the University of Edinburgh's Usher Institute, where his work spans neuroethics, disability studies and science and technology studies, including affirmative perspectives on ADHD beyond neurodiversity frameworks. The episode addresses a mixed audience explicitly: researchers, practitioners, parents, students and those with lived experience. Questions build from the conceptual to the practical, closing by asking what the audience should stop being certain about. Find out more

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions. The second part of our first episode introduces the theoretical vocabulary that carries across the series. The CADS chapter by Brown, Bertilsdotter Rosqvist and Jackson-Perry (published in the Palgrave Handbook of Research Methods and Ethics in Neurodiversity Studies, 2024) maps the field from the pathology paradigm through the diagnosis-critical paradigm to the emerging CADS framework. Central to the episode are the concepts of 'unknowing' (developed in the volume by Jackson-Perry) and 're-storying', drawn from Yergeau's notion of resisting the 'medicalized storying of lack'. The companion Disability and Society piece (2025) extends this into a forward-facing call to action. Brown is now a Research Fellow at the University of Edinburgh's Usher Institute, where his work spans neuroethics, disability studies and science and technology studies, including affirmative perspectives on ADHD beyond neurodiversity frameworks. The episode addresses a mixed audience explicitly: researchers, practitioners, parents, students and those with lived experience. Questions build from the conceptual to the practical, closing by asking what the audience should stop being certain about. Find out more

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This first podcast introduces our theories on the relationship between the sustainable development goals and research in and on higher education. The podcast is led by Dr Kate Mawson (Nottingham Trent University), and Professor Richard Hall (De Montfort University).

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This BERA/UN Impact Hub podcast focuses upon the use of Public Sector Partnerships to work together to improve gender equality. and SDG 17: Partnerships for the Goals and SDG 5. Gender Inequality. This podcast is led by Lucy Cokes at Falmouth University. In this episode we discuss two projects. The case study of Healthy Relationships live brief that was embedded into teaching and subsequent three campaigns made with funding the Safer Street fund.Involved parties and partners and how we worked together: Cornwall Council, Truro College, Cornwall College, Falmouth University, Safer Streets, myself as the lecturer and the five students whose ideas were chosen.For more information please check these resources . Lucy Cokes talking at the Domestic Violence Conference in October 2023. https://safercornwall.co.uk/dasv-vawg-conference-2023/BE good. Creative Advertising in-house agency. https://www.falmouth.ac.uk/research/projects/be-good-agency

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This BERA/UN Impact Hub podcast explores students' perspectives on engaging with and addressing Sustainable Development Goals (SDGs) within higher education settings. The podcast is led by Dr Liliana Belkin of the University of Roehampton and Dr Chiying Lam of the University of Southampton. For more information, please check these resources: University of Southampton – Sustainable Development Goals: Learn more about our work with SDGs, including our SDG Report, university sustainability operations, commitments, and activities.University of Roehampton SDG Blog: Discover how the University of Roehampton integrates the UN's 17 Sustainable Development Goals into its courses, including new programs in sustainable engineering and technology.Music as a Global Resource for Addressing the SDGs

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This podcast focuses on the impact of war in Ukraine on the practice of higher education. The podcast is led by Dr Bo Kelestyn of the Warwick Business School.

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This podcast focuses upon postgraduate researcher (PGR) wellbeing, drawing upon UN SDG 3: Health and wellbeing. In it, we discuss: defining wellbeing; the role of sharing stories; and the importance of listening and collaborating. The podcast is led by Dr Sally Sharp of the Open University. For more information please check these resources: Cameron, L. (2010) What is metaphor and why does it matter? In: Cameron, L and Maslen, R. (ed.) Metaphor Analysis. London: Equinox, pp.3-25. Dodd, A.L., Priestley, M., Tyrrell, K., Cygan, S., Newell, C. and Brom, N. (2021) University student well-being in the United Kingdom: a scoping review of its conceptualisation and measurement. Journal of Mental Health. 30(3), pp. 375–387. Frank, A. (2010) Letting stories breathe. A socio-narratology. Chicago: The University of Chicago Press.

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This podcast focuses upon, how enhancing AI literacy among academics in the Global South can contribute to higher education capacity building and foster global partnerships for sustainable development. This aligns with SDG 17, and engages with stories from Egypt and Kurdistan. In it we discuss, AI literacy, skills and leadership. The podcast is led by Dr Nashwa Ismail of the University of Liverpool. For more information please check these resources. Alamäki, A., Nyberg, C., Kimberley, A., & Salonen, A. O. (2024, March). Artificial intelligence literacy in sustainable development: A learning experiment in higher education. In Frontiers in Education(Vol. 9, p. 1343406). Frontiers Media SA.Okolo, C. T. (2023). AI in the Global South: Opportunities and challenges towards more inclusive governance. Brookings Institution Press. Retrieved May 2nd, 2024, https://www.brookings.edu/articles/ai-in-the-globalPedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. Retrieved May 31, 2024, from https://unesdoc.unesco.org/ark:/48223/pf0000366994United Nations. (n.d.). Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development (SDG 17). Retrieved March 22, 2024, from https://sdgs.un.org/goals/goal17

In 2015, United Nations Member States adopted the 2030 Agenda for Sustainable Development, which is framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as “an urgent call for action by all countries,” emphasizing the importance of global partnerships. Each of the 17 SDGs has implications for higher education. This podcast focuses upon the civic and political engagement of young people interacting with the SDGs, specifically SDG 16 and its intersections with other global challenges. The recording explores the experiences of three university students at different stages of their learning cycles during the visit to the United Nations Headquarters New York to sit in on a High Level Political Forum for SDG 16 to hear senior ambassadors discuss the need for greater progress in peace and social justice. In the context of growing apathy amongst young people towards mainstream politics and low levels of political knowledge that often impede a person’s ability to engage in democratic decision-making, this podcast sought to capture the feelings of the students towards these issues during their time in the corridors of power at the United Nations, New York. The podcast is led by Dr Mark Charlton of De Montfort University. For more information, please check these resources. Barrett, M.D., Pachi, D., 2019. Youth civic and political engagement, First Edition. ed, Adolescence and society. Routledge, New York.Henn, M., Foard, N., 2014. Social differentiation in young people’s political participation: the impact of social and educational factors on youth political engagement in Britain. Journal of Youth Studies 17, 360–380. https://doi.org/10.1080/13676261.2013.830704Rosenqvist, O., 2020. Rising to the Occasion? Youth Political Knowledge and the Voting Age. Brit. J. Polit. Sci. 50, 781–792. https://doi.org/10.1017/S0007123417000515