Richa Khanchandani - Reflecting on My Time as Education Officer
Richa Khanchandani, Education Officer 2025/26
When I first started this role at Middlesex Students' Union, I knew I wanted students to feel like they genuinely mattered not just as feedback providers, but as people whose experiences, frustrations, ideas, and voices should actively shape their education. Over this year, I've had the chance to meet so many students, reps, academics, and staff members, and every conversation reminded me how important it is to have spaces where students feel listened to, supported, and comfortable speaking honestly.
Student Voice & Representation
A big part of my work focused on student voice and representation. Through initiatives like the Education Leaders Forum and Leaders Lounge, I wanted to create spaces that felt less formal and intimidating, and more open, collaborative, and student-led. Some of the best discussions came from students simply being able to sit together, share what was happening in their courses, and realise they weren't the only ones facing certain challenges.
I also worked alongside the PVC Education and Student Experience on the Student Voice Leader (SVL) and student representative review processes, looking at how representation systems could become more meaningful, supportive, and effective for students. Representation should never feel like just attending meetings it should feel like students can actually influence change and see their voices reflected in university decisions.
Prioritising Student Wellbeing
Alongside academic representation, student wellbeing was something I cared deeply about throughout this role. University can be overwhelming, and sometimes students are expected to keep pushing through stress and burnout without really having space to pause.
Supporting psychoeducation workshops gave students opportunities to have more open conversations about mental health, stress, burnout, and coping with university life in a way that felt approachable and real. Alongside this, Stressbusters and creative wellbeing activities including Zometool workshops aimed to provide students with support during particularly intense assessment periods. These spaces were not only about taking a break from studying, but about creating moments where students could slow down, connect with others, and feel supported.
Advocating for Accessibility & Inclusive Learning
I was also involved in advocacy and discussions surrounding the Learning and Teaching Capture Policy, which was later approved at both Academic Board and the Education and Student Experience Committee.
For me, this work was always about recognising that students have different lives and responsibilities outside the classroom. Some students commute long distances, some work alongside studying, some face health challenges, and others simply need flexibility to learn in the way that works best for them. Accessibility should never feel like an extra consideration it should already be built into education.
Looking Back
Looking back, I think what I'm most proud of is helping create conversations and spaces where students felt comfortable being honest. This role certainly wasn't easy it honestly took me around six months to properly understand what it really involved and how I could do it effectively. Student representation work is complex, fast-paced, and often happens behind the scenes in ways people do not always see.
But despite the challenges, I'm proud of myself. I learnt how to navigate difficult conversations, work collaboratively with different people, balance multiple responsibilities, and continue showing up even when things felt overwhelming. More than anything, this role taught me that growth does not always happen comfortably sometimes it comes through figuring things out as you go.
This role has challenged me, taught me a lot, and introduced me to some incredible people. I'm grateful to every student who shared feedback, every rep who advocated for their peers, and every staff member who was willing to listen and work collaboratively.
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