Kashish Qureshi

Please tell us about your current role and employer.

I currently work as a Teaching Support Assistant in a school where I support children with special educational needs (SEN). Many of the students I work with have conditions such as autism, ADHD, and a range of emotional or mental health needs. My role involves helping students access their learning, supporting them in the classroom, and working closely with teachers and other staff to create an environment where they feel safe, understood, and able to participate.

A big part of my work is providing one-to-one or small-group support, helping students manage challenges related to communication, attention, behaviour, and emotional regulation. I also help adapt learning activities so they are more accessible, and I use strategies that support each child’s individual needs.

This role has been particularly meaningful because it allows me to apply knowledge from my Master’s degree in Clinical Neuropsychiatry in a real-world setting. Understanding the neurological and psychological factors that influence behaviour and learning helps me respond more effectively and compassionately to the students I support. It has strengthened my interest in working with neurodiverse children and supporting their development both academically and emotionally.

What does a typical day in your current role look like?

A typical day in my role as a Teaching Support Assistant involves working closely with students who have special educational needs, particularly those with autism, ADHD, and emotional or mental health challenges. My day usually begins by preparing for lessons with the class teacher, discussing which students may need additional support and reviewing any strategies or resources that will help them engage with the lesson.

During class, I provide one to one or small group support to help students stay focused, understand instructions, and complete their work. This can involve breaking tasks down into smaller steps, using visual supports, or helping students regulate their emotions if they become overwhelmed. Supporting communication and encouraging positive social interaction between students is also an important part of my role.

Throughout the day, I also help manage transitions between activities, as these can sometimes be challenging for students with additional needs. I work to create a calm and supportive environment where students feel safe and understood. I may also assist with behaviour support plans, sensory breaks, or emotional regulation strategies.

At different points in the day, I communicate with teachers and other support staff to share observations about student progress or any difficulties that arise. My role requires patience, adaptability, and strong teamwork to ensure that each student receives the support they need to succeed both academically and emotionally.

What was your journey to getting a job after graduating from Birmingham?

After graduating from the University of Birmingham with my Master’s degree in Clinical Neuropsychiatry, the process of finding a job was a bit challenging, especially as an international student. Many roles in psychology and mental health, such as Assistant Psychologist positions, require previous UK-based experience, which can make it difficult for recent graduates to enter the field immediately.

During my job search, I applied to a range of roles to build relevant experience while continuing to work toward my long-term goal of becoming an Assistant Psychologist. I realised that gaining practical experience working with vulnerable populations would be very valuable. This led me to my current role as a Teaching Support Assistant, where I work closely with children with special educational needs, including autism, ADHD, and emotional or mental health difficulties.

The application process involved searching for roles that would allow me to develop transferable skills such as behaviour support, communication, and working within multidisciplinary teams. As an international graduate, I also had to consider visa requirements and ensure that the roles I applied for were compatible with my post-study work options.

Although the journey has not been straightforward, this role has given me important hands-on experience working with neurodiverse children and supporting their learning and wellbeing. It has also helped me build the practical skills and experience that will support my goal of moving into an Assistant Psychologist role in the future.

How do you feel the learning experience on your course helped to prepare you for your career?

My Master’s in Clinical Neuropsychiatry provided me with a strong foundation in understanding the relationship between the brain, behaviour, and mental health. The course helped me develop a deeper understanding of neurodevelopmental and psychiatric conditions such as autism, ADHD, and other mental health disorders, which has been very relevant to the work I do now.

The programme also helped me develop important skills such as critical thinking, analysing research, and understanding evidence-based approaches to mental health and behaviour. These skills have been particularly useful in my current role, as they help me better understand the needs of the children I support and the reasons behind certain behaviours.

Another important aspect of the course was learning about different assessment methods, interventions, and multidisciplinary approaches used in clinical and educational settings. This has helped me communicate more effectively with teachers, support staff, and other professionals when supporting students with additional needs.

Overall, the course helped me build both theoretical knowledge and practical understanding of neuropsychiatric conditions, which has strengthened my ability to work with neurodiverse individuals. It has also reinforced my motivation to continue developing my career in psychology and work towards becoming an Assistant Psychologist in the future.

What are your top tips for students graduating today?

One of my top tips for students graduating today is to be patient with the process of building your career. Sometimes the first job you get may not be exactly the role you originally planned for, but it can still provide valuable experience and help you develop important skills. Gaining practical experience, even in related fields, can open doors and strengthen future applications.

Another important tip is to be open to learning from every opportunity. Whether it is through work, volunteering, or shadowing professionals, these experiences can help you better understand the field you want to work in and build confidence in your abilities.

Networking and staying connected with lecturers, supervisors, and classmates can also be very helpful. They can provide guidance, support, and sometimes even opportunities that you may not come across on your own.

Finally, don’t be discouraged if things take time. Career paths are rarely linear, especially in competitive fields like psychology. Focus on gaining experience, developing your skills, and staying motivated. Every step you take will contribute to your long-term goals.

What were the best things about your course?

One of the best things about my course was how interdisciplinary it was. Clinical Neuropsychiatry brings together neuroscience, psychology, and psychiatry, which gave me a deeper understanding of how brain function is linked to behaviour, cognition, and mental health. This approach helped me see conditions from multiple perspectives rather than just one discipline.

Another highlight of the course was the opportunity to learn from experienced academics and clinicians who specialise in different areas of neuropsychiatry. Being able to engage with their research and clinical insights made the learning experience much more meaningful and connected theory to real-world practice.

I also really valued the research-focused aspect of the programme. Through assignments and my dissertation, I developed strong research, critical thinking, and academic writing skills. Working on my dissertation on Tourette’s syndrome allowed me to explore a topic I was genuinely interested in and gain a deeper understanding of it.

Finally, the opportunity to shadow my professor was one of the most rewarding parts of the course. His work focused on Tourette’s syndrome and Functional Neurological Disorder (FND), and observing this work gave me valuable practical insight into neuropsychiatric conditions and how they are approached in clinical settings. This experience helped bridge the gap between academic learning and real-life practice.

What was your biggest achievement during your course?

One of my biggest achievements during my course was the opportunity to shadow my professor, which was an incredibly valuable learning experience. His main areas of focus were Tourette’s syndrome and Functional Neurological Disorder (FND), and being able to observe and learn from his work gave me real insight into how neuropsychiatric conditions are understood and managed in clinical settings.

Through this experience, I was able to see how theoretical knowledge from my course is applied in practice. It helped me better understand patient experiences, clinical assessment, and the complexity of neurodevelopmental and neurological conditions.

My dissertation was also focused on Tourette’s syndrome, which made the experience even more meaningful. Working on this topic allowed me to explore the condition in depth, review current research, and develop my critical thinking and research skills. Combining my dissertation work with the experience of shadowing my professor helped strengthen my interest in neuropsychiatry and working with individuals with neurodevelopmental conditions.

Overall, this was a significant academic and professional achievement for me because it deepened my understanding of Tourette’s syndrome and provided practical exposure that complemented my research.