Social Inclusion Staff Award Shortlist

Our Social Inclusion Staff Award recognises the individuals and teams who embody our commitment to creating a fairer, more inclusive university.

See our shortlist in each category below. Attendees at our Inclusion Conference will be able to vote for the winner in each category throughout the day.

Innovation Through Diversity

This award is for individuals or teams who have demonstrated how diverse backgrounds or perspectives have led to innovation at Warwick —whether through teaching, research, leadership, or community engagement.

Our shortlist for 2025 are:

Hindi Language Course Design Project / Dr Neha Gupta and Claude Trégoat

An inclusive Hindi course, bridging academic, cultural, and community perspectives to reflect and celebrate linguistic diversity.

Dr Neha Gupta (Assistant Professor, Warwick Business School) and Claude Trégoat (Associate Professor, School of Modern Languages and Cultures), collaborated to bring Hindi language teaching to the Warwick Language Centre. Inspired by Neha’s experience teaching Hindi to the local community and the language’s deep cultural significance, Neha and Claude worked together to create a structured, inclusive course accessible to both beginners and heritage learners. Recognising Hindi’s wide use in the UK and global relevance, they aimed to address its underrepresentation in mainstream education and challenge the notion that certain languages are only for specific groups. Their partnership reflected mutual learning and Warwick’s commitment to diversity, collaboration, and expanding educational access.

^{Photos: Claude Trégoat (L) and Neha Gupta (R).}

Richard Harrison and Natasha Nakariakova

Volunteers powering a programme to make science accessible to all, empowering thousands of students to discover their potential.

Launched in 2021, the National Scientific Thinking Challenge is a free, inclusive online science competition for Year 10 pupils, designed to test reasoning and curiosity rather than prior knowledge. Now reaching around 23,000 students across 300 schools annually, it breaks down barriers to participation by welcoming all backgrounds and ensuring accessibility, including for students with disabilities. At its core are dedicated volunteers Richard Harrison (Digital Platform and Channel Manager, CCMO Group) and Natasha Nakariakova (Faculty Digital Learning Consultant, Flexible Online Learning), whose tireless, voluntary work ensures the Challenge runs smoothly each year. Their commitment has enabled a diverse range of students to discover their scientific potential and embodies Warwick’s values of inclusion, innovation, and social impact.

We are Chemistry / Dr Tom Ritchie, Adam Alcock, and Dr Reece Goodall

A student-led, partnership-driven initiative that proves diversity is the catalyst for meaningful innovation in higher education, transforming both culture and systems at Warwick and beyond.

We Are Chemistry, founded by Dr Tom Ritchie (Reader, Chemistry), is an award-winning initiative that transforms the student experience through authentic partnership, inclusivity, and innovation grounded in lived experience. By recruiting students based on their perspectives rather than CVs, We Are Chemistry empowers underrepresented voices to co-create impactful resources, cultural activities, and systemic change within the Chemistry department and beyond. Its student-led projects have addressed mental health, representation, lab safety, curriculum reform, and inclusive recruitment, while fostering collaboration across departments and influencing national EDI policy. We are Chemistry exemplifies how valuing student diversity leads to measurable outcomes and a more inclusive, innovative university culture.

^{Photo: Collage of activities, staff, and students who have worked on the We are Chemistry project.}

Belonging Through Culture

This award is for individuals or teams who have built inclusive environments where people feel seen, respected, and can achieve their potential —whether in departments, offices, classrooms, labs, or services.

Our shortlist for 2025 are:

Academic and Professional Pathway for Postgraduate Researchers who Teach / Oliver Turner, Sara Hattersley, Tina Finlay, Judith Taylor

An inclusive, socially conscious teaching programme empowering early career educators by centring student voice, fostering belonging, and equipping them to challenge inequities.

The Academic and Professional Pathway for Postgraduate Researchers who Teach programme (APPPGR) provides a uniquely inclusive, reflective, and empowering learning space for 50-60 postgraduate researchers each year, supporting their dual identities as students and educators. With a strong focus on social justice, belonging, and student voice, the course enables participants to explore systemic inequalities, draw on real university data, and connect across disciplines. From intentional group work and inclusive teaching practices to personalised support and active alumni involvement, APPPGR fosters a vibrant, responsive community where early career teachers are equipped with the confidence and tools to shape a more inclusive academic culture at Warwick and beyond.

^{Photo: The APPPGR team.}

Professor Hannah Jones

A dedicated, compassionate, and inclusive lecturer, supervisor, and Director of Postgraduate Research whose sustained work supports a diversity of students to feel they belong and can succeed here.

Professor Hannah Jones exemplifies inclusive and compassionate academic leadership. Her innovations in curriculum design reflect a deep commitment to accessibility and inclusive education and empower students to express themselves authentically. As Director of Postgraduate Research, she has created a genuinely supportive environment where a diversity of students feel safe, valued, and empowered. Hannah's students nominated her because her leadership consistently dismantles academic barriers and models what equality and belonging can look like in practice. Her impact is felt not just through individual support, but in reshaping institutional culture for the better.

^{Photo: Hannah Jones.}

Warwick Building Belonging Framework / Inca Hide-Wright, Dr Tom Ritchie, Leigh Mencarini, and Adam Alcock

A co-created, values-driven initiative providing practical, research-informed tools to foster inclusion, connection, and empowerment for all.

The Warwick Building Belonging Framework is a powerful, student-staff co-created tool grounded in extensive data and research, designed to foster belonging across university contexts. Centred around five core principles (Trust, Inclusion, Mattering, Connection, and Empowerment), it offers practical guidance for enhancing participation, relationships, and impact across education and community initiatives. Widely adopted across Warwick, from student wellbeing and personal tutoring to departmental inclusion efforts and national award-nominated programmes, the framework has built a growing culture of co-creation and connection. And its influence now extends internationally, shaping inclusive practices for both domestic and international students.

^{Photo: Leigh Mencarini}

Recognition Through Leadership

This award is for individuals or teams who have shown visible leadership that has driven meaningful change on inclusion – whether internally, locally, regionally, nationally, or internationally.

Our shortlist for 2025 are:

Dr Anil Awesti

Anil’s visionary leadership has embedded anti-racism across Warwick’s teaching, training, and strategy, making a lasting impact on institutional culture and national recognition for inclusive education.

For the past seven years, Dr Anil Awesti (Associate Professor, CLL) has been a driving force behind Warwick’s anti-racism work, shaping the university’s strategic and educational approach to racial equity. Through initiatives like the Tackling Racial Inequality at Warwick (TRIW) programme, the WIHEA Anti-Racist Pedagogy Learning Circle, and the university’s first Anti-Racist Pedagogy Conference, Anil has led transformative change in staff development, teaching practice, and institutional policy. His leadership has been central to embedding anti-racism into Warwick’s Inclusive Education Model, Race Equality Chartermark, and wider sector engagement, with over 700 staff trained and measurable progress in understanding, confidence, and action across the university. Anil’s impact has been recognised both internally and externally, enhancing Warwick’s profile as a national leader in inclusive education.

^{Photo: Anil Awesti.}

Charlie Ward

Charlie's work is grounded in empathy and a passion for equality, creating lasting cultural change at WMG through collaboration, advocacy, and unwavering commitment to inclusion.

Over 5.5 years at WMG, Charlie Ward (Project Officer Athena Swan and ED&I, WMG) has consistently championed EDI, from Athena Swan support to awareness campaigns, and now leads initiatives that amplify underrepresented voices, promote inclusive practice, and build community. Since October, Charlie has driven impactful work including EDI resource development, staff surveys, training on menopause and anti-racism, and the Athena Swan submission. Charlie's work is helping shape a more inclusive culture where everyone can thrive.

^{Photo: Charlie Ward.}

Helen Murray

Helen’s inclusive leadership and tireless dedication have transformed student support in Physics, creating fairer processes and a more compassionate, responsive environment.

In her capacity leading the Physics Department’s Student Office, Helen Murray (Educational Support Services Manager, Physics) has transformed student support through inclusive, student-centred initiatives that address the needs of underrepresented groups, including neurodivergent, international, and widening participation students. With exceptional leadership, insight, and compassion, she has introduced targeted interventions such as tailored English language support and inclusive Welcome Week experiences, while also streamlining systems and empowering her team. Her work has not only improved student outcomes but fostered a culture of care, excellence, and continuous improvement, making a lasting impact on staff and students alike.

Inclusive Leadership

This award is for senior leaders who champion inclusion at a strategic level. The winner will be chosen by our Inclusion Conference Senior Leadership Panel.

Doreen Foster

Doreen is Chair of the Race Equality Taskforce, which provides strategic leadership on race equality by driving forward the recommendations of the Social Inclusion Strategy, shaping institutional priorities and actions, reviewing data and practice, guiding key initiatives, and ensuring that efforts are grounded in lived experience and lead to meaningful change.

In her role as Director of the Arts Centre Doreen ensures diversity inclusion is embedded into the culture. Under her leadership the arts centre supports Project Search – providing work placements for neuro divergent young people, embedding inclusion training for all staff and through the events and installations supported by the Arts Centre.

Dr Mel Loveridge

At WMG, inclusivity is starting to be embed into our culture, thanks to the dedication of passionate individuals like Mel. As Associate Dean of Culture and Chair of the ED&I Committee, Mel has played an instrumental role in shaping a more open, accessible, and supportive environment. Her leadership has encouraged greater engagement with the committee, empowered our ED&I project officer, and ensured the voices of many are heard at a senior level.

Mel’s impact reaches far beyond WMG. Through her involvement with the Faraday Institution, she has championed accessible working environments and led webinars focusing on practical adjustments for neurodiverse staff. These discussions have not only raised awareness but also driven meaningful conversations.

One of Mel’s most recent initiatives is the development of a new mentoring programme for staff, set to launch in late 2025. This programme aims to strengthen connections between colleagues, foster professional growth, and create a space where ideas can be shared freely. More importantly, it will weave inclusive communication and diversity into everyday interactions, making inclusivity a cornerstone of how we collaborate.

Beyond formal initiatives, Mel embodies what it means to be an empathetic leader. She brings compassion, a strong sense of justice, and unwavering support to the people around her. Whether advocating for change at a senior level or offering a listening ear to colleagues, she ensures that issues—big and small—are acknowledged and addressed with care. Her ability to connect, inspire, and lead with integrity is a driving force behind WMG’s ED&I progress.

Looking ahead, Mel has many ideas to further strengthen WMG’s commitment to equity, diversity, and inclusion. Her vision isn’t about ticking boxes or fulfilling obligations, it’s about building a workplace where everyone feels seen, heard, and valued. With her dedication, WMG’s ED&I journey will continue to evolve, creating a more inclusive culture for all.

Professor Rachel Moseley

As Chair of the Academic Governance Review, Rachel was instrumental in centring inclusion at the heart of decision-making. As chair she led by example, ensuring each member had a voice and could raise ideas and concerns in a safe way. As well as role modelling inclusive behaviours, the recommendations also ensure diversity of thought, representation and behaviours are authentically embedded into university structures.

Professor Rebecca Freeman

Beccy leads the Inclusive Education Model, our institution-wide initiative designed to ensure that all students benefit from a diverse, inclusive, and student-centred education through co-creation with students, embedding diversity in the curriculum, supporting inclusive behaviours among staff and students, and reducing disparities in academic outcomes.

Additionally, Becky demonstrates authentic, values-driven leadership and is a role model for female academics and professional services staff.

Read the Social Inclusion Annual Report for more about the action we're taking.

The Social Inclusion Annual Report highlights the work that has been taking place across the University over the last year, and how it is helping us to meet our Social Inclusion Strategy objectives to increase the diversity of our staff and student communities, develop an inclusive culture, and become an internationally recognised leader in inclusion.