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Cherry Tang: Learning, Growing, and Giving Back
For Cherry, studying nursing has always been about more than mastering clinical skills. It has also been a process of discovering herself, understanding others, and exploring the world around her. As a Year 5 nursing student living with neurodiversity, her academic journey wasn't smooth from the beginning.
Over time, however, these challenges became a source of insight rather than discouragement with the support from SEN caring team. Those challenges strengthened her empathy towards clients who navigate invisible various conditions and reinforced her awareness that health extends beyond physical symptoms. This awareness motivated her to explore different ways to grow into a more attentive and compassionate healthcare professional.
Beyond the classroom, Cherry has actively sought opportunities that complement her academic training. Among the most significant was obtaining a Mental Health First Aid Certificate through activities under the Limitless Festival. The certification enhanced her professional preparation as a future nurse by equipping her with knowledge about identifying early signs of mental distress and offering initial support. At the same time, it broadened her understanding of how mental health concerns manifest in everyday life. The training strengthened her confidence in responding responsibly when peers sought information or guidance, reinforcing the connection between professional competence and personal responsibility.
Cherry’s participation in inclusion-related workshops further shaped her perspective. Through activities during Limitless Festival, she interacted closely with tutors and participants with different needs. These encounters highlighted the importance of patience, attentiveness, and flexibility in communication. Rather than approaching inclusion as an abstract concept, she experienced it through small, practical adjustments that allow meaningful interaction to take place. Over time, she observed improvements in her ability to communicate with people from diverse backgrounds and developed a deeper appreciation for different forms of expression.
Motivated by these experiences, Cherry began learning sign language through the Excell Programme. Although still at an early stage of proficiency, the decision reflects a deliberate effort to prepare for more inclusive practice in healthcare settings. For her, inclusion is not limited to awareness; it requires equipping oneself with practical skills that can bridge communication gaps and ensure that patients feel understood.
Her involvement also extended into dialogue with the wider community. As a student panelist at the Employment Inclusivity Forum organised by the Student Affairs Office, Cherry contributed to discussions on the experiences of SEN students in academic and workplace contexts. The forum provided a platform for students, employers, and educators to examine how institutional support can translate into inclusive employment practices. Participation in these discussions broadened her understanding of systemic barriers and highlighted the importance of collaboration between universities and employers. It also underscored that inclusion is not solely about accommodation, but about recognising the capabilities and contributions of individuals.
International exposure further enriched Cherry’s perspective. Through SEN Caring overseas exchanges, she travelled to Singapore in 2024, visiting the National University of Singapore and Nanyang Technological University. Observing how accessibility was thoughtfully integrated into campus design, offering concrete examples of how inclusion can be embedded into the physical environment. The following year, a trip to Taipei combined cultural exploration with reflection on inclusive practices in higher education. These experiences provided comparative insights and encouraged her to think more broadly about how inclusive principles can be implemented across different social and cultural contexts.
As she prepares to graduate, Cherry is equipped not only with professional training in nursing, but also with a broadened understanding of inclusion. Her experiences demonstrate that SEN students are not merely recipients of support; they can also take active roles in shaping inclusive environments and supporting others. Through academic perseverance, campus engagement, and participation in community dialogue, she has developed into a student who recognises that inclusion is sustained through shared effort and mutual understanding.
*Most significant: sign language, reason: encountered hard of hearing clients, hope to break boundaries
