Introduction
Eliza Bourke is an emerging education professional whose academic dedication and hands-on experience have shaped a career path centered on teaching, research, and student wellbeing. Currently in her third year of a Bachelor of Arts in Education at Goldsmiths, University of London, she has consistently demonstrated her commitment to equity in education, support for young people, and the integration of mental health awareness into learning environments. Her journey reflects a balance of academic excellence, community engagement, and practical roles that have equipped her with diverse skills for future contributions in the public sector.
Academic Background
Goldsmiths, University of London – BA in Education (2022–2025)
Since beginning her degree in 2022, Eliza Bourke has immersed herself in modules that provide both theoretical foundations and practical insights into education. Her coursework has spanned historical and philosophical perspectives, cognitive processes, cultural identity, and creativity in learning.
In her second year, she expanded her scope by engaging with research methodology, early childhood education, arts-based community projects, and the interplay between schools and wider community contexts.
Her final year has been especially impactful, focusing on policy, youth empowerment, special educational needs (SEN), and her dissertation: “Emotional Based School Avoidance: An Investigation into the Causes, Consequences and Solutions from the Perspective of Parents and Educators.” This project highlights her interest in addressing the intersection of education and mental health, offering meaningful insights into how emotional distress can disrupt learning and long-term development.
Birkbeck, University of London – CertHE in Life Sciences (2021–2022)
Before her studies at Goldsmiths, Eliza Bourke pursued a Certificate of Higher Education in Life Sciences for Subjects Allied to Medicine. Achieving a Merit, equivalent to a 2:1 classification, she gained valuable skills in biology, chemistry, and research. This scientific training complements her education studies, giving her a multidisciplinary perspective.
Centre for Young Musicians – Music Performance (2018–2020)
Her formative years included intensive training in singing, songwriting, and ensemble work at the Centre for Young Musicians. This foundation in the arts demonstrates her long-standing commitment to creative learning environments.
The Charter School North Dulwich – GCSEs (2014–2020)
At secondary school, Eliza Bourke earned GCSEs in core subjects including English, Mathematics, Double Science, French, Geography, Economics, and Music. Alongside academics, she was actively engaged in music, co-running the Chamber Choir and participating in extracurricular clubs, which deepened her leadership and creative skills.
Work Experience
Student Engagement Agent – Goldsmiths, University of London (2024–Present)
Currently, Eliza Bourke works part-time supporting student success initiatives. She assists with Welcome Week, delivers campus tours, and contributes to widening participation events aimed at encouraging young students to consider higher education. Her role involves direct engagement with students and reflects her ability to support inclusive educational communities.
Nanny – Koru Kids (2021–Present)
Alongside her studies, she has worked as a nanny, caring for children aged 7–14. From school pick-ups to homework help and meal preparation, this role has strengthened her practical knowledge of child development and family support systems.
Student Community Leader – Goldsmiths, University of London (2023–2024)
During her second year, she took on leadership responsibilities, organizing social and academic activities to build stronger student networks. She also provided feedback on council candidates and promoted student engagement across campus.
Volunteer Experience
Eliza Bourke has consistently volunteered in roles that highlight her passion for education and wellbeing. At Dulwich Library, she participated in the Summer Reading Challenge, encouraging literacy among children. Later, she supported Lambeth and Southwark’s Summer of Food and Fun, assisting children with SEN and those receiving free school meals. These experiences underline her commitment to equity, inclusion, and supporting vulnerable groups.
Skills and Certifications
Her skills include research, writing, childcare, leadership, and time management. She has also completed professional training such as Adobe’s Job Application Essentials certification. These skills and qualifications strengthen her ability to transition into public sector roles focused on education and wellbeing.
Dissertation Focus – Education and Mental Health
One of the most significant academic contributions of Eliza Bourke is her dissertation on Emotional Based School Avoidance (EBSA). This research addresses how mental health challenges, such as anxiety and depression, can create barriers to school attendance. By examining parental and educator perspectives, she provides insights into systemic causes, long-term consequences, and practical interventions. Her work adds to the broader conversation on how mental health directly impacts academic performance and access to education.
Balancing Academics, Work, and Community Roles
A defining feature of Eliza Bourke’s journey has been her ability to balance multiple responsibilities. She has maintained her academic performance while simultaneously working, volunteering, and participating in leadership roles. This balance reflects her strong organizational skills, adaptability, and resilience—qualities essential for a future career in education and the public sector.
Future Aspirations
Looking ahead, Eliza Bourke envisions herself working in educational policy, student support services, community programs, or mental health initiatives within schools. With her background in childcare, research, and engagement, she is well-positioned to contribute to initiatives that address inclusion and wellbeing in education. Her long-term goal is to improve access and equity for young people, particularly those from underrepresented or vulnerable groups.
FAQs
1. Who is Eliza Bourke?
Eliza Bourke is a third-year Bachelor of Arts student in Education at Goldsmiths, University of London, with experience in childcare, student support, and community engagement.
2. What is Eliza Bourke’s academic focus?
Her studies focus on education theory, early childhood, youth work, special educational needs, and the intersection of education with mental health.
3. What is the topic of Eliza Bourke’s dissertation?
Her dissertation, “Emotional Based School Avoidance,” investigates the causes, consequences, and possible solutions for school avoidance linked to mental health issues.
4. What kind of work experience does Eliza Bourke have?
She has worked as a Student Engagement Agent and Student Community Leader at Goldsmiths, alongside her ongoing role as a nanny with Koru Kids.
5. What are Eliza Bourke’s future career goals?
She aims to work in the public sector, particularly in education policy, student wellbeing, widening participation, and mental health support programs.
Conclusion
The academic and professional journey of Eliza Bourke reflects a deep dedication to education, child development, and mental health. From her early involvement in music and community volunteering to her current studies and roles at Goldsmiths, she has consistently sought opportunities to combine theory with practice. Her research into Emotional Based School Avoidance exemplifies her ability to tackle urgent issues in education with practical, research-driven solutions. As she moves forward, she is poised to make meaningful contributions in public sector roles, supporting young people and shaping inclusive education systems.
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