by Mory Kakar, Trainee Clinical Psychologist
Yearly statistics and professional reflections continue to emphasise that Clinical Psychology remains an underrepresented profession in terms of ethnicity, socioeconomic background and gender (British Psychological Society [BPS], 2022; Association of Clinical Psychologists UK [ACP-UK], 2024). Social inclusion is a growing priority in Clinical Psychology leadership (BPS, 2022; ACP, 2024). As someone navigating this field with intersecting identities, I am committed to using outreach work to contribute to a more inclusive and accessible profession.
Walking back into my former high school, Drayton Manor High School, stimulated a deep sense of nostalgia; memories of school corridors, early aspirations and formative conversations came rushing back. But this time, I returned not as a student, but as an alumnus and Trainee Clinical Psychologist, speaking to Year 12 Psychology students as part of the School Inclusion Project led by the University of Surrey. I describe my return as both a deeply personal and meaningful experience, offering a particularly motivating perspective on transitioning from Sixth Form to postgraduate training and beyond.
This was not just a presentation, but a moment of full-circle transformation, deeply aligned with my commitment to widening access to Clinical Psychology for young people from underrepresented and marginalised backgrounds. As a British South Asian woman navigating a profession still struggling with questions of inclusion, representation and equality, this opportunity was filled with purpose. But true inclusion cannot rely merely on top-down efforts; it must be built on community-led initiatives and collective ownership. While small in scale, initiatives like the school talk contribute significantly to the larger movement challenging systemic barriers and promoting a more diverse and dynamic workforce. This work exists at the vital intersection of policy, lived experience and leadership.
Representation and Real Conversations
The classroom was varied in terms of ethnicity and gender, something that was not the case when I studied there years ago. I delivered the session twice, once to a smaller, highly-engaged class and then to a larger group who, though quieter at first, opened up as the session progressed. By the end, many students were asking insightful and thoughtful questions, many of which spoke to a curiosity about Clinical Psychology that is rarely acknowledged in mainstream career advice. Most of the students had never heard of the course as a career path before. This gap, which I also experienced as a student is the reason why projects like this are so fundamental. Without visible role models and early exposure, careers in Clinical Psychology remain inaccessible and out of reach for many people.
Structure of the Session:
The presentation followed four main sections:
- What is a Clinical Psychologist?
I introduced the role and explained how Clinical Psychologists contribute to mental health services through therapy, assessment, research and systemic work. - Our Journeys to Training
I shared my non-linear journey to becoming a Trainee Clinical Psychologist, including my past work experiences/volunteering and academic experiences. I aspired to showcase that there is not one ‘right way’ to step into the profession. - Tips & Tricks
I discussed how students could begin to explore Psychology as a career, including advice on applying to university, seeking relevant experiences and building resilience. - Self-Care & Wellbeing
Finally, I shared realistic reflections on looking after yourself in a demanding profession, centring wellbeing as integral to success.
During the engaging session, students gained valuable insights into the academic and professional pathways in psychology, including university courses, work experience and postgraduate qualifications. I highlighted the diverse roles psychology plays in mental health services, research and applied practice, while offering practical tips on gaining relevant experience and staying motivated. The session also sparked unexpected questions about mental health stigma across different communities, the emotional demands of the profession and the financial accessibility of Clinical Psychology training. Although some students were initially quiet, by the end of the session, many were engaged and reflective, indicating the value of sustained, safe dialogue (Cortez & Preiss, 2013). These conversations revealed a strong desire for authentic, meaningful dialogue. Overall, the talk left students inspired and better equipped to consider a future in the field.
Lessons in Inclusive Leadership
This experience deepened my understanding of inclusive leadership. It is not just about sharing knowledge; it is about listening, adapting and using one’s platform to create opportunities for others. What surprised me most was how much I gained personally: a reestablished sense of confidence, affiliation with my values and belief in the power of small-scale interventions to inspire broader positive impact from small actions.
This was not my first time facilitating outreach, as I previously supported marginalised students through the University of Cambridge’s summer programme, where I witnessed first-hand the power of early exposure to career pathways. For three consecutive summers prior to training, I taught on an international psychology programme run by Oxbridge (WorldStrides), developing and delivering a two-week syllabus to students aged 12–15. From organising a trip to the Bethlem Museum of the Mind to guiding a Psychology showcase involving mindfulness and psychoeducation, I saw how early exposure can shape lives.
While presenting at Drayton Manor High School was a powerful moment, it also raised important questions: Are we engaging young people early enough? Is A-Level Psychology already filtering out working-class or male students? And what structures exist to ensure we reach those who have never considered Psychology a viable career?
Looking Ahead: Why This Work Matters
As someone shaped by early contact with inspiring mentors, I know how impactful this kind of outreach can be. We cannot wait until university to talk about careers in Clinical Psychology. We must start earlier, meet young people where they are and continue showing that Psychology is for everyone, regardless of race, class, gender or educational background.
Social inclusion is a key priority for leaders in Clinical Psychology. As Clinical Psychologists in training, we have both the responsibility and opportunity to use our platforms to challenge systemic exclusion. This talk was featured in the Drayton Manor High School May 2025 newsletter. I plan to continue working with Drayton Manor High School and other schools, reflecting on how we can reach students even earlier in their education, particularly those from working-class or male-dominated backgrounds, who remain underrepresented (BPS, 2022; Murray, 2024). As I reflect on this experience, I am reminded that leadership in Equality, Diversity and Inclusion (EDI) is not about perfection; it is about action, visibility and modelling a more inclusive future. I intend to use this learning to embed inclusion into future initiatives, ensuring no student feels psychology is “not for them”.
References
Association of Clinical Psychologists UK (ACP-UK; 2024). Equity, diversity, and inclusion: Context and strategy for clinical psychology. Available on: https://acpuk.org.uk/equity-diversity-and-inclusion-context-and-strategy-for-clinical-psychology/ [Accessed on 20/06/2025].
British Psychological Society (BPS; 2022). The psychology of social class-based inequalities: Policy implications for a revised (2010) UK Equality Act.
Cortez, D. & Preiss, R. W. (2013). Safe spaces, difficult dialogues and critical thinking. International Journal for the Scholarship of Teaching and Learning, 7(2).
Murray, J. (2024). Being Working Class within Clinical Psychology-A Critical Discourse Analysis Study. [Doctoral dissertation, University of Leicester].
