ABOUT KISHORE
I am a dedicated educator, creative writer, and interdisciplinary professional with a rich academic and professional background. Currently, I am pursuing a Doctorate of Education (EdD) at the University of Gloucestershire, where my research focuses on developing inclusive curricula for learners with Special Educational Needs and Disabilities (SEND). My aim is to create educational environments that are not only equitable and accessible but also enriched by storytelling, digital tools, and pedagogical innovation.
My academic and professional path has been shaped by a fusion of diverse interests—ranging from engineering and cinema to creative writing and special education. I began my academic journey with a Bachelor of Engineering in Electrical and Electronics from the Oxford College of Engineering and Management in Nepal. This foundation gave me technical and analytical skills, alongside a strong work ethic and problem-solving mindset. My undergraduate research focused on “Modding of Android Applications for Free Internet Connection Using SOCKS, HTTP, Proxy, and Real Host,” reflecting my early interest in how technology could be manipulated to increase accessibility and functionality.
My passion for storytelling and the human experience eventually led me to pursue a Bachelor of Science in Cinema at the Asian School of Media Studies in Noida Film City, India. There, I gained hands-on experience in directing, producing, screenwriting, and editing. My academic research project—“The Study of Kazakhstan’s Film History and Fraternity”—explored the evolution of cinema within a cultural and political context, further deepening my understanding of how narrative shapes identity and society.
Continuing to refine my voice as a storyteller, I earned a Master of Arts in Creative Writing from the University of Westminster in London. During this time, I served as a Course Representative, voicing student concerns and contributing to curriculum enhancement. My major academic output included a feature-length film script and contributions to the Wells Street Journal, where my collaborative and solo work explored themes of diaspora, identity, and social justice. This period marked a transformative chapter in my life, helping me discover how storytelling and education could be woven together for social impact.
To formalize my commitment to education, I completed a Level 5 Diploma in Teaching—a nationally recognized teaching qualification in the UK. This program helped me deepen my understanding of curriculum design, lesson planning, educational theory, and classroom management. I gained a clearer perspective on how to meet the needs of diverse learners, including those with learning difficulties, behavioral challenges, and emotional needs.
My doctoral research at the University of Gloucestershire now brings together all these experiences. I focus specifically on SEND curriculum development, exploring how audio-visual interventions and storytelling frameworks can enhance both emotional engagement and academic performance for learners with special needs. I aim to contribute not just to academic knowledge, but also to practical tools and models that teachers and educational institutions can apply globally.
My research is directly informed by extensive frontline experience. I have worked in various educational settings across the UK as a Learning Support Teacher, SEN Supply Teacher, Learning Support Practitioner, and Cover Supervisor. I’ve been privileged to work with organizations like Orchard Hill College, Merton College, Lambeth College, and through agencies like Axcis Education and Prospero Teaching. These roles have placed me in direct contact with learners who face complex challenges, and I’ve learned to deliver targeted interventions, emotional support, and differentiated instruction to help them thrive. Whether providing one-on-one guidance, supporting behavioral management, or reinforcing academic content, I always work to ensure that every student feels seen, valued, and empowered.
In addition to my educational roles, I bring extensive experience from the creative industries. I worked as a Writer and Director at Marwah Studios in India, where I was responsible for developing scripts, managing productions, and leading teams of actors and crew. At Sapkots Group in Nepal, I served as a Creative Writer and Web Editor, producing a range of multimedia content—from blogs and screenplays to marketing materials and social media strategies. These experiences sharpened my communication, leadership, and project management skills—qualities that continue to benefit my work in education today.
I also served as an International Agent for the University of Westminster, where I supported prospective students through the university admissions process. I provided tailored advice on research programs, program selection, and application strategies. This experience broadened my understanding of global education systems and reinforced my belief in education as a transformative tool for social mobility. I had also taken on leadership responsibilities in a different domain—working as a Supervisor/Acting Manager at City Gaming Limited in London. In this role, I oversee daily operations, manage staff training and performance, and ensure compliance with local gaming regulations. This experience has refined my operational and people-management skills, particularly in high-pressure, fast-paced environments. It has also allowed me to develop a greater appreciation for diverse workplace cultures, customer service, and conflict resolution.
I am also currently working with Axcis Education as a Cover Supervisor Teacher, traveling to different schools to support both mainstream and SEND learners. My work includes facilitating lessons, maintaining classroom behavior, and providing academic and emotional support to students. It’s a flexible yet deeply meaningful role that complements my research and teaching goals.
Linguistically and culturally, I bring a multicultural perspective to all that I do. I am fluent in English, Hindi, Urdu, Nepali, Bengali, Punjabi, and Maithili, which allows me to communicate effectively with students and parents from a wide range of backgrounds. My communication style is adaptable and empathetic, and I always strive to build trusting, respectful relationships with learners and colleagues alike.
Throughout my journey—whether I’m writing screenplays, conducting research, managing teams, or mentoring students—my central mission remains the same: to create environments where knowledge is accessible, creativity is nurtured, and every individual feels empowered to grow. I believe that true education happens at the intersection of compassion, innovation, and rigor.
In the coming years, I aim to continue developing evidence-based educational models that combine technological tools, creative practice, and inclusive pedagogy to improve learning outcomes for all students, especially those with additional needs. I hope to collaborate with researchers, teachers, and policymakers around the world to help shape a more equitable and innovative future for education.
If you're a fellow educator, researcher, institution, or creative professional interested in inclusion, curriculum innovation, or storytelling in education, I would be glad to connect, collaborate, or contribute.
Beyond my day-to-day responsibilities, I also engage in ongoing professional development, keeping abreast of educational trends, neurodiversity research, and digital tools that enhance learner engagement. I actively participate in seminars, webinars, and educator forums that focus on inclusive teaching, assistive technologies, and mental health in education. These experiences have not only expanded my academic lens but also fostered a stronger commitment to being a reflective practitioner—one who continuously evaluates and adapts teaching strategies to benefit every learner.
A crucial element of my professional identity is my empathy for vulnerable and marginalized groups. As someone who has experienced transition across countries, disciplines, and career paths, I understand the emotional, psychological, and academic barriers that learners can face. My own journey—from a remote village in Nepal to academic institutions in India and the United Kingdom—has instilled in me a deep appreciation for resilience, cultural humility, and adaptability. I draw on these lived experiences to create inclusive learning environments where students feel understood and respected, regardless of their background or ability level.
In particular, my work with SEND students has opened my eyes to the subtle and complex needs that often go unnoticed in mainstream settings. I’ve worked with students on the autism spectrum, those with ADHD, dyslexia, speech and language delays, emotional and behavioral difficulties, and a wide range of physical and sensory impairments. I’ve learned that inclusion is not just about access—it’s about voice, agency, and belonging. I’ve become an advocate for embedding Universal Design for Learning (UDL), trauma-informed teaching, and restorative practice into curriculum frameworks, and these principles guide my current doctoral research and field practice.
My teaching philosophy is grounded in the belief that every learner is a unique narrative—a story unfolding with potential, struggles, and moments of brilliance. My job as an educator is not only to facilitate knowledge but also to help students recognize their own agency, connect learning to lived experience, and develop skills that empower them beyond the classroom. Whether I’m using a short film to teach emotional recognition, introducing a coding app to teach problem-solving, or adapting a lesson plan to a student’s specific needs, my approach remains learner-centered, flexible, and culturally sensitive.
Another dimension of my work is the fusion of digital technology and storytelling in pedagogy. Drawing from my background in cinema and engineering, I have begun exploring how audio-visual interventions—like short films, podcasts, interactive media, and digital simulations—can enhance cognitive and emotional engagement, especially for neurodiverse learners. My doctoral thesis is investigating these intersections and aims to offer practical frameworks that teachers can use, particularly in post-16 and further education settings.
In the future, I envision launching an inclusive education and digital storytelling lab, where educators, content creators, and researchers can co-create learning modules, training resources, and digital tools that cater to underrepresented learners. The lab would serve as both a research hub and a creative studio, offering CPD programs, content production, and outreach initiatives in local communities and educational institutions.
Additionally, I aim to publish both academic and creative work. On the academic front, I plan to release peer-reviewed articles, books, and case studies related to SEND, curriculum design, and educational innovation. On the creative side, I continue to write screenplays and essays that examine identity, migration, resilience, and education through personal and fictional lenses. My dual identities as a researcher and storyteller enable me to communicate complex ideas in ways that are both intellectually rigorous and emotionally resonant.
I am also deeply committed to mentoring aspiring teachers, especially those from diverse, multilingual, or non-traditional academic backgrounds. I believe representation in education matters, and mentoring is one of the most effective ways to develop confidence, skills, and professional identity among new educators. Having overcome my own challenges as an international educator navigating UK systems, I understand the importance of strong mentorship and community support.
In the long term, I see myself contributing to educational policy and curriculum reform—especially in the areas of SEND inclusion, mental health support in education, and cross-cultural literacy. I hope to collaborate with local authorities, NGOs, and government bodies to shape policies that bridge gaps between research, practice, and policy. Whether through consulting, training, or advocacy, I want to play an active role in making education more human-centered, creative, and justice-oriented.
Moreover, I am open to international collaborations, particularly in South Asia, where there remains a significant need for inclusive educational reform. I wish to work with schools, universities, and educational NGOs in Nepal and India to introduce inclusive teaching practices, teacher training modules, and digital resources in under-resourced areas. My goal is to make research-backed educational tools available in regional languages and localized contexts so that impact reaches learners across economic, linguistic, and ability divides.
I also recognize the importance of mental health in education, both for students and staff. As someone who has navigated stress, burnout, and emotional struggles while balancing academic and professional commitments, I advocate for systemic change in how institutions support the well-being of educators and learners. I support mental health literacy programs, resilience-building workshops, and safe spaces in schools and colleges where emotional expression is normalized and supported.
As an educator and researcher working at the intersections of culture, technology, and inclusivity, I strive to be more than just a facilitator of content. I aim to be a bridge—between disciplines, between learners and systems, between past experiences and future possibilities. I believe education must evolve from a one-size-fits-all model into something more nuanced, more narrative-driven, and more human.
In summary, my career has been an ongoing exploration of how education, creativity, and empathy can work together to transform lives. Whether I am in a classroom, research seminar, film studio, or management meeting, my approach is always informed by the values of integrity, inclusion, and imagination. I am excited about what the future holds and remain committed to contributing meaningfully to the fields of inclusive education, educational research, and socially engaged storytelling.
If you are an educator, researcher, policymaker, or creative collaborator interested in inclusive pedagogy, neurodiversity, curriculum reform, or educational storytelling, I would be honored to connect. Together, we can build bridges of learning that reach those who have long been left at the margins—and redefine what it means to teach, learn, and grow in the 21st century.