'RGS changed the trajectory of my life'

Academic Dr Emily Vause credits Ripon Grammar School and its inspirational teachers with transforming her life, laying the foundation for the path she is on today

EMILY Vause transferred from a school where she was struggling to join RGS for her final year in sixth form in 2014. That one year, she says, changed the trajectory of her life.

Since leaving RGS, Dr Vause has earned three degrees in literature, published articles in academic journals, become editor of the Thomas Hardy Academic Journals, spoken at international conferences and taught undergraduate classes at the University of Edinburgh.

“The confidence I gained at Ripon inspired me to pursue goals I once thought were out of reach, especially coming from a very low-income background and being the first in my family to attend university.

“I look back on my time at Ripon Grammar School fondly and am grateful every day for the possibilities it opened up for me,” she says.

What was the most important thing you learnt at RGS?

To believe in myself and my abilities. Before RGS, I struggled with confidence, but my time there helped me recognise my strengths and understand that I wasn’t defined by my background. The supportive environment at RGS encouraged me to push beyond my limits, teaching me that with hard work and perseverance, I could overcome obstacles and succeed. That foundation has stayed with me throughout my academic and professional journey, empowering me to take risks, embrace challenges, and achieve goals I once thought were beyond my reach.

How did you come to join RGS halfway through sixth form?

My start at RGS was somewhat unconventional—I was actually only there for a single year in 2014/15, having transferred for the final year of my A-levels. My high school did not have a sixth form, so everyone was scattered across various local sixth forms and colleges to continue their studies, and I enrolled at the most convenient college to reach from my little market town. Unfortunately, it wasn’t the right fit, and by the end of that first year, my enthusiasm for my subjects—and the thought of further study in general—had drained. I wasn’t enjoying school anymore. Recognising this, my mother, who is remarkably determined, searched for a better option, ultimately setting her sights on Ripon. Confident that I could thrive there, she worked tirelessly to secure a place for me—and she was absolutely right. Arriving at RGS, I was welcomed into an environment where students and teachers alike were genuinely passionate about their subjects. Although I was studying the same subjects—psychology, classics, and English literature— the experience felt completely new. I started to enjoy school again and regained my love for my chosen A-levels, so much so that I voluntarily took on more work through a literary extended project qualification. My time at RGS not only allowed me to improve my grades but also restored the intellectual curiosity and academic confidence I had lost the year before. That year set the tone for my future, and ten years later, I’ve only just wrapped up my studies! Reflecting on it now, my time at RGS was transformative, laying the foundation for the academic and professional path I am on today.

What have you gone on to do since leaving RGS?

While at RGS, I received an unconditional offer to study English literature at the University of East Anglia. However, the inspiring atmosphere at RGS motivated me to push myself further, and I ended up exceeding the entry requirements, had I needed them. On results day, I was advised to consider applying through Clearing to a Russell Group university or to take a year out and reapply for Oxbridge. Yet, having already fallen in love with UEA during a campus visit, I decided to trust my initial impression and prioritise it over prestige. The next three years at UEA were some of my best. I met one of my closest friends, helped establish an online student magazine, and immersed myself in subjects I was passionate about every day. Although I was tempted to remain at UEA for my master’s, I felt ready for a new challenge and applied for the now-discontinued Literature and Society: Enlightenment, Romantic, and Victorian course at the University of Edinburgh. It was an ambitious application; I didn’t expect to be accepted as the course was small and selective, but it was the only programme I wanted, so I didn’t apply elsewhere (not something I’d typically advise!), and to my surprise, I was accepted. While Edinburgh lacked some of the sense of community I had experienced at UEA, it provided a welcome academic challenge and allowed me to refine my research specialisation. From there, I took another risk and applied for the PhD programme - again, my only application - and, once again, it worked out. As fortunate as I have been, my journey wasn’t without its challenges. I worked throughout my studies to stay afloat, taking on roles in retail, hospitality, and through tutoring networks. While these jobs certainly enhanced my CV, they also deviated from what I had imagined as the traditional uni experience. While my friends were able to relax between classes, I was rushing to my next shift, and at times, it didn’t seem fair. Looking back, however, these experiences pushed me outside my comfort zone (nothing improves your self-confidence like a retail job!) and strengthened my determination to pursue the career that I wanted.

Having spent the last ten years in higher education without a break, I was able to complete my PhD at a relatively young age. However, I’ve never quite had the chance to pause and recharge. Now, I’m taking some time to finally relax, focus on publishing a few more papers, and look ahead to my next challenge. My next step will likely be a postdoctoral application once I’m ready to dive into another academic project—hopefully, my good luck with applications carries through to the final hurdle!

What was it that inspired you to follow this path?

Growing up, I always knew I wanted to do something related to books, and at RGS, I refined that vague notion to English literature. However, I didn’t have a specific career goal until well into my higher studies, when I realised that I simply didn’t want to stop studying. The closest career to being a perpetual student seemed to be a lecturer and researcher, so that’s the path I decided to pursue. Having now taught undergraduates for the past four years, alongside my own research and studies, I can confidently confirm that academics are indeed perpetual students—and it’s a fantastic way to live!

Can you outline a typical day?

During my PhD, a typical day could vary greatly depending on my workload, revisions, teaching schedules, and the multitude of additional commitments that I would routinely agree to. During a particularly demanding period last year, I was teaching six undergraduate tutorials a week, with four on the same day. As a result, my PhD working day wouldn’t begin until after 5pm when I got home. Luckily, however, teaching was one of the best parts of my studies and I found that the energy and engagement from my students helped to inspire and reinvigorate me, making late-night work more manageable. More recently, I was offered fewer teaching hours, which might have given me some breathing space, but I balanced this out by taking on the editorship of The Thomas Hardy Academic Journals. While this added a significant amount of work to my already packed schedule (and probably shaved a few years off my life!), it also offered a new set of challenges and opportunities outside my core research. A literature PhD involves a lot of sitting at a computer waiting for inspiration to strike, so being able to shift my focus to other academic tasks was unexpectedly beneficial.

What have been the highlights of your career to date?

The obvious answer to this question is, naturally, submitting my PhD and passing my viva examination earlier this year as that was the culmination of four years of constant research and work, however, I am also particularly proud of the things I achieved alongside this over the last few years. For example, in May 2022, I co-organised an academic conference at the University of Edinburgh on selfhood in nineteenth-century literature, successfully secured funding to cover travel expenses for speakers coming from across the country and participated in a panel discussion about my own research. Later that year, I was offered the role of editor for The Thomas Hardy Academic Journal after presenting a paper based on one of my PhD chapters at the Hardy Society’s International Conference. The following year, an adapted version of that paper was accepted and published in the journal’s autumn issue. In 2023, I was invited to present a paper based on my master’s thesis at the British Association of Victorian Studies (BAVS) International Conference. This year, I adapted that paper for publication and was thrilled to have it published in The Dickensian Journal in September. I am currently working on my third journal article and hope to see it in print in the future.

What’s the best bit about your job?

Definitely teaching. At the university-level, classes often feel like hour-long discussions about books with students who are (usually) just as engaged and passionate as I am. Incorporating my own research into lessons and seeing students respond with curiosity and enthusiasm is incredibly fulfilling. Literature, in particular, invites a range of perspectives, and even disagreements in class spark lively debates and deeper exploration of ideas. One of the most gratifying parts of this job is seeing traces of our classroom discussions in student essays—it’s a clear sign that these conversations resonated and left a lasting impression, extending well beyond the classroom.

And the worst?

The strikes. During my undergraduate studies, I resented the strikes because they disrupted my education. Now, as a staff member and a member of the UCU, I resent them for a different reason—because they highlight deep-rooted issues within the system that remain unresolved. They reflect chronic underfunding, precarious contracts, and a lack of adequate support for staff, all of which ultimately affect the quality of education for students. While I firmly support the principle behind the strikes, I can’t help but feel frustrated that such drastic measures continue to be necessary. It’s a situation that underscores the urgent need for reform in higher education—for the benefit of both staff and students alike. Strike days aren’t days off – I want to be in the classroom as much as the students do!

What have been the biggest challenges you’ve faced?

As a student from a low socioeconomic background, balancing multiple jobs alongside my studies was one of my greatest challenges. While this was often overwhelming and left little time for rest or socialising, it also equipped me with invaluable skills in time management, resilience, and prioritisation that I will take forward with me in my future career.

What was your dream when you were at school?

I cycled through all the career goals that bookish children often dream about—English teacher, author, cosy bookshop owner—but none of these felt quite right in the end. Over time, I realised that my true passion for literature wasn’t just about sharing it or writing it; it was about engaging with it on a deeper level, through research and academic exploration. Now, if I ever do write a book, it probably won’t be one that my younger self would enjoy!

What do you wish you’d known back then?

That everything would work out in the end. Looking back, I spent far too much time worrying about the future instead of simply enjoying being a teenager—and that’s time you can never get back! The pressure to have everything figured out at such a young age can feel overwhelming, but in reality, life will throw curveballs regardless, so you might as well enjoy the journey and trust that, in time, everything will fall into place.

What is the one piece of advice you’d give students interested in following a similar career path?

Read everything—even if you think it’s not for you. Your tastes will evolve, and you’ll be surprised at what resonates with you over time. Sometimes, the books you least expect to enjoy will spark your next research idea, while those beloved favourites might not make it into your work (and that’s often for the best!). And don’t be afraid to change your mind. You might defend your interpretation for hours, only to be swayed at the last moment by a compelling piece of evidence—it’s all part of the academic process. The ability to adapt and refine your thinking in response to new insights is a strength, not a weakness.

Who was your favourite teacher and why?

I can’t pick just one! English lessons with Mr Fell were undoubtedly the most influential in shaping my love for literature and setting the groundwork for my academic journey. Though I had always enjoyed reading, it wasn’t until his lessons that I truly appreciated the importance of analysis and theory. His enthusiasm for literature was contagious, and he taught me how to engage critically with texts while keeping the joy of reading intact. Some of my fondest memories of RGS, however, come from Mr Garvey’s classics lessons. His anecdotes never failed to have us in stitches and got funnier every time they were told. Even now, I still find myself retelling some of those stories to friends and family, and they never fail to bring a smile to my face. His ability to blend humour with learning made those lessons truly special.

What do you miss most about Ripon?

Although I consider myself a perpetual student of literature, I miss the opportunity to switch gears and study something different for a while. Unlike in high school, where certain classes felt like a bother, every lesson at RGS offered something engaging and added a sense of balance to my academic life. Much of my current research has interdisciplinary elements, and I often find myself wishing I could sit in on a history or psychology class at RGS to gain a deeper understanding of these concepts, rather than having to teach myself! Most adults I know wish they could go back to school and learn for the sheer joy of it, but as a child, you don’t always realise how lucky you are to have the freedom to explore so many subjects.

What are your hopes for the future?

My immediate hope is to find a university position that allows me to continue to grow as an educator and a researcher, providing new challenges that keep me inspired and motivated. Ultimately, my goal is to build a career that allows both professional satisfaction and personal fulfilment, while achieving the work-life balance that my student years never allowed.