Hélène Lubrano

Hélène LUBRANO is a biology student at ENS Paris-Saclay, having been admitted through the second-year entrance exam in 2020. Her disability did not prevent her from completing her four-year degree program at ENS Paris-Saclay and pursuing her thesis in neuroscience at the Institute of Cellular and Molecular Pharmacology (Sophia-Antipolis).

What has your journey been like at ENS Paris-Saclay?

I joined ENS Paris-Saclay in 2020, in the Department of Teaching and Research (DER) in Biology. My academic path hasn’t been entirely straightforward. After completing a BCPST preparatory class at Lycée Masséna in Nice, I was not accepted into the ENS in the 1A program, which was my top choice for research.
After my preparatory class, since I wasn’t interested in engineering programs, I decided to enroll in the Master’s program in Biology at Paris-Saclay University, an excellent program that allowed me to learn more about careers in research and laboratory work, and to cross “starting a startup” off my list of career goals. That’s why I decided to take the entrance exam in my second year (2A), to have the opportunity to continue my studies in an environment conducive to teaching and research, with financial security.

During my first year (2A of the degree program), I pursued an M1 in Biology and Health at Paris-Saclay University, with a focus on cell biology and physiology. In the DER Biology program, we pursue a master’s degree from UPS while simultaneously receiving intensive training in biology, bioinformatics (and English, of course).
In the specialized year (3A), I completed the FESup BGB Master 2 program at the ENS, focusing on teaching and research.
I then completed my studies (4A) with a Master 2 Research degree in “Cellular Signaling and Integrated Neurosciences” at Paris-Saclay University.

Following my Master 2 (M2), I began a Ph.D. in Neuroscience at the Université Côte d’Azur, at the Institute of Cellular and Molecular Pharmacology (Sophia-Antipolis), in the “Ion Channels and Pain” team.

You followed a special protocol due to your disability. Would you like to talk about that?

During my third year of undergraduate studies (L3), I began a (lengthy) diagnostic process, following which I was diagnosed with autism. This allowed me to set up a PAEH, first at the university, then at the ENS. I was very pleasantly surprised by the support the school offered me, particularly during my application to the MDPH, which is a mandatory but EXTREMELY tedious process for people with disabilities.

I never felt judged or had my diagnosis questioned, and all my requests for accommodations were accepted and implemented very easily. I also received help from the disability services office with all the day-to-day procedures related to my disability, which I really appreciated.

Furthermore, I think it’s important for more students in similar situations—especially those with invisible disabilities or conditions—to speak up and make their voices heard. On the one hand, to show that support is available and that, in a caring and tolerant environment, it’s possible to have a normal academic experience without any problems. On the other hand, to show that a disability isn’t a barrier to accessing top-tier educational programs, as long as we have the right tools and accommodations at our disposal.

Did you know from the start what you wanted to do when you entered ENS Paris-Saclay?

I hesitated for years about what was right for me, since I have a rather atypical background. However, when I entered the ENS, I knew I wanted to work in the field of biology. I also knew—from my third year of undergraduate studies in the Magistère de Biologie program, which offers training partly focused on industry and startup creation—that I didn’t want to pursue those paths.

However, there were still many aspects that were very unclear. First of all, when I entered ENS Paris-Saclay, I was still very torn between research and higher education (or both). In that regard, ENS Paris-Saclay helped me a great deal in making an initial choice by allowing me to talk with people from both fields during an internship designed to introduce me to the research profession (M1), and then by letting me explore both aspects through my specialized track in the M2FESup program (3A).

Furthermore, I have a deep passion for biology in all its forms, from the most molecular and fundamental aspects to more integrated physiology. It was therefore difficult to choose a specialization. In this regard, once again, ENS Paris-Saclay was a great help. On the one hand, thanks to the curriculum, which allowed me to continue studying many fields of biology for as long as possible until I was ready to make a choice. And also thanks to the internships I was able to complete during my studies, which were varied and helped me figure out what I enjoyed doing.

Which specific year of study did you complete?

During my second year (3A of the degree program), I completed the M2 FESup “Training for Higher Education in Life Sciences (BGB)” (BGB Agrégation).
There is a unique feature within the DER in biology regarding this M2 FESup program. We have the option to choose either a traditional “Higher Education” track to prepare for the Agrégation exam; or, as I did, a “Research and Teaching” track. The latter track consists of 6 months of preparation for the Agrégation written exams, including lectures, lab sessions, teaching practice, and lesson planning. Then, when the written Agrégation exams are scheduled, instead of taking them, we embark on a 5-month research internship, which is evaluated in a “pedagogical” format through the creation of a complete course unit related to the internship.

I personally chose this track because I didn’t see myself as just a teacher. But I was still torn between pure research and teaching-research, so this was the perfect track for me. I really loved this year. The first six months were particularly stimulating and interesting, both in terms of the knowledge I gained and the critical thinking and practical skills I developed.
For my internship, I went to the University of Cambridge in the United Kingdom to study cell biology, which wasn’t initially my preferred field. The experience was very enriching. Everything I experienced there taught me a great deal—whether it was the assessment format, which involved designing a course unit; the experience of conducting research abroad; or the opportunity to independently explore a topic in a field other than neuroscience.

Did you want to pursue research from the very beginning of your studies?

A high school biology teacher had told me about research (not necessarily in biology, for that matter), which would allow me to pursue my interests—writing and science—even though they were difficult to reconcile. I looked into it and liked what I’d glimpsed from my limited perspective as a senior in high school. It was the only career I could really see myself pursuing—until I discovered the teaching-research track in preparatory classes. So when I entered college, I knew I wanted to do research, though I wasn’t fully aware of all the aspects of the profession—which the ENS Paris-Saclay (and higher education in general) allowed me to discover in greater detail, both the good and the bad aspects, for that matter!

What is your PhD research about?

I’m currently working on the effect of lipids (fat) on ion channels and pain. My exact research topic, which has a rather technical name, is “Molecular and functional study of the modulation of ASIC channels by endogenous lipids and innovative pharmacology.”

To put it simply, pain is a neurological perception phenomenon mediated by a circuit of specialized neurons. The origin of the pain signal is the activation of specific proteins called “ion channels.” These channels can be activated by many “harmful” stimuli, such as heat or cold, for example.
As a side note, cold-sensing channels are also activated by the menthol in toothpaste—which is why it feels cool—and heat-sensing channels are activated by capsaicin, found in chili peppers, which is why they feel hot! It is these proteins that, when activated, can trigger pain neurons and signal to your brain that you’re in pain. There are plenty of these channels (some of which have even won a Nobel Prize—go figure!), but our team is focusing on the ones that are sensitive to acidity, known as ASICs. We’ve discovered that, in addition to acidity, these ASICs can be activated—and thus generate pain—by lipids produced by your body. These lipids and this activation of ASICs could be the cause of chronic pain, particularly joint pain (the well-known osteoarthritis) or muscle pain. My role during these three years of my Ph.D. is to understand how the ASIC-lipid-pain relationship works.
If I succeed, this could lead to the development of long-term treatments for these conditions—for which no treatments currently exist—yet which affect 30% of adults in France and are at the root of the opioid crisis in the United States...
This topic, which I was fortunate enough to develop with my thesis advisor, seemed ideal to me for addressing both a major and timely societal and public health issue and my own aspirations and interests. It is primarily a neuroscience topic, but one that spans many aspects, from the molecular level to physiology, with therapeutic implications.

Alongside my dissertation, I strive to contribute as much as possible to the dissemination of knowledge and equal opportunity. In fact, I teach lectures, lab sessions, and tutorials at the Université Côte d’Azur at the undergraduate level, and I’m involved in organizations and initiatives that promote science and academic success among underprivileged populations (EmENSip, ZupdeCo, and “cordées de la réussite”).

I also try, in my own small way, to work toward student well-being as the representative for doctoral students at our doctoral school.

What do you plan to do in the future?

Moving forward, I’d like to continue my research in neurobiology. I plan to complete one or more postdoctoral fellowships before applying for research associate positions.

However, I really enjoy my teaching responsibilities and the opportunity to share knowledge that comes with them, so I’m still a bit hesitant to apply for the competitive exams for a teaching-research position. What draws me more toward research rather than teaching and research is that one can always teach a few courses and volunteer as a research associate, whereas it seems difficult for me to juggle the dual roles of teacher and researcher, trying to excel at both without neglecting my personal life and mental health.

Can you tell us what the School offers you?

In my opinion, the great strength of ENS Paris-Saclay, beyond the quality of its teaching, is that it offers a variety of academic tracks, allowing the vast majority of students to explore very different fields or, conversely, to easily follow a more traditional and “linear” path. Studying abroad and transfer programs are encouraged and facilitated, which is very much appreciated.

From a personal standpoint, the School has provided me with support, particularly regarding my disability, which has been a significant source of peace of mind. Also on a personal level, the financial support (which, incidentally, isn’t limited to students—thanks to the PhD Track and various forms of assistance for securing CROUS housing, scholarships, etc.) allowed me to approach my studies with peace of mind, which is priceless. The school also helped me gain expertise through theoretical and practical courses, as well as various internships. But above all, it helped me build self-confidence—something that may not be immediately apparent but is extremely important for entering the workforce after graduation. In fact, the small class sizes allow for highly personalized support at the School and suggestions for exploring unique career paths and experiences that we might not have considered at first glance. I’ve had the opportunity to have many enriching experiences—which still serve me well in my dissertation—that I certainly wouldn’t have had without the School. Furthermore, the fact that the School and the DER view us as future researchers and teachers allows us to feel confident in asserting ourselves and taking the initiative to create our own opportunities—something that isn’t always easy at just 24 years old.

What advice would you give to students who are hesitant about coming to ENS Paris-Saclay?

The School offers numerous benefits and educational opportunities. It even allows you to “reorient” your studies with a gap year and/or your ASP. Whether you’re already drawn to teaching and research or are still unsure about your life goals, you’re bound to find something that interests you and helps you make up your mind at ENS Paris-Saclay, thanks to the program’s great flexibility and personalized approach.

But above all—and most importantly—don’t hold yourself back! Especially if you’re a woman or have a disability (and by the way, don’t be afraid to request reasonable accommodations; they aren’t a special privilege but simply a means of ensuring equity).

Admission is certainly selective, but there are many different ways to gain admission. Remember that despite all its advantages and supportive environment, the School serves a purpose that will evolve throughout your journey, so keep in mind that there are always other ways and/or pathways to achieve your goals. With all this in mind, there’s no real risk (except for a little disappointment) in taking the entrance exams.
So whatever your background, don’t be afraid to give it a try—you’ll see what happens next! Especially since I’m living proof that the specifics of the entrance exam (1A vs. 2A) and your prior academic background can greatly impact your success.

If it’s really ENS Paris-Saclay you want, don’t hesitate to take less conventional paths and try again when the time is right. If you don’t try because you’re afraid of failing, you’re bound to fail—and someone else will succeed in your place (and this isn’t just true for ENS Paris-Saclay).