Mathew Hennessey

In his current role as a researcher at the Royal Veterinary College, Mat serves as a departmental EDI champion, sits on the institutional EDI committee, and is an active member of the LGBT+ Staff and Allies Network. Through BVLGBT+, he has been involved in original research examining EDI within the veterinary professions, highlighting that a substantial proportion of LGBT+ veterinary professionals and students do not feel comfortable being ‘out’ at work, which can negatively affect mental health, wellbeing, and job performance. Mat advocates for the integration of LGBT+ resources and awareness training into both educational curricula and workplace frameworks, and the importance of institutional support for sustained and visible inclusivity efforts.

Anjali Jayasekera

As a recent graduate and a member of both the British Asian and LGBTQ+ communities, Anjali has experienced challenges to EDI throughout her veterinary education and time in clinical practice, including specific instances and microaggressions, to systemic biases and barriers. Anjali was BME Officer for the Cambridge University Veterinary Society, where she also set up the Cambridge Chapter of Animal Aspirations. With a keen interest in the general political and cultural climate, particularly in issues impacting minority groups, Anjali is passionate about education, communication and championing EDI within the veterinary profession.

Dan Makin

Dan qualified from the University of Glasgow in 2003. He was one of the founding members of the BVLGBT+ group and was President in 2019. Dan continues to work alongside the RCVS, BVA and SPVS to promote and advocate for better and more inclusive workplaces whilst supporting members of the veterinary LGBT+ community. In 2025 Dan was awarded Fellowship of the RCVS for meritorious contribution to the Veterinary Profession, with reference to his EDI work. He represents BVLGBT+ on the EDI Advisory Group.

Ruth Serlin

Ruth’s EDI work has focused on challenging exclusionary practices within teaching, assessment, and clinical education, where she has critically examined how course structures, assessment criteria, and clinical examples can unintentionally exclude and sometimes disadvantage students from marginalised backgrounds, including those who are neurodivergent, or from underrepresented cultures and groups.

Her clinical work in charity practice and volunteering with StreetVet has deepened her understanding of how socio-economic inequality, housing insecurity, and discrimination affect access to veterinary services, and how veterinary professionals can adapt their approach to meet the needs of underserved communities with respect and compassion.