With a passion for problem-solving and a background in maths, Chris Butterworth, one of our Specialist Maths and Science Support Workers, took some time to share insights into his role at The Learning Support Centre. A keen puzzle-lover, from jigsaws to his daily Wordle, Chris supports students with a wide range of needs, offering both academic and practical support that makes a real difference to their university experience.
I work with students in a variety of ways depending on their individual needs. One of the students I’ve supported for the last three years is visually impaired. My work with her involves attending lectures to take notes, but it’s more than just note-taking. I have to adapt everything into a format that she can read through her assistive technology.
There’s also a lot of behind-the-scenes preparation. If lecturers provide notes or resources in advance, I get a copy and adapt it so that it’s accessible and ready before the semester begins. This way, the student can fully engage with the material from day one.
This year, I’ve also worked with a history student, which is outside my usual subject area. He uses a wheelchair, so part of my role is helping him get to and from his seminars. I also take notes for him and sometimes photograph whiteboard work because, due to his mobility issues, he can’t always see what other students have done. Including those photos in his notes ensures he has all the information he needs.
Another student I support has a completely non-academic focus. With him, my work is more practical and emotional. We’ve done budgeting exercises, worked on his CV, and I support him every fortnight by accompanying him on supermarket trips to make sure he has the necessary food for the next couple of weeks.
What I love about my role is its variety, one day I might be taking lecture notes, the next I could be helping a student navigate everyday tasks. No two days are the same, which keeps it interesting.
I’m probably a bit over-organised, but that’s because I want to provide the best possible support for the students. For example, last year I supported a student at York St John University, a campus I hadn’t been to in years. I went there the day before, checked the route, and located the room. It might sound like overkill, but students are often anxious, and the last thing I want is for them to pick up on my stress about getting there on time. Being prepared allows them to focus on their learning, which is what really matters.
Don’t be afraid to ask for help. When my friend started at LSC, they were a little overwhelmed and unsure about how to approach their role. I told them to use the team and the resources available, your line manager, colleagues, and even our WhatsApp groups are there for sharing ideas and answering questions. You don’t have to figure everything out alone.
The team’s wealth of experience is a huge differentiator. People here know their stuff, and there’s a culture of confidence where issues can be raised and addressed quickly. LSC also provides excellent CPD, and systems are already in place to make things run smoothly. You genuinely feel like your input matters and that you can make a difference for the students you support.
I’d say supportive. There’s a real sense of kindness and shared purpose across the team at LSC, and that culture feeds directly into how we support our students.
While all the LSC values are important, supportive stands out to me because it allows you to build positive, trusting relationships with students while maintaining professional boundaries. I feel trusted to do my role well, without feeling micromanaged or constrained, and I know that support is always there if I ever need guidance from my line manager or the wider team.
Words by Sumayyah Muhammad
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