I was first introduced to psychology during an A-level psychology class, around age 17. I became fascinated by the idea that every belief that we have about how we exist in relation to the world around us can, at least partially, be explained by a series of computational processes occurring within the brain. I was keen to find out how the ability to successfully execute those computational mechanisms develops as children transition towards adulthood.

I initially set up a psychology club at my school with the aim of creating a space to discuss psychology with likeminded others outside of class. The club proved popular with the younger students in the school. I greatly enjoyed seeing the students’ excitement for psychology grow across the sessions and was delighted when students began bringing their own topics to share with the group. My experience running this group revealed to me that I greatly desired to become a psychological scientist. Not only would this role allow me to drive forward the field of psychology with my research, but, by sharing that research with students, I could inspire the next generation of scientists.