Winner of Class of 2025’s Anna Hooper Aspiration Prize, Neringa Miliutiene shares her journey to become a graduate of the University of Worcester with a BA(Hons) in Integrated Working with Children and Families. Neringa studied on our Flexible and Distributed Learning course which enabled her the flexibility to study online and attend University on campus one Saturday a month for face to face sessions.
When I first arrived in the UK 20 years ago, I barely spoke English. I remember the frustration of wanting to express myself and connect, but lacking the language to do so. However, I have fallen in love with this versatile and cosmopolitan London immediately. How can one not fall for such a historical city, with stunning old buildings that half the world is crazy about? Not to mention the ‘posh’ English afternoon tea, which was something I had never experienced before — and so much more.
I wanted not only to learn the English language to a level where I could freely communicate, but I was eager to embrace this country and what its people had to offer. To me, it meant unlimited opportunities. So the first step I took was enrolling in an English language course — and the rest is just the history of my long journey.
This unique and amazing culture has shaped the person I am today — open-minded, full of ideas, and no longer afraid to express myself. Today, having completed BA (Hons) Integrated Working with Children and Families, at the University of Worcester and preparing to start my PGCE Secondary in Psychology with QTS this September, I reflect with immense pride on how far I’ve come — not just in terms of language, but in confidence, purpose, and belief in my role as a future educator.
I am a first-generation university student, a mature learner, and a mother of two incredible boys, one of whom has special needs. None of this has come easily. But perhaps it’s in these challenges where I’ve found my strengths and empathy, resilience, adaptability, and deep care for others. These qualities have shaped not just the professional I’m becoming, but the person I’m every day in classrooms, corridors, and conversations with children and colleagues.
As a Special Needs Teaching Assistant for five years, I’ve worked closely with children facing a wide range of barriers such as Autism, ADHD, communication needs, and social and emotional struggles. But each child has taught me something special about being patient, connecting with others, and really listening. I’ve helped pupils using visual schedules, behaviour plans, PECS, and more — but my goal has always been the same, which is to help them feel safe, included, and understood. I like to compare my personal and professional values and beliefs with one of the most powerful stories I carry with me which is the Starfish Story (1969)—where a young girl throws stranded starfish back into the ocean one by one, knowing she can’t save them all, but says, “I made a difference for that one.” That is exactly how I see my role- every moment I can help one child feel valued is a moment that matters to me the most.
From arriving in the UK with limited English to graduating from university, I’ve been on a learning journey I never imagined. I completed a Foundation Degree in Mental Health and Wellbeing for Children and Young People, gained countless CPD certificates, and worked in diverse educational setting. I’ve learned how to plan lessons, adapt behaviour strategies, reflect on feedback, and build strong learning relationships. I constantly review my practice, asking not only ‘what went well’ but ‘what could I do better?’ I agree with Carol Dweck’s (2006) idea of a growth mindset. For me, growth isn’t just a phase—it’s a way of thinking that lasts a lifetime.
I grew up in a very different educational environment—one where structure and discipline were priorities, but creativity and student voice were often overlooked. Although my school taught me resilience, pride, and the value of hard work, things I still carry, I didn’t always feel heard or understood. Now, seeing children in UK schools express themselves so freely, share opinions, explore identities, personally, to me, it’s both inspiring and healing. It encourages me even more to be the kind of teacher who makes space for every voice, not just the loudest. This is where my personal values and professional goals align most clearly.
I have chosen Psychology because I believe deeply in the importance of helping young people understand mental health and wellbeing, especially in today’s fast-paced, competitive, and pressurised world. This eagerness, once again, comes from personal experiences—growing up as a young person in times and environments where emotional well-being was overlooked most of the time due to a focus on academic excellence.
Although I am proud to see how mental health awareness has become more and more important, I must admit that, back home, much of it is still taboo. My inspiration to pursue psychology, especially for children and young people, began early. I still remember one particular teacher from my primary school who always promoted kindness and support. Her classroom was always a place of warmth and creativity, where every one of us was treated equally and always listened to. She always had time for us all with those delicious homemade cookies and hot chocolate!
She taught us not only through lessons but by how she treated others and how she taught us, as young children, to treat one another—especially those classmates from adverse families. I must admit, she was the reason I woke up each morning excited to go to school! This experience as a young person has stayed with me for life. I want to create a similar environment, where every student feels safe and supported, and where they learn the power of kindness.
Furthermore, throughout my childhood, community mattered. Whether it was neighbours helping each other with chores around the house and raising each other’s children, or schools organising support for families, I learned early on what it meant to show up for people. This sense of community has always stayed with me and continues to shape how I work today.
In the school where I work, I don’t just support children with their learning—I also offer empathy and unconditional support, especially to those struggling socially and emotionally. This helps build real, meaningful connections. Through my work experience, I’ve also learned how important it is to listen to the views of parents and families. I’ve come to realise that it’s not only young people who need support, but their families too, especially mothers, who need to be heard and understood.
For me, community is not just a place; it’s a commitment. That’s why I began by volunteering with organisations like KEEN London and P.E.S.T.S, where I supported disabled children, young people, and their families through inclusive, fun activities. These experiences showed me the lasting impact of care and inspired me to start working in a school, where I could continue supporting children more directly, every day.
I have been battling with myself over whether I should even consider applying for this award, as I’ve always believed there is someone much better than me out there who deserves it. Every person has their own unique story to tell, and this was mine. To me, winning this award would not simply recognise academic success—it would honour every small, quiet step it took to get here by juggling childcare and assignments, full-time work… but also, it might be an inspiration to some young, unconfident person, to show them that life is your oyster—it’s just up to us what we do with it.
As I now take the next step into teaching Psychology, I carry with me one clear goal: to promote the well-being of children—the next generation we are all here to support, inspire, and empower to thrive.
If you’re interested in finding out more about the BA(Hons) Integrated Working with Children and Families Top Up degree, contact Course Leader, Angela Hodgkins: a.hodgkins@worc.ac.uk