This idea of creating new connections and making sure that everyone feels welcomed.

Learning is a never never-ending process and I am not an exception.

So I'm coming here to learn more about inclusion.

I've been motivated to attend today's event because as a group of language educators, we have taken a keen interest on this topic of inclusivity and I'm really keen to see what today has to offer.

Well, I'm a teacher, so I wanted to support inclusive learning in the classroom and I suppose I really want to learn about how to make sure that all students have a safe space to learn.

And at the end, we also have a new resource that I really started to launch, which is culminated in various conversations we've been having with academics and staff throughout the year we hope will be a practical resource that we can continue to grow together.

As a person with a lived experience, a disability, for me, that was really challenging the space of stigma and challenging the space of feeling a little bit uncomfortable in how we approach things because there have been some shifts in the way that we work with various diversity groups.

We're all aware of these things, but for some people, they feel more comfortable than others.

And I think challenging that willingness to feel uncomfortable, but also having that willingness to open up and give things, new things a try.

It's an ongoing experience.

Every individual is an individual.

So what may work with other people doesn't necessarily work with everybody's.

And as long as you're respectful and you don't exclude anybody else, you do you.

I guess we need to matter and belong, but knowing that someone's got our back, knowing that there's someone there who cares enough, cares about us being able to not just survive or thrive.

We don't leave who we are at the door when we enter the classroom. We bring with us our linguistic backgrounds. We bring with us our political values. We bring with us our cultural, ethnic, racial experiences and backgrounds. We bring with us our sexualities and genders. We bring with us everything who we are outside the classroom. We don't leave it at the threshold of the classroom when we enter that space.

If a task or whatever I'm doing, whether it's teaching or whether it's marking, whether it's creating or whether it's a professional development programme, whether it makes me think, I think that that is where I find I thrive quite a lot.

Education for liberation, asking questions, including hard questions, that's important.

That would be useful in this case that I'm talking about. Students belonging and their well-being and their self-efficacy and their positive emotions and then their engagement are what results from all of that.

I've got some ideas to go away with, but I feel like I've got a lot of energy and a lot of inspiration to go away with.

The real value occurred in those conversations that you had in the connections that we've made. And that's just a nice memory.

You know, it's like a work of art that's created, but the process is the significant part. That's where the value actually is.