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Max is currently working towards completing a double degree in Science and Social Sciences, majoring in Ecology and Politics & International Relations. As a first-generation Australian with Syrian heritage, Max brings a unique perspective to her studies and future career. She is a queer, neurodivergent woman with a strong commitment to creating meaningful and tangible change in the world. 

Her passion for social research and policy is rooted in her commitment to informed, effective, and ethical policymaking. Max's lived experience as a culturally diverse, queer, neurodivergent woman in STEMM, along with her role as a carer for her elderly grandmother, gives her a deep understanding of various aspects of disadvantage and the importance of representation in all spheres of society.

Max is dedicated to fostering a safe, inclusive, and open environment for all students and staff at �����Ʊ. She is driven by a mission to enact tangible changes that promote equity, diversity, and inclusion, ensuring everyone feels valued and heard. Having often found herself outside societal norms, Max deeply understands the significance of being seen, understood, and accepted for who you are. This perspective has shaped her approach to life, fuelling her passion to make the world a better and more inclusive place for all.

El is an undergraduate student at �����Ʊ pursuing a Bachelor of Science, majoring in Marine Science.

As a disabled, hard of hearing, and queer individual, El champions equality and accessibility within both communal and academic spheres. Their journey, navigating life with ADHD, chronic illnesses and disabilities, has fuelled their dedication to reshaping perceptions and dismantling barriers faced by disabled and queer communities. 

With a deep-seated passion for deep-sea science and sustainability, El believes in the collective capacity of communities to foster hope and enact meaningful change in addressing challenges like climate change. They emphasize the importance of coming together, supporting one another, and recognizing that collective action is key to building a more inclusive and sustainable future for all.

As a second year Bachelor of Social Work (Honours)/Arts student, Irina has developed strong values and skills that she wishes to bring and share with her �����Ʊ community. She was born and raised in New Zealand before moving to Sydney herself and found a community that she now wishes to give back to. A big part of that is being a part of SCON; she has had incredible and valuable experiences with SCON last year and is honoured to be a part of the team again.

Being a first-generation Chinese immigrant, Irina has had experiences that profoundly shaped her worldview, growing up in a multicultural environment ignited her fascination with diverse perspectives and the richness of lived experiences. Through having the privilege of being one of the Deputy Head Prefects at her high school and �����Ʊ Hall president, she had significant experiences where she was able to connect with her community on a deeper level and understand unique perspectives, stories, and aspirations. Alongside being in minorities like the LGBTQIA+ community, she has realised the power of empathy and advocacy to address social injustices and promote meaningful change. 

Irina aims to leverage her personal experiences as well as those of others to enhance accessibility, equity, diversity, and inclusivity for all, within the �����Ʊ community.

Teresa is a third year Bachelor of Social Work (Honours)/Bachelor of Criminology and Criminal Justice student at �����Ʊ.

Teresa’s experience growing up in various forms of out-of-home care (OOHC) is a catalyst for her passionate advocacy around extending leaving care supports and tertiary/vocational post-OOHC opportunities. Furthermore, she holds particular interests in the impact of complex trauma on young people’s socio-cultural development and the impact of systemic harmful practices in OOHC, particularly within NSW. 

Drawing on her lived experience in combination with theoretical knowledge, Teresa hopes to see an OOHC system where young people’s voices are amplified and there can be a paradigm shift in the state of educational and vocational opportunities for care leavers. 

Teresa hopes to bring her insights to her work as a member of the SCON team and make a difference to the lives of �����Ʊ students and staff.

Timothy is undertaking an Honours year as part of his Bachelor of Advanced Science (Honours) and has served on SCON since 2024.

Coming from a culturally and ethnically diverse community in Greater Western Sydney, Timothy is a strong advocate for building support networks that are diverse and inclusive of these communities, ensuring young people have equitable access to health and education.

Timothy's lived experience from a low-SES background, carer of a relative with mental health conditions and neurodisabilities, while attending a Gateway school has also fuelled his passion for supporting students of similar backgrounds. This is reflected in his experiences as the 2024 SRC Disability Officer, on Orygen's AEPCC Clinical Trial Development Advisory Committee, Mindgardens Neuroscience Network's No Body Left Behind Lived Experience Advisory Group, Consumers Health Forum of Australia's Shared Decision Making Education Steering Committee, member of the Matilda Centre's Youth Advisory Board and Black Dog Institute's CORE-DEP Lead Lived Experience Advisor.

Through his work, Timothy strives to make �����Ʊ an equitable and diverse community accepting of those with mental health conditions and neurological disorders.

I am a lived experience consultant, researcher, and advocate with a deep commitment to systemic change in education, accessibility, and policy reform. Coming from a lower-SES background and living with C-PTSD, a physical disability, chronic mental and physical health conditions, neurodivergent (ADHD/Dyslexia), and as the first in my family to enter university, I bring a critical, intersectional lens to my work. My personal experiences navigating marginalisation, systemic barriers, and exclusionary policies shape the insights I provide in consultancy, advocacy, and research.

As a mature-aged student, I am currently in my last year of completing a Bachelor of Advanced Science (Molecular Biology) with a minor in Innovation, Entrepreneurship, and Strategy at �����Ʊ. Alongside my studies, I work in consultancy, advocacy, and accessibility-focused initiatives, including my role within Diversified, where I push for inclusive educational practices via the framework of Universal Design for Learning, systemic accessibility, and equity-driven innovation. As a casual academic staff member and researcher, I contribute insights on neurodivergence, disability, and marginalisation, helping shape policies that genuinely support diverse communities.

My consultancy is rooted in lived experience and evidence-based research, focusing on educational accessibility, systemic barriers, and inclusive policy design. I work to address the hidden curriculum, advocate for neuro-inclusive learning environments, and push for assessment frameworks that recognise diverse learning needs. My passion for advocacy is driven by both personal and professional experiences of exclusion, and I am dedicated to reshaping education and policy to ensure meaningful and lasting change.

Next year, I will begin my PhD in Education, with a focus on educational policy reform and accessibility for neurodivergent students, aiming to consult with government bodies and institutions to drive systemic change. By integrating lived experience, research, and policy analysis, I seek to influence evidence-based, inclusive policies that create a more equitable, accessible, and sustainable education system for all learners, particularly those from marginalised backgrounds.

Zili is a student with disability, an international student from a non-English speaking country, a proud LGBTQIA+ member, and an environmental advocate, currently pursuing a Master of Education in Special and Inclusive Education at �����Ʊ. Their work is driven by a deep commitment to equity, diversity, inclusion, accessibility, and sustainability, both on campus and in the broader community. With strong empathy and lived experience, Zili understands the challenges students face and actively works to create more supportive environments.

Zili, a student with disability, advocates for peer guidance networks to support health management and emotional well-being, particularly for students with disability who are new to Australia. By fostering these connections, they aim to help students adjust to the new environment and access the support they need.

As an international student, Zili campaigns for fairer academic policies, including reasonable exam and assignment timelines to reduce stress and promote academic balance. They also advocate for public transportation discounts for all students in Sydney, addressing the rising cost of living. To improve student health and accessibility to healthcare, they champion free STI, flu, COVID home test kits and clinical facial masks, ensuring students have convenient and affordable health resources.

Zili is dedicated to improving LGBTQIA+ visibility in academic spaces by advocating for mandatory Allyship training across the university. Their goal is to create a more inclusive and affirming campus where all students feel valued and supported.

Zili is an environmentalist, promoting sustainability on campus by organising stationery reuse and recycling programs and raising awareness about proper waste management. They encourage students to get into sustainable habits that contribute to a healthier planet and a more environmentally responsible university community.

Zili is actively engaged in community initiatives, volunteering with organisations such as the Student Disability Leadership Collective, the Sydney Gay and Lesbian Mardi Gras, �����Ʊ Stationery Reuse Centre, Climate Action Week Sydney, UNSW Global Connection Cultural Mentor program, �����Ʊ Gifted Education Gerric Program, Arc-�����Ʊ Student Life, and the Sydney Children’s Hospitals Foundation. They have also contributed to public health efforts as a former community health survey recruiter at ACON.

Through lived experience, advocacy, and action, Zili strives to ensure that students' voices are heard, supported, and empowered. Their efforts reflect a strong commitment to building a more equitable, inclusive, sustainable, and accessible university and society.

Vivienne is an Autistic Master of Education in Special and Inclusive Education student with a background in not-for-profit work, mental health and wellbeing, volunteering, politics, student experience, and teaching.

Believing people are deserving of goodness and kindness is the driving force for many of Vivienne’s efforts such as: 

• working with not-for-profits to create events and connect them with potential volunteers;
• dedicating time to the on-campus student wellbeing team;
• getting involved in numerous volunteer programs on-campus and off-campus all dedicated to being of help to others;
• designing a peer-support program within the university to foster emotional wellbeing and support networks through facilitated social interactions;
• becoming an academic who ensured students learned in a manner that was fulfilling and acknowledges their capabilities, and more. 

Person-to-person connection is paramount in Vivienne’s eyes, and that is why projects she has created and implemented that realise this, such as ‘Cuddle Buddies’ with the Sydney Children’s Hospital Foundation in which volunteers put together and sewed toys designed by patients for them to keep, remain as one of her proudest achievements as both sides of the project experienced joy thanks to the other.

In all of her endeavours, Vivienne strives for human-centric and strengths-based collaboration. No effort is a small effort as they all have an impact. Her goal within SCON is to draw upon her experience to be of assistance whenever possible with her peers to ensure all projects and particulars that are to be implemented within the �����Ʊ community honour the people it aims to serve and cater to as many that can benefit from it as well. If something is good and kind in its concept, Vivienne would like to help make it the best version it can be for practice. 

Zunairah is a first year Biotechnology (Honours) student at �����Ʊ, originally from Bangladesh but growing up in Singapore. Her experiences in both countries have shaped her passion for equity, diversity and student advocacy. 

She has worked with marginalized communities, including migrant workers, by organizing educational and recreational activities to support their well-being. She has also contributed to awareness campaigns, partnering with UNHCR to raise funds and support for Afghan refugees, successfully helping to raise over S$3,000.

She hopes to continue advocating for underrepresented communities, fostering meaningful connections, and creating a more inclusive and supportive environment for all students.

Melanie is a 3rd year Bachelor of Science student, majoring in Biology and Ecology. She is a mature age student with lived experience as a long-time low socioeconomic solo parent of kids with multiple chronic conditions (now teens). Melanie has a love of the environment, and a keen interest in climate change, ecological/community resilience and sustainable solutions, and hopes to pursue a new career in research or conservation (or both!). She is a passionate advocate for mature age students, including the crucial role �����Ʊ can play in supporting them in their studies and re-entering the workforce – especially for women who are often disadvantaged by child-rearing responsibilities. She also advocates agianst ageism at �����Ʊ. 

Melanie’s background includes working in the property industry (leasing, property development) following a B. Com (Land Economics) Hons at UWS, extensive volunteering at her children’s schools (including executive roles, substantial fundraising, and advocating for families), hosting international students, and a micro business in writing/book publishing. She was a member of SCON and the Gendered Violence Student Advisory Panel in 2024, as well as a founding and very active member and Treasurer of the �����Ʊ Mature Age Students Society for 2024 and 2025. Melanie is also a (co)peer mentor at �����Ʊ Women in Science Society in Semester 1 2025 for three mature age science students.

Peter is a first year, part-time Master of Public Health student, returning to formal study for the first time in over twenty years.

Being queer and having worked in the private industry for 17 years has given Peter insights into the importance of visibility in diversity in creating a healthy workplace, and in providing opportunities for every member of society.

As a member of SCON, Peter would like to work to make diversity more visible across �����Ʊ schools and projects, to inspire and create opportunities for current and future students that may not have previously seen such possibilities for themselves.

Peter also hopes to be able to provide insights about the joys and challenges of returning to formal study later in life as his journey progresses.

Eunice is a sixth-year Medicine student at �����Ʊ and has served on the SCON since 2023. 

Coming from a culturally and linguistically diverse community in Greater Western Sydney, Eunice is a strong advocate for building diverse and inclusive communities and ensuring that all students have equitable higher education opportunities. Eunice’s lived experience as a female in STEMM with chronic health conditions has also fuelled her passion for supporting fellow students with similar backgrounds. 

Eunice leverages her professional experience in advocacy and consultancy as the Chair of the �����Ʊ Student Health Advisory Committee, and Senior Ambassador in the Student Equity and Future Students teams. She also represents her communities on the Faculty of Medicine Student Wellbeing Action Group, Gendered Violence Student Reference Group, and Student Experience Reference Group, among other events and initiatives. In 2024, Eunice received a �����Ʊ Rising Voices in Higher Education grant to compose and showcase music representing the student lived experience, and she received the Unsung Hero Award at the �����Ʊ Culture Awards Ceremony in recognition of her work supporting her peers.

Through education and compassion, Eunice strives to amplify the voices of underrepresented groups and make �����Ʊ a welcoming, equitable, and diverse community. 

Ria is a third-year Bachelor of Law and Commerce (Finance) student at �����Ʊ, deeply committed to promoting inclusive and diverse environments. Her experiences in law, finance, and student leadership have equipped her with the ability to tackle complex challenges with adaptability and empathy.

Through her roles in various student organisations and professional settings, Ria has worked with individuals from diverse backgrounds, enhancing her ability to approach problems from multiple perspectives. As Student Wellbeing Director for the �����Ʊ Law Society and a Subcommittee Member of the �����Ʊ Capital W Society, she has been instrumental in initiatives that prioritise student wellbeing, professional growth, and gender equity, all while striving to create spaces that amplify diverse voices.

With professional interests in financial analytics, global markets, and legal frameworks, Ria is eager to apply her analytical skills to deliver meaningful results. Driven by a commitment to continuous learning and growth, she is dedicated to contributing to environments that value diverse perspectives.