Natasha Lindsay is a psychology senior lecturer at our London Bloomsbury campus. Here, she explores her professional experience, career achievements and interactive teaching style.
By April Baniqued. Published 20 August 2026.
Talk us through your career journey
Before joining The University of Law, I spent several years working in research and clinical audit. I completed a PhD in Psychology at King’s College London. There, I worked on studies investigating babies with rare genetic disorders and their development. I analysed complex datasets and presented the findings at national and international conferences. Before that, at the Royal College of Psychiatrists, I coordinated national clinical audits of NHS mental health services. I looked at service delivery and patient outcomes to help shape how services were delivered.
What sparked the decision to go into teaching?
What I enjoyed most about research was not just discovering insights but explaining them in a way that made sense to others. I found I loved helping people build confidence in developmental psychology, whether it was presenting findings to NHS executives or mentoring students. Developmental psychology is my specialism, so teaching feels like a natural extension of that.
How did you find yourself working at the University?
The University stood out because of its strong professional focus and its commitment to preparing students for real-world practice. I was keen to work in a place where I could combine academic teaching with applied skills. I wanted to help students understand psychology and use it in their careers. The University captures this well in the careers services it offers. It also encourages lecturers to incorporate applied psychology into our teaching.
What achievements are you most proud of?
One of my proudest moments was showcasing my PhD research at an international conference, the International Society for Autism Research, in Sweden. I presented it to experts in the field of neurodevelopmental psychology. It was an incredible opportunity. I shared findings from my work on early markers of autism in a rare genetic disorder called Tuberous Sclerosis Complex. I also engaged in discussions with leading researchers from around the world.
That same year, I was also awarded the Vicky H Whittemore Award for Research Excellence. This recognition meant a great deal. It reflected the quality and impact of my research.
Who has influenced you on your journey?
During my PhD, I worked closely with my supervisor. They modelled what it meant to be both rigorous in their approach to science, collaborative and compassionate. I was pushed to produce research at the highest level. They also showed how important it is to support students as people, not just as academics. That balance of high standards with empathy is something I aim to carry into my own teaching.
What experience has made you feel the most rewarded by teaching?
Supervising MSc dissertations has been incredibly rewarding. I’ve seen students start unsure of their ability to manage research projects and then, with guidance, produce work they’re genuinely proud of. Watching their confidence grow and hearing them say, “I never thought I could do this” or “I never thought I would understand how to analyse this” is incredibly motivating.
What keeps you passionate about your role?
In the psychology department, there is a strong teamwork culture. Staff work collaboratively and support each other within the core parts of our role. This includes marking and curriculum design. I feel part of a team that cares not only about academic excellence but also about wellbeing and equality within the workplace.
What’s one aspect of teaching that truly excites you?
I really enjoy exploring case studies. It brings psychological theories to life. Students see how our understanding of the brain and behaviour has developed over time. For example, in the Psychology of Mental Health module, I discuss the case of Phineas Gage. He was a 19th-century railway worker who survived a severe brain injury when an iron rod shot through his skull. After the accident, his personality changed dramatically. He became impulsive, irritable and struggled with social judgement. This event provided early evidence that the frontal lobe of the brain plays a key role in personality, emotion regulation and decision-making. These case studies are exciting to discuss with students. They connect theory with real human experiences. It demonstrates how real scientific evidence has shaped modern psychology.
What can students look forward to when they walk into your classroom?
They can expect sessions that are interactive, practical and applied. I always try to connect theory to real-world examples. This can be from clinical practice, research or other psychological issues. Using these helps students see why the material matters. They can also expect me to be invested in their progress. I make sure they know I’m available to support them beyond the lecture room. This includes email, one-to-one support and assessment clinics. I also recognise that university can feel daunting at first. I make a real effort to ensure peer-to-peer interaction and learning are at the forefront of my sessions. This helps students to build social groups, networks and friendships. These relationships will support both their academic growth and their overall wellbeing. Ultimately, I want every student to leave my classroom feeling engaged, connected and more confident in their academic voice.
How would you describe your teaching style?
I’m a very chatty, sociable individual. I’d describe my teaching style as collaborative and interactive. I focus on creating a space where students feel confident to share their perspectives and challenge ideas. I always ground those discussions in evidence and theory. I often use case studies, debates and discussion points to help students connect abstract concepts to real-world issues. I strive to build their confidence in expressing informed opinions.
What advice would you like to give to students?
University isn’t about memorising content. It’s about building skills, confidence and resilience that will stay with you throughout your career. Make the most of every opportunity that comes your way. This includes getting involved with student societies, taking on roles like student representative and joining study or interest groups. Connect with others who share your passions. These experiences will also help you build a strong sense of community and belonging.
Interested in studying psychology at the University? Browse through our undergraduate and postgraduate courses.
