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Involved in education for over forty years as a University Lecturer, Secondary School Teacher, Private Tutor, and School Governor, Hazel Sewell has a rich and rewarding resumé of educating, nurturing, and supporting students. As our newly appointed Welfare Officer, we’re privileged to have her expertise helping support our students at Futureworks.
September is always a busy time at Futureworks, especially in Student Services, but we managed to catch up with Hazel during a brief respite and asked what attracted her to the role of Welfare Officer.
“I don’t have a background in Welfare or Counselling, but I thought I would be a good fit for the role. I went out on a limb and thought, let me use my skills and experience to give students what they need. I felt there was a synergy between my time spent in education, listening and talking with students from all levels of education and the role of Welfare Officer.
Primarily, my role is pastoral in nature. I’m here for students, a listening ear; they can talk with me, and I can help. Often, having a one-to-one conversation in a nice, comfortable space allows students to breathe and realise that what they may be concerned about, sometimes, is not as impactful as they first thought. It’s essential to listen to students, hear what they are experiencing and understand what concerns them so we can provide help. A listening ear is an important part of my role as a Welfare Officer.”
So, why is a listening ear so important?
“Being able to listen is an overlooked skill. We tend to speak to people, and as a Lecturer and a Teacher, and from experience, I know I’m very good at that, but over the years, the relationship between student and teacher has changed, it’s no longer a meritocracy where you get your head down, work hard, you graduate and receive a certificate. Nowadays, students have so much more to be concerned about; debt, for instance, attracts a lot more tension and stress, and a lot more is happening in young minds at young ages. I’m here to provide help and support, listen to students, and hopefully alleviate some of their concerns during what can be a very unsettling and unpredictable time in their lives.”
Are students studying for a creative degree different from students studying other types of academic degrees, such as law, science, or maths?
“I think there is a difference to some extent. I’ve found that students studying creative arts are, of course, artistic in nature, and that says something about who they are from within; they are less structured in their thinking, and they’re more fluid, more open and emotive. These are highly positive traits that fuel a creative mind. Still, I’ve also discovered that creative students can also get highly stressed, more so than what I’ve experienced at other institutions. There’s a lot going on in a creative brain. I’m not sure whether it’s a connection between being creative, being relaxed and free, and then having to structure that creativity into a system that maybe, internally, they’re fighting against. Creativity is a way of expressing yourself. I’ve been enjoying experiencing the wonderful creative community at Futureworks as opposed to the more regimented education establishments I’ve worked in previously.
We have some talented students who are neurodivergent, and we help them to nurture and grow the positive traits and manage the negative aspects that neurodivergence can bring. For me, it’s about seeing the students for who they are and what they can offer; I don’t view students by the label that they have been allocated, such as ADHD or Autism. The meaning behind these labels can affect a person’s confidence, and society often perceives them as being different because of this. I’m here at Futureworks to help boost confidence, lift students up to the next level, help them rise to the challenges that life is undoubtedly going to throw their way, and provide them with skills and tools to deal with them.”
What endears you to students? Do you bring aspects of your personal life, such as hobbies, etc., to help create connections with students?
“No. I think that my skills, experience, knowledge, and background will endear students to me rather than the fact that I like to drive, travel, read, etc. To me, that says, ‘OK, you can be judged that way.’ For example, students could then say, ‘Does that make you middle class? Are you working class? What do you know about me?’
Instead, simply put, to the students, I say, ‘Here I am, for you.’
If that doesn’t uplift students, to know that someone is saying look, instead of all the fluff I could put around myself saying what I can do, I say that I am simply here to listen to you. Come and see me, and believe me when I say that I will not forget that we’ve had a conversation; it’s not a tick-box exercise. I will follow it up. I will communicate with you. I will let you know whether the outcome of our conversation is good, bad, ugly or indifferent. I think that this type of consistency is what’s really needed, it builds confidence in students to come and see me. They know that I will do what I say I will do, and it’s appreciated.”
What is the favourite thing you enjoy about your role as Student Welfare Officer?
“My contact with the students. I’m a great believer in saying, ‘Good morning.’ At the beginning of term, I’d see some students, head down, walking past me, and I always say good morning. On the second morning, they’ll look up, and by the next day, they’re looking for me as I walk down the corridor because they’re actively looking for that ‘good morning.’ It’s about persistence and allowing the ‘sun to shine from within.’ The world can be miserable out there, and if we carry it on our face, body, and nature and slump our shoulders all the time, we’re not helping ourselves. We need to lift ourselves up so that others can see us, and by seeing each other, we can help each other, draw down from what we are giving and share some joy. By lifting yourself up, you are lifting others up; I think that’s what’s important; it’s not about me, myself and I. It’s about all of us and what we can do to enliven each other’s day.”
What are your tips to help students attain a healthy balance between studying at Futureworks and life as a student?
“Firstly, let the sun shine from within. When it’s gloomy, miserable, and sad, and the world seems to be against us, try to wake up in the morning believing that you’ll let the sun shine from within. It takes time to understand what that means, but it’s important.”
“Secondly, it’s vital that you eat, sleep and exercise well. Futureworks will help students who are struggling to afford to eat when their student loans run out; we provide food and toiletry parcels. Please, don’t go hungry. Come to Student Services, and we’ll help you. By a certain point in the evening, if you’ve not got something done, then you’re not going to get it done. Switch the light off, put your phone down, go to bed, sleep. We all need to sleep. Exercise: simply go for a walk, stretch your legs, and move about. Walking can also help with mental health and wellbeing.”
“Thirdly, it’s important from a student-centred point-of-view that you communicate. A problem shared is a problem halved. Keeping concerns and issues to yourself does nothing but cause even more anxiety and stress because there’s no outlet; you haven’t shared your problem, and it will build up. I appreciate that it can be difficult for younger generations to meet and talk face-to-face, share problems, have a conversation and communicate verbally, but you will feel so much better by doing so.”
“Next, you have to be kind to yourself and to others. Learn to love yourself and take care of yourself. Doing so will help you get up in the morning and face the day. Appreciate your inner beauty, your potential, and your abilities and try to see the same in others.”
“Finally, and I know it’s difficult, but allow yourself to be happy. It’s so much easier to be sad these days and more difficult to be happy. If we all start to listen, care for, and understand others, we will help not only them but also ourselves because helping others makes you feel happy.”
“I like to think that if we can help to lead by example and feed more human-focused help and support into our students, then this will have a positive impact on Futureworks as a whole and help to lift our wonderful creative community into a supportive and helpful creative community that looks out and looks after each other. We’re preparing our students for industry, which means we’re preparing them to rise up and face all the challenges that a working life will throw at them.”
If you’re a student at Futureworks and would like a listening ear, you can arrange a meeting with Hazel to discuss any issues you may have by emailing her at [email protected] or visiting Student Services at The Futureworks Riverside Campus.
If, on the other hand, you’re interested in studying at Futureworks and would like to meet Hazel or other members of our Student Services team to discuss any aspect of student life and welfare before you apply for a degree course, you can either attend an Open Day by booking online or call 0161 214 4600 and ask to speak with Student Services.
Keep an eye out for future blog posts over the coming months where we will be discussing how Student Services can help you with financial issues, mental health support, accommodation and more. Also, follow us on Instagram, LinkedIn and Facebook and stay up to date with weekly blog posts.