As Phase I Academic Lead I play a lead role in pastoral care of students, which includes managing equity learning plans for students with disabilities, special consideration requests and a variety of other roles to support student mental health and wellbeing, in consultation with university policies.

I also work closely with the Indigenous Lead to support cultural safety and provide individualised support to students who identify as being indigenous.

I also play a lead role in management of student academic matters, including guiding course progression and academic requirements of a complex program and managing student inquiries. This encompasses being a liaison with Sydney faculty so that they have an understanding of the unique challenges rural medical students face in their learning and promoting equity in learning.

As part of my pastoral care I represent my campus at an all campus Review of Grades Meetings, where I am able to advocate for my students on an individualised level to provide appropriate supports to students who have failed courses or not performed to the best of their abilities. Again at this meeting I am able to comment on any challenges unique to rural locations that may be disadvantaging students. For example, I have commented on how the intensive style delivery of many components of the course disadvantages rural students as they receive materials later than metropolitan students. I am currently working with the executive team to address these challenges and improve the rural school student experience.