Championing inclusion: A Chevening scholar’s contribution to UK education policy

Accessing education has never been straightforward for me. My name is Kavya Mukhija, a Chevening scholar studying MSc Disability, Design and Innovation at UCL. As a student with a physical disability in India, I encountered barriers at every stage – physical, attitudinal, and systemic. But those challenges shaped my journey into advocacy. With my parents’ support, I fought for inclusion, pushing for better accessibility and greater awareness. Years later, contributing to discussions on the future of international education in the UK, I reflected on how life had come full circle.

I was selected as a Chevening representative for a workshop from February 26-28 at Wiston House, a sixteenth-century manor in West Sussex. It was an honour, not just as an international student but as a disabled student – one of the many whose voices are rarely heard.

Organised by Wilton Park, in collaboration with the UK’s Department for Education, Department for Business and Trade, and the Foreign, Commonwealth and Development Office, the workshop brought together policymakers, educators, and leaders to discuss how the UK can maintain its global leadership in education. The discussions covered early years, higher education, transnational education, and soft power. My focus remained on something more fundamental – access.

When I shared my experience of navigating the UK visa system as a disabled international student, it sparked engaged and thoughtful discussion.

Caregivers are not allowed to accompany disabled students under the current visa system. I feel this is an exclusionary policy that limits opportunities for many disabled students. Accessibility is not just about ramps and assistive technology; it includes policies that consider the realities of disabled people’s lives.

One of the most powerful aspects of the workshop was the willingness to engage in meaningful discussion.

There was recognition that international education policies must align with areas like immigration, housing, and healthcare.

I was encouraged to hear agreement that ensuring international students feel truly welcome – regardless of their disability status – must be a priority.

I was also encouraged by the broader discussions on making international education more equitable.

There was a strong emphasis on reciprocity – ensuring that global education partnerships are mutually beneficial. The role of international students in shaping long-term diplomatic and cultural relationships was highlighted, reinforcing the importance of diversity and inclusion in policy decisions.

The UK has great stories to tell about its education system – stories of excellence, innovation, and global leadership.

But there is still work to be done in providing better support for disabled students. It was great to hear this acknowledged by decision and policymakers. As I left Wilton Park, I felt both validated and motivated. The conversation around international education is shifting, and I was grateful to contribute a perspective that is often overlooked.

For me, this wasn’t just a policy discussion – it was an experience I will always remember. I hope that by sharing it, I played a small role in pushing the conversation toward real, tangible change.