LGBTQ+ Leader Stories - Eleanor Miller

Eleanor (she/her), was the 2024-25 Vice President for Undergraduate Education & Access at Oxford SU. During her time in the Oxford SU, she worked to ensure students felt not only heard, but empowered to shape the university they are part of. Eleanor shares her journey to Oxford, her experiences as a leader and what inspires her hopes for the future. 

Read Eleanor's full story

Eleanor's journey to Oxford

"My journey to Oxford, as a first-generation university student, was certainly daunting. Getting in was a huge achievement, but being here came with its own challenges – the imposter syndrome, the sense of isolation, and the weight of navigating unfamiliar systems.
  
"Becoming involved in student representation and advocacy gave me purpose. It allowed me to turn difficult experiences into meaningful change, not just for myself but for other students too. Working with Oxford SU has shown me how powerful student insight is — we are the very people this academic institution exists to serve. When universities genuinely listen to their students, they become more inclusive, more responsive, and ultimately better at what they do." 

Being a student leader

"As a Crankstart Scholar and queer woman, I brought lived experience into a role that is ultimately about reshaping systems that weren’t built with people like me in mind. My role was about driving structural change, at an access, education, welfare, and representation level, to make sure that Oxford is a place where all students, not just a privileged few, can thrive. As a student leader, I believe in amplifying the voices that are so often left out of institutional decision-making. I work to ensure that students feel not only heard but empowered to shape the university they are part of.

"Like many, my activism came from necessity – from seeing how difficult it was for students like me to survive and thrive in this space. The turning point for me was realising that I wasn’t alone. Each time I spoke with another marginalised student – whether working class, queer, trans, disabled, or racialised – we shared the same feelings of exclusion and frustration at the barriers we have had to overcome. 
  
"One particularly defining moment was the UK Supreme Court’s recent ruling on the Equality Act and seeing how communities work together to support each other and push for change. As a student leader, I am very aware that unlike many other students I have a seat on key university committees, and with that comes a responsibility to use this seat at the table for the collective good."

Inspiration and aspirations

"My role models are the students I’ve worked alongside and had the privilege to represent. Time and again, I’ve been inspired by students who, despite facing challenges related to their ethnicity, sexuality, gender identity, disability, or socioeconomic background, continue to push for change -  all while managing the immense pressures of Oxford life. Many of them are leading societies, advocating for policy change, and holding institutions accountable – all while managing the immense pressures of Oxford life. 
  
"I’m especially moved by LGBTQ+ student leaders who understand the power of intersectionality – who fight not only for themselves but for others across multiple identities. As a queer working-class woman, I’ve been able to see myself more clearly through their courage and vision.  
  
"I hope they know that leadership doesn’t have to look a certain way – that they don’t need to shrink themselves to fit in. I want them to feel empowered to speak truth to power, to build community, and to advocate for change with authenticity and confidence. Most of all, I want them to believe that they belong here. That their voices, their experiences, and their identities are not just valid — they are vital to making Oxford better. I hope they leave this institution not just with a degree, but with the belief that they have already made it better for those who come after them."

Building an inclusive community

"We must start by acknowledging that inclusion requires active, ongoing work. Oxford can only call itself a world-leading institution if it centres the needs and wellbeing of all its students – not just academically, but as whole people. We need spaces where students feel safe and confident in every aspect of who they are without fear of judgement or erasure. 
  
"That means creating policy with people, not just for them. It means being receptive to student insight, because students live the day-to-day realities of this University. It means building systems that reflect the diversity and complexity of our community – through inclusive curricula, diverse decision-making bodies, and accessible welfare. Ultimately, we thrive when we show up for one another – not just in times of crisis, but as a culture. That’s the Oxford I hope to see."