Pete founded his Consultancy following a career spanning nearly 20 years in student support, as a specialist in Equity, Diversity and Inclusion (EDI) and Neurodiversity at the Universities of Oxford Brookes, Oxford and York.

Since 2016 Pete has undertaken projects with Durham University (whole institution Health & Well-being Strategy), Middlesex University (Inclusive Curriculum Framework Development), University of Edinburgh (Disability Services review) University of Bristol Neurodiversity Staff Network and recent research with DSUK and University of Oxford on the Disabled PhD Student Experience of Life Sciences.

Pete also works for a diverse range of organisations including with an offshore wind company, the Tower of London, Kew Gardens and other cultural, arts and heritage organisations.

Tom Vodden is a Consulting Business Psychologist at Lexxic. He holds master’s level degrees in Occupational Psychology and Psychology of Education. Tom specialises in providing psychologically informed consultancy to help create more neuro-inclusive workplaces.

Tom trained as a Business Psychologist following an extensive career in the education and children’s service sectors in the UK and overseas, working as a teacher, speaker, consultant and trainer. His recent research into the workplace experiences of individuals diagnosed with ADHD in adulthood will be presented to the European Association of Work and Organization Psychology conference in Prague in May 2025.

Lydia is an English Literature MA student at the University of Sheffield who uses their lived experience as a late diagnosed neurodivergent student to advocate for inclusive support within the Higher Education space. Lydia is an intern for the University of Sheffield’s Careers and Employability Service and is examining how the service can best support neurodivergent and disabled students transition into the workplace.

Developing on this advocacy work, Lydia’s MA dissertation will explore how narratives of employability are constructed, perceived, and affecting disabled and neurodivergent students and how these narratives impact students’ identity and employability stories.

Jamie Williams is a director of Spectrum First Education. Founded by Christine Breakey in 2003, their specialist neurodiverse team uses person-centred and research-informed approaches to support 1000+ autistic and ADHD-identifying students and professionals. His background is in critical psychology, disability, literature and music. He continues to practice as an Autism and ADHD Specialist Mentor/Study skills tutor, Workplace Coach and Training coordinator. As research lead, Jamie collaborates on participatory research, including recently with Professor Lorna Hamilton, Dr Stephanie Petty, and a mixed-neurotype advisory panel on the ‘Inclusive Neurodiverse Campuses (INC)’ project, exploring barriers and ‘what works’ for those inhabiting educational spaces.

Sophie is an experienced specialist mentor working with University students across the country to support reduce barriers to further education they may face due to mental health challenges or neurodiversity. Additionally, she works with “Talking Minds” developing and delivering bespoke specialist workshops to businesses, groups and academic settings supporting their knowledge of neurodiversity and mental health. She holds a first class BPS accredited Masters degree in Psychology, and applies extensive research and her own lived experience to provide students with unique and innovative strategies to overcome the challenges of navigating University with a “different” brain.

Dr Hastings Chim has been a registered secondary and primary school teacher as well as a senior lecturer in previously Hong Kong Baptist University (HKBU) and currently the Education University of Hong Kong (EdUHK) for more than twenty-six years. Dr Hastings Chim is now majorly involved in frontline teacher education in catering learning diversity and various public research funds as well as faculty and departmental funded projects. He received his Doctor of Education in University of Bristol with his research interest in Inclusive Teacher Education, Specific Learning Difficulties and Inclusive Education.