MDes Design Innovation & Citizenship School of Innovation & Technology
Penny Bremner
I am motivated as a designer to bring together many kinds of perspectives and practices to make space for new possibilities, with a particular interest in how inclusive design can reimagine the systems and spaces people move through every day, and explore where responsibility for creating inclusive spaces should fall. My practice centres on invisible disability, inclusion, and the wider systems of support that shape access and everyday life.
My practice is also informed by my own lived experience of invisible disability, which motivates me to focus on platforming and collaborating with those most directly impacted by design. This has led me to centre collaborative approaches such as co-design, where diverse perspectives are valued and shape outcomes. At the heart of my practice is a commitment to listening, asking thoughtful questions, and using design as a shared tool for reflection and change.
Using inclusive and systems design, I create thoughtful, collaborative design interventions with the aim of bringing about meaningful change in both people’s day-to-day lives and the structures that shape those experiences.
GSEEN: From Invisible Challenges to Visible Support
The Glasgow School of Art offers a wide range of valuable support, from formal adjustments to tutors who provide flexibility and extra guidance. For students with invisible disabilities, an added layer of understanding can make an even greater difference, helping them navigate not only academic needs but also the social and cultural challenges they may face, such as stigma, uncertainty around disclosure, or the need to self-advocate. Because these challenges are often hidden, students may feel anxious about how they will be perceived, sometimes feeling they have to explain their situation or manage support on their own.
Students with lived experience of invisible disability who contributed to this project shared how impactful it would be to have someone who truly understands invisible disability – someone who can check in, offer reassurance, and help make daily challenges feel lighter. GSEEN is a proposed new support platform and set of roles designed in response to this, which builds on GSA’s strong foundation of support by introducing a dedicated presence for students with invisible disabilities. This is not a replacement for formal provision, but an additional, personal layer of support that helps students feel seen, understood, and connected. With four GSEEN Officers based in each school, the platform creates visible, approachable points of contact who accompany students throughout their academic journey and raise awareness of invisible disabilities across GSA.
