Growing up in Romania, I observed how a child’s access to education was frequently affected by factors beyond their control. My father’s involvement in humanitarian work exposed me to the efforts of charities supporting underserved communities from an early age. During my teenage years, I began volunteering, which included teaching children from the Roma community in my free time. These sessions were held in the evenings, and despite the late hours, the children arrived eager to learn. They listened attentively and supported one another, often with older siblings taking care of their younger siblings while participating in the lessons themselves.

Years later, after completing my undergraduate studies, I returned to my hometown to work as a primary school teacher. I was surprised to see some of the same children I had previously taught in the evenings. Many of them had repeated grades multiple times, and for some, the chance of finishing primary school seemed to be slipping away.

These experiences have remained with me, first as a teenager and later as a young professional. They have raised questions that continue to linger: Where does the responsibility lie when children are neglected by the system? Is it the fault of the institutions, the families, or the broader social structures?

In 2022, I embarked on a significant journey to transition from my role as an educator to that of a researcher—an opportunity that arose after more than a decade away from the rigours of academic study. This decision was not made lightly; it represented a profound shift in my career and personal aspirations. Returning to academia was challenging, as I had to reacquaint myself with the demands and nuances of scholarly life. 

As I crafted my motivation letter for university admission, I found myself reflecting deeply on my past experiences and the emotions associated with them. Each memory I recalled reinforced my desire to pursue this new path. I felt a strong pull to engage in research that could address pressing issues and contribute to meaningful societal change. My ambition is to be part of a larger movement—one that goes beyond personal achievement and seeks to make a lasting impact on the community and the world at large.

Pursuing an MA in International Education and Development allowed me to explore the social, economic, and political forces that shape educational outcomes in various global contexts. My dissertation focused on school completion in The Gambia, utilising quantitative analysis and Amartya Sen’s Capability Approach to investigate who completes school and under what conditions. Writing this paper prompted me to revisit questions I had once raised as a young volunteer and educator, such as issues regarding Roma children in Romania, early childhood inequalities in the UK, and the structural forces that perpetuate injustice across different systems.

After completing a BSc in Economics and Management and briefly working in accounting—a career path I had envisioned since I was 16—I realised my true passion lay elsewhere. I made the life-changing decision to move abroad, retrain in education, and start anew. I specialised in early childhood education and worked directly with young children for over a decade. Those years were truly evocative, and they led me to ask further critical questions: Why do systemic inequalities arise so early? How can education systems be redesigned to empower rather than exclude?

While I now possess more tools and knowledge, many questions still persist, and the urgency to act has grown stronger. My work has prompted me to think about how public policy, education systems, and social protection programmes can be designed to create inclusive and equitable environments where all children truly have the freedom to build the lives they value.

While writing my dissertation, I reflected on my position—not just as a student or teacher, but also as someone deeply committed to the belief that education is more than just a service or a statistic. It is a fundamental human right, a means to achieve dignity, and a pathway to personal agency.

Today, I continue this journey as a researcher focusing on:

📚 Education as a system of inclusion or exclusion.

🛡️ Social protection and its role in supporting school access.

🧠 Early childhood development, where lifelong inequality often begins.

This blog serves as a space for me to reflect, share, and grow. Here, I will publish insights from my research, personal reflections on education and equity, and the questions I am still grappling with. If you work in education, policy, or development—or if you simply care about these issues—I would love to connect with you.

💬 Let’s Talk

What inspired your own journey into this field?

📄 Coming next: A reflection on my dissertation and what school completion data in The Gambia taught me about inequality and potential.