Senior Fellow Imran Mir is programme lead and campus head at Apex College Leicester. In this blogpost, he reflects on how inclusion and neurodiversity shape his leadership practice as he works towards Principal Fellowship.

Why inclusion matters in leadership 

When I achieved my Senior Fellowship it was a really proud moment for me. It highlighted recognition of my commitment to teaching and leadership. Now, I am working towards Principal Fellowship, and I am reflecting on what actually defines leadership in higher education. For me, the most important is inclusion as you need to ensure you are looking out for everyone.  

Inclusion is not just about ticking boxes or a line in a strategy document. It should be about shaping environments where every student and staff feel valued and supported. As someone who is neurodivergent, I know what it is like to feel invisible in the classroom. These experiences which I faced now shape the way I lead. By recognising these hidden barriers, by listening to diverse voices, and by challenging assumptions about what exactly learners and staff need in order to excel.  

Inclusion needs to stop being framed as an additional responsibility, something which needs to be managed alongside the leadership responsibilities. My journey has convinced me that inclusion is the real work. Institutions that don’t embrace it will struggle when it comes to retention, disengagement and staff turnover. Academic institutions which make this a priority build resilience, adaptability and trust. 

What difference has this made? 

I always put inclusion at the forefront of my leadership practice which has changed not only how I work but also the culture around me. At Apex College Leicester, this resulted in me reconsidering the curriculum design in order to ensure flexibility and accessibility for all of our students. It is important as the leader to ensure that staff development is not just about pedagogy or policy updates but making sure it’s about equipping colleagues with practical strategies to ensure they can support diverse learners, including those who are neurodivergent. 

The results are clear to see. Learners have reported that they feel more supported, and staff say they feel more confident in addressing learner’s challenges. There has been improvement in retention and progression but perhaps the most important is the change in mindset where inclusion is no longer seen as an afterthought. It has become a vital part of the everyday language of leadership and an integral part of how success is measured.  

This shift has been clear in relation to student voice initiatives. By creating forums where learners can share experiences, we have found challenges that those policies alone would never have highlighted. For example, feedback from neurodiverse students has resulted in adjustments in the way we deliver assessments, allowing more flexible formats and clear marking rubrics. Making these adjustments have had a major impact on confidence and performance.  

Lessons learned along the way 

One lesson I learned is how important governance is. Inclusion should not be left to chance or to the goodwill of individual staff. It needs to be embedded in structures and policies. From recruitment processes to curriculum approval panels, inclusive practice is sustainable when the tone is set by the leadership.  

Another lesson is that Advance HE fellowships really matter. Achieving Senior Fellowship and now working towards Principal Fellowship has given me the opportunity to reflect, to compare my practice against professional standards, and to gain knowledge from peers who have the similar values. Fellowship has been less about the recognition but more importantly about the structured reflection which drives innovation leading to improvement. It has challenged me to ask not just what I am doing, but why I am doing it, and how it is making a difference. 

I have also learned that inclusion is a journey, not a destination. Early in my leadership practice, I sometimes assumed that one policy or one training session would solve a problem. I have now understood that when it comes to inclusion it is built gradually, through being consistent, repeated conversations and continuous learning. 

Why this matters now 

Higher education is facing challenges such as digital disruption, funding pressures, and shifting student expectations. In modern times, leadership should not only be about efficiency or compliance. It has to take into account resilience, adaptability and vision. Neurodiverse and inclusive leadership is no longer just an option. It is imperative if we want our institutions to excel in uncertain times.  

Inclusion is essential as it reflects the kind of society we are shaping. Students are not only gaining qualifications; they are being prepared to contribute in workplaces and communities. If they see inclusion modelled in their institutions, these values will be carried by them into the future.  

A call to action 

Inclusion should be an important part of leadership, not an add on. My questions to fellow leaders are, how are you integrating inclusion into your everyday decisions, and what are you doing to ensure that diversity of thought is represented at your decision-making tables? 

For educators who are working towards fellowships, I would encourage you see this not only as recognition of achievement but an opportunity to reflect on the values which can guide your leadership. For me, fellowship has provided a framework for thinking differently and for asking how to use my lived experiences to benefit others. This is my mission in education now.  

My journey has convinced me that inclusive leadership is not just about opening doors for others, it is about ensuring those doors stay open, even when we have gone.  

Imran Mir is a Senior Fellow, FSET, FRSA, CMgr MCMI and programme lead and campus head at Apex College Leicester.