Eliza Bourke is a third-year Bachelor of Arts student in Education at Goldsmiths, University of London. With a strong academic foundation, practical work experience, and a commitment to educational access and wellbeing, she is building a career path that blends research, teaching, and public sector engagement. Her work and studies focus on the intersections of mental health, learning environments, and opportunities for young people, particularly those in underrepresented or vulnerable groups.
Bourke’s academic progression has been shaped by her diverse educational background, practical work in community and childcare roles, and consistent engagement in extracurricular and voluntary projects.
Academic Background
Goldsmiths, University of London – Bachelor of Arts in Education (2022–2025)
Bourke began her undergraduate studies at Goldsmiths in October 2022, working toward a BA in Education. Her coursework covers a range of topics from educational theory to practical applications in early childhood, youth work, and special educational needs (SEN).
Year 1 Modules:
- The Curriculum: Historical and Philosophical Perspectives – This module examined how educational systems develop over time and how philosophy shapes teaching practices.
- Learning and Thinking – Focused on cognitive processes in education, exploring how people learn and how thinking patterns influence learning outcomes.
- Culture and Identity – Investigated how cultural backgrounds shape identity formation and educational experiences.
- Introduction to Creativity and Learning – Looked at the role of creativity in teaching, learning, and child development.
Second Year Modules:
- Introduction to Social and Cultural Research – Provided training in qualitative and quantitative research methods applicable to education studies.
- Early Childhood in a Diverse Society – Focused on how cultural and social diversity impacts early years education.
- Arts Practice in Educational, Cultural, and Community Settings – Explored arts-based educational projects in schools and community organisations.
- Children’s Cultures: School and Community Contexts – Examined the relationship between school life, community environments, and children’s development.
Year 3 Modules:
- Policy and Practice in Early Childhood Education – Analysed policies that shape early years provision in the UK.
- Youth, Critical Practice and Hope – Looked at youth work, empowerment, and approaches to creating change.
- Dissertation in Education Studies – Bourke’s dissertation, “Emotional Based School Avoidance: An Investigation into the Causes, Consequences and Solutions from the Perspective of Parents and Educators”, explored a pressing issue in education and mental health.
- Theoretical and Practical Aspects of SEN – Provided a deeper understanding of special educational needs theory, policy, and practice.
Her dissertation demonstrates her interest in bridging educational theory with real-world issues, specifically examining the emotional and psychological factors that can lead to prolonged school absence and its broader consequences.
Birkbeck, University of London – CertHE in Life Sciences for Subjects Allied to Medicine (2021–2022)
Before her BA in Education, Bourke studied a Certificate of Higher Education in Life Sciences for Subjects Allied to Medicine at Birkbeck, University of London.
This one-year Level 4 qualification covered:
- Biology
- Chemistry
- Personal Progress and Development Planning
- Study and Research Skills for Maths and Science
She achieved a Merit, equivalent to a 2:1 classification, showing academic ability in scientific disciplines. This science-based training complements her education studies by equipping her with research skills and a multidisciplinary perspective.
Centre for Young Musicians – Music Performance (2018–2020)
Between the ages of 14 and 17, Bourke trained as a singer at the Centre for Young Musicians, engaging in:
- Songwriting
- Music Theory
- Chamber Choir
- Guitar Ensemble
This early involvement in structured arts education reflects her long-standing connection to creative learning environments.
The Charter School North Dulwich – GCSEs (2014–2020)
Bourke’s secondary education included GCSEs in:
- English Language
- English Literature
- Mathematics
- Double Science
- French
- Geography
- Economics
- Music
Her extracurricular activities included participation in the school choir, co-running and singing in the Chamber Choir, and joining the Keyboard Club.
Work Experience
Goldsmiths, University of London – Student Engagement Agent (Sep 2024 – Present)
Bourke currently works part-time as a Student Engagement Agent (SEA) for the Student Success team at Goldsmiths. The role includes:
- Supporting Welcome Week to help new students settle in.
- Participating in training sessions, including Article Writing and Off-Campus Event Coordination.
- Assisting at widening participation events, such as campus tours for Year 9 pupils.
This role demonstrates her ability to work in student-facing positions, provide guidance, and support educational outreach.
Koru Kids – Nanny (Oct 2021 – Present)
While pursuing her studies, Bourke has consistently worked as a nanny, caring for children aged 7 to 14. Responsibilities include:
- School pick-ups
- Supporting extracurricular activities and homework
- Preparing healthy meals
- Organising engaging activities
This experience has given her hands-on knowledge of child development and the daily needs of school-age children, aligning with her long-term goal of working in education and wellbeing.
Goldsmiths, University of London – Student Community Leader (Sep 2023 – Jun 2024)
In her second year, Bourke worked as a Student Community Leader. She helped organise social and academic events aimed at building a stronger student community.
Notable contributions:
- Supporting Welcome Week and Winter Social events
- Sitting on a Student Engagement Panel to give feedback on Head of Council candidates
- Encouraging student participation in campus activities
Volunteer Work
Dulwich Library – Summer Reading Challenge Volunteer (Aug 2018 – Aug 2019)
Bourke volunteered for two summers at Dulwich Library, speaking with children about books they had read and awarding prizes for participation. This role connected literacy promotion with community engagement.
Summer Play-scheme Volunteer – Lambeth and Southwark’s Summer of Food and Fun (Jul 2020 – Aug 2020)
She volunteered at a council-run play-scheme for children with special educational needs (SEN) or those receiving free school meals. This role involved supporting recreational and educational activities for children in need of additional support.
Skills and Certifications
Skills:
- Writing and research
- Childcare and working with children
- Leadership and organisation
- Time management
Certification:
- Job Application Essentials (Adobe, issued Aug 2024)
Academic and Career Interests
Bourke’s stated long-term goal is to work in the public sector, particularly in education, wellbeing, widening participation, or social care. Her academic and volunteer experiences reflect a strong commitment to equity in education and to supporting young people from varied backgrounds.
Her interest in education access aligns with her practical work in widening participation events, while her dissertation focus on mental health and schooling shows her dedication to addressing barriers to education.
The Intersection of Education and Mental Health – Focus of Dissertation
Bourke’s dissertation topic, Emotional Based School Avoidance, explores a growing concern in UK schools. This form of school avoidance occurs when students experience severe emotional distress related to attending school, often linked to anxiety, depression, or other mental health challenges.
By examining both parental and educator perspectives, her research aims to:
- Identify root causes, including systemic and environmental factors.
- Assess short- and long-term consequences on academic and social development.
- Explore possible interventions and support systems to re-engage students.
This work contributes to a wider educational discourse on how mental health intersects with attendance and learning outcomes.
Balancing Studies, Work, and Community Roles
Bourke’s university journey has been characterised by balancing academic study with part-time work and community roles. This combination has given her:
- Direct experience in educational environments.
- Exposure to policy discussions on education access.
- Practical skills in leadership, organisation, and communication.
Future Outlook
Given her academic training, practical childcare work, and involvement in widening participation efforts, Bourke is positioned to pursue roles in:
- Educational policy development
- Student support services
- Community education projects
- Mental health and wellbeing programmes within schools
Her ability to work with young people in both formal and informal settings suggests she could contribute meaningfully to initiatives focused on inclusion, equity, and mental health in education.
Conclusion
Eliza Bourke’s academic and professional journey reflects a sustained interest in education, child development, and mental health. Her work across childcare, university community roles, and voluntary projects demonstrates an ability to combine theory with practice.
With her research on emotional-based school avoidance, she is addressing a critical challenge in contemporary education, offering insights that could shape better interventions and support systems. As she completes her degree at Goldsmiths, Bourke’s trajectory points toward impactful work in the public sector, particularly at the intersection of educational access and wellbeing.
