Name: Laura Walsh
Course: MA in Early Intervention and Inclusive Practice for Children
Why did you choose to study at TUS?
Having completed my undergraduate studies at TUS, continuing on to my Master’s felt like a natural progression. During my final year of undergraduate study, the MA in Early Intervention and Inclusive Practice for Children was still in its early stages, and I was immediately drawn to the direction of the programme. Its strong focus on inclusion, early support and real-world practice closely aligned with my professional interests and career goals of working with children and young people who experience adversity. This made for an easy decision.
When I think about TUS, the word that stands out most for me is accessibility. I entered through the advanced entry route, which recognised my prior learning and professional experience, and from the outset I felt genuinely supported in my academic journey. As a mature student, studying close to home was important to me. Living away to experience student nightlife was no longer a priority; instead, I wanted a university that could realistically fit around my life. At the time, I was a learner driver, so having a campus that was accessible by public transport from Tipperary made a real difference, something I know can be a significant barrier for many students.
What mode of study did you choose and why?
I completed the MA in Early Intervention and Inclusive Practice for Children during the pilot year of the programme. It was a taught Master’s offered on both a full-time and part-time basis. I chose the full-time option, which involved two full days on campus each week over three semesters. This structure allowed me to progress efficiently while still maintaining a manageable balance alongside other commitments.Being part of the pilot year was a bonus. It felt special to contribute to the development of a new programme, and knowing that our feedback and experiences helped shape the course for future cohorts, I feel this added a strong sense of purpose to the overall learning experience.
What are the most difficult and most enjoyable aspects of your programme?
Like any postgraduate programme, one of the biggest challenges for me was balancing work, life and study. At the time, I was working as a social care professional, which meant juggling unsociable hours alongside a demanding academic workload. There were moments when the volume of content felt overwhelming, especially given the relatively short timeframe. That said, I was very fortunate to have the support of my employer throughout the year. That support made a real difference, allowing me to fully engage with the programme while still managing other commitments, and it reminded me how important it is to have a strong support network when undertaking postgraduate study.
The most enjoyable aspect of the programme was the postgraduate learning environment, which emphasised discussion, debate and shared learning. Being part of a small, close-knit cohort allowed for regular and meaningful engagement, while the diversity of the group (in both professional backgrounds and life experiences), made these discussions richer and more insightful. Although the majority of us came from early years education, others brought different perspectives, broadening my understanding of practice and making the learning both engaging and highly relevant. This to me was the main difference between undergraduate
How has this mode of study helped you in your academic career?
Completing the programme full-time allowed me to fully immerse myself in the academic and research process. It helped me build confidence as an independent learner and develop key skills in critical thinking, research and academic writing. Being part of the pilot year was particularly rewarding, as we were not only learning the material but also contributing to shaping the programme for future students.
The knowledge and skills I gained have continued to support my professional development through additional training, including the Parents Plus Adolescent Programme. These experiences have strengthened my ability to work effectively with children and families and have made the learning from the MA directly applicable to my practice as a family support professional.
What advice would you give to prospective researchers or postgraduate students?
Postgraduate study can be demanding, particularly when balancing work and other commitments, and there will be times when your studies take over much of your life. My advice is to be realistic about the commitment required, but also to be kind to yourself as much as possible, it is only for a relatively short period, and the investment is worth it when you look at the bigger picture.
Make full use of the supports available, whether from lecturers, peers, or university services such as the chaplaincy and learning support department which I availed of on occasion. Don’t underestimate the value of learning alongside others, building connections with your classmates can make a real difference, both for your enjoyment of the course and for when deadlines are approaching and you need someone to vent to!
Finally, keep an open mind about where your studies could take you. I didn’t have a fixed plan or “dream role” in mind when I started, and I think that helped relieve some of the pressure after graduation. By not boxing myself into a specific career path, I was able to explore opportunities I might not have otherwise considered, ultimately finding myself in family support. Postgraduate study has given me flexibility in terms of what I can pursue and confidence to take chances that have shaped my career in ways I would not have predicted.