Niall Begley

Q&A with Mr Niall Begley

What would be your advice to educators who are working with colleagues going above and beyond, but are yet to nominate them for an RSC Education prize?
My advice would be to take the time to acknowledge and celebrate the exceptional contributions your colleagues are making. Often, those who go above and beyond do so quietly, without seeking recognition. Nominating them for an RSC Education prize not only gives them the recognition they deserve but also allows them to experience the rewarding feeling of being acknowledged by their peers. It’s a powerful way to inspire others in the field and create a positive, supportive professional community. Recognition like this can remind educators of the profound impact they have on their students and colleagues alike.

How did you first become interested in chemistry or science?
I first became interested in chemistry during a school experiment that seemed almost magical to me at the time. We were working on a simple reaction – mixing two colourless solutions to form a vibrant precipitate. The way a few drops could change everything fascinated me and sparked my curiosity about how the world works on a molecular level. From that point on, I was hooked, eager to learn how such small, invisible particles could create huge changes. As I delved deeper into chemistry, I began to see how it touches everything around us, from the food we eat to the technology we rely on. That sense of discovery and the practical, hands-on nature of chemistry is what continues to excite me, both as a learner and as a teacher.

Who or what has inspired you to have a role in education?
My A-level chemistry teacher was the person who truly inspired me to pursue a role in education. Not only was she incredibly knowledgeable, but she had a unique ability to make complex ideas seem simple, engaging, and exciting. She provided me with opportunities to explore my own interest in chemistry, encouraging me to push my boundaries both academically and personally. Her dedication to her students went beyond the classroom, and she has continued to mentor me throughout my career. Her passion for the subject and her unwavering belief in my potential made me want to have that same impact on others. Now, as a teacher myself, I strive to inspire and support my students in the way she inspired me.

What advice would you give to a young person considering a career in chemistry?
My advice to anyone considering a career in chemistry is to stay curious and embrace the challenges. Chemistry is a subject that opens doors to countless possibilities, from healthcare to environmental science to innovative technologies. Don’t be afraid to ask questions, make mistakes, and experiment – those are the moments when you’ll learn the most. Also, remember that chemistry is everywhere, so take time to notice how it applies to the world around you. Most importantly, find what excites you within the field and pursue that passion, whether it’s research, teaching, or working in industry. A career in chemistry can be incredibly rewarding, both intellectually and in terms of making a real difference in the world.

How have your students inspired you?
My students inspire me every day with their curiosity, creativity, and resilience. Watching them explore new ideas and make connections between concepts I’ve taught and their own experiences is incredibly rewarding. Their questions often challenge me to think in new ways and keep my own learning fresh. I’ve seen students persevere through difficult topics and achieve things they never thought possible, which motivates me to continue pushing myself as a teacher. Their enthusiasm, even for the small victories, reminds me why I love teaching and encourages me to keep finding new ways to engage and support them. Ultimately, their growth and passion for learning inspire me to continue evolving as a teacher!

What has been a highlight for you (either personally or in your career)?
A standout highlight in my career is working with my students in a top-performing grammar school in Northern Ireland and also winning the Top of the Bench competition. It was the first time our school had entered the competition, and I had the privilege of mentoring the students throughout the process. Their hard work, dedication and passion for chemistry really paid off, as they performed outstandingly against some of the best schools in the country. Seeing their excitement and confidence grow as we prepared for the competition, and then watching them succeed, was incredibly rewarding. It reinforced my belief in the power of mentoring and the impact we can have on students when we provide them with the right opportunities and support. Furthermore, I was immensely proud of organising departmental training on microscale chemistry, and then securing funding from the Royal Society of Chemistry's Empowerment Fund so that we can purchase necessary equipment in order to roll it out into the curriculum. It's been a great few years!

What has been a challenge for you (either personally or in your career)?
One of the biggest challenges, at the beginning of my career, was leading students and colleagues through the shift to remote learning during the pandemic. Adapting a hands-on subject like chemistry, which relies heavily on experiments and practical work, to a virtual environment was no small feat. I had to find creative ways to keep students engaged and maintain the quality of learning without access to a lab. I made a YouTube channel to which I uploaded videos of key practicals that students required for exams so that they weren't disadvantaged. This period tested my adaptability and problem-solving skills, but it also reinforced the importance of collaboration. By working closely with colleagues and sharing resources, we were able to overcome these obstacles. In the end, the challenge made me a more flexible and innovative educator.

Why do you think teamwork is important in science / education?
Teamwork plays a pivotal role in science education, fostering an environment where collaboration and the exchange of ideas drive deeper understanding. In a science classroom, working together allows students to pool their diverse perspectives and approaches, leading to more innovative problem-solving and a richer learning experience. This mirrors the collaborative nature of scientific research, where breakthroughs often come from collective effort rather than isolated work. Team-based activities also develop essential communication skills. I have found that students learn how to articulate their ideas clearly, listen to different viewpoints, and provide constructive feedback – abilities that are crucial both in education and in the professional scientific world. By engaging in group work, students enhance their critical thinking, as they must evaluate and discuss various approaches before settling on the best solutions. Furthermore, teamwork builds confidence and independence. When my students collaborate, they support each other, which helps to foster a more inclusive learning environment. It allows for peer-to-peer learning, where students can reinforce their knowledge by explaining concepts to their teammates, and it helps to ensure that everyone, regardless of their ability level, has a role in the learning process. In science education, these collaborative dynamics prepare students not only for academic success but also for the realities of scientific careers, where teamwork is essential for tackling complex, real-world challenges.

For a bit of fun.
....What is your favourite element?My favourite element is carbon. With a degree in Medicinal Chemistry, which entailed a lot of organic, it was the first thing that sprung to mind! It's the backbone of all known life forms and the basis of so many amazing materials, from diamonds to graphene. I love how versatile it is, symbolising both strength and flexibility in nature and science. Plus, as a chemistry teacher, I appreciate how carbon helps students connect the dots between organic chemistry and the real world!