Until now, I have considered myself politically neutral. However, a statement from a sacred text has consistently guided me, urging me to actively pursue positions of power that would not normally interest me: "If someone knows how to do good deeds but chooses not to, it is considered a sinful act."

There exists a common assumption that children, or students, are the potential leaders of the future. Nevertheless, this claim is deceptive as "tomorrow" is a continuous and indefinite period, evading a conclusive end. Consequently, this notion generates a feeling of complacency among students, encouraging them to await the coming of future possibilities rather than proactively stepping outside their comfort zones to create opportunities. With a population of 2.4 million, students make up a significant demographic in the UK. If our combined voices do not now have an effect, it is logical to argue that they may never have a substantial influence.

As a conference delegate, I aim to tackle three significant obstacles that are now hindering the leadership development of students throughout the United Kingdom. These obstacles include recurring crises, outdated university curricula, and the need for diversity. Elaborating on these concerns:

1. Crisis Cycle and Student Well-being: The ordinary student grapples with core living demands, such as nourishment and accommodation, diverting their focus from academic pursuits towards worries about basic well-being. The resulting fear forces people to take on other jobs and work longer hours due to the excessively high cost of living, therefore impeding their ability to be innovative and make intellectual contributions.

2. Obsolete university curriculum and changing workforce requirements: In the past, possessing a university degree was highly regarded and guaranteed job prospects. However, in today's professional world, having a wide range of skills is given more importance. Soft skills, including good communication and leadership, plus technical skills such as software development and data analysis, are increasingly essential for workforce integration. The university curriculum is outmoded and needs a thorough modification to match the changing demands of the modern job market in the 21st century.

3. The integration of international students and inclusivity: The presence of societal disagreement, characterised by antagonism and cultural tensions, has created an atmosphere where racism and persistent hate are prevalent. This divisive atmosphere poses a significant challenge to the integration of international students who, despite contributing substantially to the national economy, often find themselves marginalized post-graduation, lacking access to quality employment opportunities commensurate with their acquired knowledge.

Through focused advocacy and reformative measures, I strive to galvanize support and promote real answers to these diverse difficulties, helping students transcend current obstacles and take leadership positions in the present socio-academic scene.