An Explicit Commitment to Inclusion and Diversity
Written by The MTPT Project
The UK’s only charity for parent teachers, with a particular focus on the parental leave and return to work period.
Like many organisations, The MTPT Project responded to the horrific murder of George Floyd in 2020 by sitting up and paying attention to the voices of the global majority colleagues within our community.
In many ways, we were fortunate: four years after our founding as a social media handle and grass roots network, 2020 was also the year that we registered as a charity. We had a near-clean sheet to start from; few ingrained cultural issues within our organisation to unpick, and a whole lot of learning to do.
Even before The MTPT Project was ready for its current growth, it was very clear to me that we had the potential to be part of the problem: if we were empowering colleagues with networking and coaching opportunities over the parental leave period, they were more likely to remain in the profession. They were more likely to remain in the profession happily. They were more likely to have more options open to them. They were more likely to progress into leadership, and increase their earnings.
Our first Diversity and Inclusion report was published in 2020, and stated, “we recognise that if we fail to explicitly engage with a diverse range of teachers, then we will play a part in disadvantaging certain groups within the education system. This is not what we want.” (MTPT, 2020)
By 2023, our commitment had evolved further: “We recognise that by retaining a diverse range of teachers in the education system when they become parents, we are providing our students with powerful role models. In the long term, we therefore also want the demographic of these groups to represent the student body that we serve.” (MTPT, 2023)
As of October 2024, there are a number of things worth celebrating: in our annual Diversity and Inclusion report, we shared that 22.5% of the participants on our 1:1 and group coaching programmes in the previous academic year were colleagues from global majority backgrounds. This is more than the 10% of Black, Asian, Mixed and Chinese teachers in our wider workforce (DfE, 2024), and closer to the 31% of students from these backgrounds (DfE, 2024).
What’s more, following the first Return to Work workshop of this academic year, we got even closer to our 31% target, with 30% of participants attending our live workshop identifying as Asian, Black, from Mixed ethnic backgrounds, or Chinese.
These statistics look great, but why are they important? Well, while maternal identities and experiences may vary by ethnicity and culture, motherhood intersects with many other identity markers.
By ensuring fully inclusive support is available to the mothers in our workforce, we are also providing support for one aspect of a Muslim mother’s identity. Or for a working class mother’s identity. Or for a lesbian mother’s identity.
By increasing representation across our communal events, we are defeating the “only” phenomenon whereby our community members feel welcome, but are still the only Bangladeshi participant in a workshop, or the only colleague who identifies as Mixed race in a group coaching session.
As representation increases, the identity of the organisation changes, along with its impact: this is a place for us, and we too shall benefit from what The MTPT Project has to offer.
This representation has not come about by chance, but rather an explicit resistance to the ease of creating an organisation that simply reflected its Founder, rather than the education system that we serve.
Start with Stats
As an organisation, what are your key measurables? For The MTPT Project, they are: engagement in our coaching programmes, engagement in our workshops, and involvement in our core team. What are your bench-markers for these measurables, and why? For us, we moved away from aiming for the 10% workforce representation because this in itself is a statement of underrepresentation.
Get Educated, Create Space and Listen
Read, listen to podcasts, attend events. Stop talking when others share their lived experiences, and thank them for doing so. If you ask for support, do so judiciously and with humility: it is not our colleagues’ responsibility to teach us, but some may be very happy to be part of your organisation’s journey. Then reflect on what all this means for your organisation, and your core work.
Be What You Can See
We worked explicitly on our visible role modelling. Whether this was using stock images for our event promotion, or seeking out and platforming our case studies. Wherever possible, we favour images of people of colour and we use these across all our channels: promotional fliers, social media, website, newsletters, panel line ups, guests we recommend for podcasts. If we have the choice between an overrepresented face and an underrepresented face, we go with the face we suspect may need an explicit welcome.
Protect and Empower
Cost will always be a barrier in the education sector, and this is only exacerbated by the expense that comes with parenthood. There are lots of other nuanced reasons why someone from whatever counts as a ‘minority group’ in your organisation (one of ours is men!) may not feel as comfortable asking for funding or opportunities as someone from the majority group.
Wherever we can, we remove this barrier by seeking funding specifically for colleagues from global majority backgrounds, or finding other ways to earmark coaching and workshop places. The message is: we have saved a place for you at this table, and it is ready for you when you arrive. It has made a real difference to engagement.
Make Mistakes with Humility and Without Ego
For someone used to privilege (and a people pleaser!), this is easier said than done. I have made mistakes. Things have not worked. Thankfully, I have not caused awful offence along the way but there have been moments of clumsiness borne from ignorance or simply the natural consequence of experimenting and taking a risk. If a strategy doesn’t work, respond with pragmatism: roll with the learning process, reflect and take stock and… do more listening.
References:
MTPT Project, 2020, Diversity and Inclusion Report, https://mcusercontent.com/bda931ab27a93e7c781617948/files/94280f62-c7e3-4ae8-8362-9b20f86dfa17/2020_Diversity_Report.pdf
MTPT Project, 2023, Diversity and Inclusion Report, https://www.mtpt.org.uk/wp-content/uploads/2023/09/2023-Diversity-and-Inclusion-Report.pdf
DfE, 2024, Schools Workforce Census, https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england
DfE, 2024, School Pupils and their Characteristics, https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics
The theme behind my Children’s book – Zeb, Jet and the Ice-Cream Calamity.
Written by Mirabel Lavelle
Mirabel is a qualified Teaching and Learning Coach, Creative Writing Lecturer, Allergy Awareness Advocate and Author of: Zeb, Jet and the Ice-Cream Calamity. An adventure story aimed at raising food allergy safety awareness. She is also the founder of: writebymirabel.co.uk – Crafting stories: where every voice counts and allergies matter. a website dedicated to the art of crafting stories, especially those that help raise awareness to disability, equity and inclusion.
I am a teacher and grandmother who loves stories. Two of my grandchildren carry auto-injector pens because of food allergies. One day, the older of the two asked me if I would write a story book about allergy. Hence, Jet, Zeb and the Ice-Cream Calamity.
I want to encourage the reader to learn about allergy, to become actively aware of how to safeguard and to include children with food allergies at social events such as Easter egg hunts, trick or treating, and parties without the fear of reaction to food – or worse still – anaphylaxis. I would like the reader to ask:
‘How can we plan a party that children with food allergies can safely enjoy?’
Allergic disease is a disease of the immune system, and it is the fastest growing disease among children in the UK. This condition impairs the sufferer on a day-to-day basis, in many different ways.
Sufferers cannot eat the same food as everyone else unless it has been prepared especially. This has substantial implications. For example, in school during lunchtimes a child may be asked to sit at a separate table because of their food allergies. Outside of school a child may be excluded from social events that centre around food because of a nervous adult.
The culture this creates is that if a child is different in any way, for example by having a dietary requirement, then society will exclude them. New studies are showing certain children, who have experienced anaphylaxis, to display allergy related anxieties and behaviours that are similar to PTSD.
This is why I want to raise food allergy safety awareness. I want to educate so that we can eradicate food cross contamination. This way we can significantly reduce allergy anxiety and promote inclusion at all times.
My story book features a relatable fox cub (Zeb) and playful puppy (Jet) as characters, rather than humans, because of the subject matter. Jet has a food allergy and when Zeb meets Jet, he learns how to be allergy safe aware. This exciting adventure encourages children to want to help Jet by telling others about how to keep him safe. It is an adventure that celebrates diversity, equity and inclusion.
I reinforced my message by creating a joyous song. The chorus shows how to significantly minimise food cross contamination. Children love music, the catchy chorus carries the central and crucial message of the book.
This book invites children to learn about allergy safeguarding by finding out about simple yet responsible behaviour around allergic kids. One example is not to leave wrappers, which may contain allergens, lying around but to bin them responsibly. My message to the reader is about building a society of caring individuals so that no one has to get sick because of the carelessness of others.
I added differentiated tasks to encourage readers to ask more questions about allergy. I want children to have fun whilst they learn. After all, it is through stories and through education and by putting ourselves in someone else’s shoes that we become more understanding of others.
Going into schools to deliver allergy safety events is a very rewarding experience for me because of the positive response from children and staff. They are providing me with a wealth of exciting ideas on how to continue taking my campaign of safe allergy inclusion, forward.
When I first wrote the book, I wanted it to be a key educational resource as well as an entertaining adventure. I aimed to provide schools and communities a point of reference that raises awareness and encourages people to want to know more about allergies and their impact. I needed to ensure that allergy sufferers are included in all activities that everyone their age enjoys. Since taking the book and the presentation into schools and libraries, it continues to inspire a range of immersive activities such as art projects, drama, puppet shows and animation.
This book highlights equity and the tasks that follow the story are focussed on finding ways that are fair and inclusive for Jet. The story affords time to explore feelings, such as Zeb’s feelings after Jet got sick. It creates an opportunity for discussion, for thinking, for empathising, and for bringing about positive change.
Useful Links:
The Natasha Allergy Research Foundation (narf.org.uk)
The Benedict Blythe Foundation Allergy & Education Foundation | Benedict Blythe Foundation
The Sadie Bristow Foundation: Don’t Be Afraid to Be Great
Don’t Assume…
Written by Gerlinde Achenbach
Gerlinde Achenbach is a senior education consultant and former primary headteacher. Her career spans more than 35 years, with over 30 years teaching in schools. Since 2021 she has been supporting schools across the UK with Equity, Diversity & Inclusion, specifically LGBTQ+ inclusion. Her expertise is in leadership and changing school culture.
It is a reality that every LGBTQ+ stakeholder within a school community – child or young person, member of staff, visitor, parent or carer – is on the receiving end of constant heteronormative messaging. This isn’t because schools are not complying with their Public Sector Equality Duty or because they’re not focused on being inclusive. It’s because the world is set up to portray ‘usual’ as heterosexual.
The Oxford languages dictionary defines heteronormativity as: “denoting or relating to a world view that promotes heterosexuality as the normal or preferred sexual orientation.”
Heteronormativity permeates every aspect of school life. It’s in the images on our walls, it’s in the things we say and in what we do. Put simply, there’s an unspoken acceptance that it is ‘the norm’. It confirms for us that heterosexual relationships dominate the human experience. It also reminds us of the relationship between heterosexuality and gender inequity for women and girls through history. We see this every day, where gendered language, stereotyping and imbalanced expectations still dominate our lived experience in the wider world. We like to think we work hard to challenge this in our schools…but are we doing enough?
What can heteronormativity look like in schools?
Environments
- Most images of families show mums and dads. This can be on ‘welcome’ posters or in books and images on display.
- We find ‘corporate’ cartoon images depicting (stereotypical) boy, girl, boy, girl across school spaces.
- Books and literature have not been evaluated in terms of how representative they are of different types of families or identities.
Systems and Policies
- In primary schools we have a habit of assuming (unless told otherwise) that a child has heterosexual parent(s) and that our children will end up in heterosexual relationships.
- We include ‘mother / father’ on application forms and permission slips.
- The words ‘Mr & Mrs’ are on the tips of our tongues when referring to families.
- Our school uniform policies state gendered expectations for girls and boys, even down to shoe styles.
- Our staff dress code does the same.
- We appoint a Head Girl and a Head Boy.
- Our website staff lists denote marital status first – Mrs, Miss, Mr – and we have the same on classroom doors.
Communication and Language
- We welcome our children with “Good morning, boys and girls” and our staff, or parents and carers, with “ladies and gentlemen”.
- The phrase, “Tell / give this to / show / ask your mum and dad” rolls off the tongue for most school staff.
- Staff address girls as ‘darling’, ‘princess’, ‘sweetie’, and boys as ‘mate’, ‘mister’, ‘dude’.
- We hear the terms ‘Headmaster’ and ‘Headmistress’. We address staff as ‘Sir’ and ‘Miss’.
- We hear adults calling for ‘a couple of strong boys’ for certain tasks around school.
Practice and Culture
- We line up our classes in boys’ and girls’ lines, or in a boy, girl formation.
- We seat them on their carpet ladybird places or at tables in the same way.
- We separate and organise children by gender for the most random of reasons and activities.
- We organise role play, construction and crafts with different genders in mind, albeit subconsciously.
- We appoint class names of famous scientists, authors, sports people or musicians where the majority are male (and straight).
- The staff culture feels fixed, exclusive, cliquey and difficult to break into.
- Staff congratulate themselves on the way they have always done things.
I have deliberately not set out here inclusive versions of the above examples. They are a starting point for whole staff thinking and they’re guaranteed to promote worthwhile discussion. It’s important in our schools to do the hard work required, challenge heteronormativity in all its guises and ask the following questions:
- Might a child with same-sex parents feel quietly excluded in our school?
- Will their parents feel welcome?
- How about a child who has lost a parent, or a child who is care-experienced?
- Have we removed assumptions in all our interactions with families?
- Can a member of staff, whatever their sexual orientation or identity, can be their authentic self at work?
- Are our language and expectations truly gender-inclusive?
- Is our inclusive approach understood by all groups of staff in their varying roles across school?
Why does this matter? It matters because of the need for us all to feel we belong in the places where we, or our loved ones, spend a good deal of time. Marian Wright Edelman coined the phrase, ‘You can’t be what you can’t see’, and this matters if you rarely see yourself (child or adult) or your family represented in your school. Representation is validation.
It matters because subliminal messages such as those received (through unthinking words, gendered phrases and activities defined by gender) by girls and women, or by those for whom gender is not fixed or for whom gender causes anguish, can be damaging and self-fulfilling over time.
Be where you are embraced, not celebrated: exploring use of language when developing an equality ethos
Written by Andrew Moffat
Andrew Moffat has been teaching for 25 years and is currently PD Lead at Excelsior MAT. He is the author of “No Outsiders in our school: Teaching the Equality Act in Primary Schools” and “No Outsiders: everyone different, everyone welcome”. In 2017 Andrew was awarded a MBE for services to equality and diversity in education and in 2019 he was listed as a top ten finalist in the Varkey Foundation Global Teacher Prize.
Can we talk about the word celebrate?
I am a big supporter of Diverse Educators, but the use of the word celebrate in the tag line I think is not needed, in fact I believe it could be detrimental to our aims. “Be where you are celebrated…” Really? Do I need to be celebrated? For what? Being male, being gay, wearing glasses? Really?
Diverse Educators are not alone using this word; I used it in the past. My first resource on teaching LGBT equality in 2006, “Challenging homophobia in Primary Schools” (published by Coventry City Council in 2007 and by Birmingham City Council in 2010) states in the introduction, “Every child benefits from an ethos of mutual respect and a celebration of who they are.” (p2) and later, “Children need to understand that the world is full of different people who like different things and we should celebrate that fact with them.”(p5)
In my first properly published book, “No Outsiders: Teaching the Equality Act in primary schools” (2015) I state, “We have to be delivering a curriculum where diversity and difference are celebrated.”
But by 2020 I had changed my mind. I was trying to step away from the use of the word celebrate trying to find alternative words. Why? Because I was facing significant challenges to my equality work from a religious perspective, and I had to find a way to bring people on board.
Let me explain…
2019 was a very difficult year. RSE ruined my life! Everything was going fine until new RSE guidance from the DfE suddenly put LGBT+ education into the spotlight. Despite my school successfully running No Outsiders for four years previously to 2019, suddenly there were huge protests outside my school against it. “Stop sexualising children!” “My child, my choice!” “Stop indoctrination now!” “Stop No Outsiders,” read the placards. The protests lasted for 6 months and then fizzled out. Today, that school runs No Outsiders successfully and it’s like the protests never happened. A 2022 Ofsted report for the school opens with the line, “Children say there are no outsiders here and that everyone is welcome.”
During the protests, I received a letter from Mike Smith, a vicar from Cheshire who was also a chair of governors at a primary school. Mike was writing to express support but in the letter, he also mentioned the language I was using. Mike pointed out that I was asking schools to celebrate diversity and that meant in turn, asking schools to celebrate LGBT equality. As a Christian, Mike argued, he could not ‘celebrate’ LGBT people as he believes marriage is fundamentally between a man and woman. However, he could tolerate LGBT people; he wanted to be an ally. Mike asked me to consider using the word tolerate more, rather than celebrate.
Hmmm….
My initial reaction was absolutely not! I have never liked the word tolerate. Tolerate is word used when you are putting up with something; a buzzing noise, rain. I am not going to teach children to tolerate each other. It feels so wrong.
But I was in the middle of this mess at the time. People shouting at me from all sides. And maybe stopping and listening is the best policy. So, I got in contact with Mike and we talked. Mike was brilliant. He really shifted my thinking on this as we came together from two very different places and tried to find a way through.
Mike asked me, “Do you need to celebrate to feel accepted?” It’s a good question. I’ve worked in schools for nearly 30 years, and we’ve always blithely said, “We celebrate diversity,” whatever school I’ve been in. But let’s just step back for a moment and ask what that looks like. How do you stop that being tokenistic? ‘Ooh it’s pride month – get the rainbow flags out!’
The other problem here is that we don’t live in that rose tinted world. Homophobia exists, racism exists, misogyny exists. There are some people in our communities who simply do not wish to celebrate Pride month or celebrate gay people existing, and they should not be forced to. As an adult, you are not forced to join a pride parade; you cannot stop it happening and there are laws that protect the existence of LGBT people, but you do not have to celebrate that. You just need to accept it happens.
Should schools be celebrating LGBT+ people? If we are truly preparing children for life in modern Britain, shouldn’t we instead be teaching children that Pride exists, asking why it exists and recognising that some people join pride parades as a means of protest, some as a means of celebration, and some people don’t agree with it. Children should form their own opinions. As long as a child is not othering someone, judging and saying they are wrong for being who they are, I think it’s ok for a child to choose not to celebrate pride. Pride exists and will be celebrated whether that child joins in or not. You could argue a debate about Pride where children are encouraged to disagree, only strengthens the arguments for Pride existing!
There was a perception at the school where we had protests that we were forcing children of faith to celebrate LGBT equality. I don’t think we were doing that, but perception among parents is everything in schools, isn’t it. After conversations with Mike, together we came up with an alternative word to celebrate which was “accept”. At my school we spoke to parents about removing the word celebrate and we changed displays from “We celebrate diversity” to “We are diverse” or “We accept each other’s differences”. I really tried to show that I was listening and changing my language and the parents appreciated my efforts. I wrote a chapter in the second No Outsiders book “All different, all welcome” (2020) called “Tolerate, celebrate, accept” where I explained what I was trying to do. Lots of schools, particularly where there was a large faith cohort, told me they liked this strategy.
But I was never happy with the word “Accept”. I was constantly searching for an alternative word and then it came – “Embrace”. I think “We embrace diversity” is fantastic. You can embrace something without necessarily agreeing with it. You don’t have to celebrate it.
So, since 2021, embrace is the word I have been using. In my own school hall we have a great display (see below) with the words “We are different – we belong here” which is perfect. I think celebrating can be triggering for some people, particularly when talking about LGBTQ+ and faith, so I have simply removed it.
I always discuss this in my training, and I always say, “Of course, I may be wrong about this!” I have been wrong in the past and maybe I’m wrong here, I think it’s certainly worth a discussion and I may change my mind in future. I also want to make clear that I absolutely celebrate Pride every year myself. I have been to three Prides this year and I love them. I love being gay and I’m very proud to be gay and to be out to people. But I don’t need you to celebrate me. I do want you to accept me without judgement, but I don’t need a clap!
Find out more about No Outsiders: www.no-outsiders.com
Find our new No Outsiders scheme of work for 2024 “No Outsiders: We belong here” by Andrew Moffat (Speechmark, 2024)
Watch the film of Mike Smith talking about our conversations and language https://www.youtube.com/watch?v=1PeUmCprYfo&t=2s
The one human skill that powers all others: Is empathy the secret to wellbeing, inclusion & the future of work?
Written by Ed Kirwan
Ed Kirwan is the Founder and CEO of Empathy Studios, an organisation using film to develop empathy, a vital human skill. A former science teacher and Head of Chemistry, Ed transitioned into filmmaking in 2018, launching The Empathy Programme in 2020. Ed also founded Empathy Week, the world’s largest empathy festival, reaching over 1.3 million students in 50 countries.
As an educator, you’re often faced with student situations you can’t anticipate. Those situations are almost always personal, nuanced and highly-specific to that individual. They require a human response. They require empathy.
Empathy is the skill to understand another and the ability to create space for someone to reveal their authentic self, whilst reserving judgement.
Empathy is no longer merely a nice-to-have; it’s essential and has been listed as one of the most vital skills for the 21st century. Is vital for conflict resolution, it helps increase creativity) and can even reduce cyberbullying. Empathy can be passed from generation to generation View here and so teaching it has far-reaching benefits beyond the immediate impact.
Neighbourhood diversity has doubled on average in the UK since 2001 and, in some towns, it has increased ten fold. This should be a wonderful opportunity of celebration and learning, yet we know from the UK riots this summer that cohesion and community isn’t a given. It also doesn’t come about from simply teaching students to ‘be kind’ and ‘be tolerant’. Empathy sits at the foundation of the human skills that enable inclusion, communication and adaptability that are crucial in our globalised world.
Since 2020, my team and I have been helping educators give their students the tools needed to develop empathy – and we continuously research the impact, in partnership with Cambridge University . In these last five years we’ve learnt a lot. Our Empathy Programme has engaged 175,000 students and our annual festival, Empathy Week, has reached over 1.3 million students in 50+ countries. But for me, it all started in the classroom.
At the age of 22, I began teaching science in North London at a co-ed state school – something I deeply loved. It taught me a lot about privilege, society and the importance of empathy. It also taught me that humans are complex social and emotional beings.
Much of my motivation comes from having taught the infamous (self-named) “U-gang” – a group of 24 boys who all received ‘U’ grades in their christmas mock exams.
They had a lot of anger and lacked motivation. In their eyes, they were already destined to be a failure. They hadn’t yet learnt how to communicate their needs effectively, or they were misunderstood – in all honesty I think it was both things at once. As I got to know them I realised they were, quite simply, scared young men.
Teaching that group was one of the most rewarding experiences in my teaching career. None of the “U-gang” ended up with a U grade, despite one of my students missing his Chemistry exam because he was in a police cell. They all passed.
Looking back now it’s not because I was the best science teacher, but because I took a genuine interest in them as individuals. Who did they live with at home? What hobbies did they have? What did they aspire to be? What made them tick?
I took as many steps as possible to understand and develop a healthy rapport with the class, including delivering science classes on the basketball court and shifting our practical lessons to be less daunting. I was using empathy, I just didn’t have language for what I was doing yet.
Empathy underpins everything needed to make a child feel seen, heard and understood. Everything that’s needed to make someone feel safe and like they belong and that’s what we’re all really after isn’t it? To belong?
Empathy is not a value or a trait. It is a skill which can be actioned and, crucially, taught. Our pilot research with Cambridge University explores the impact of our term long programme to develop empathy skills in 5-18 year olds. Teachers report a measurable impact to empathy levels – and excitingly they also report improvements to behaviour and increased global citizenship after completing the programme.
Crucially there are three drivers of success that manage to build empathy successfully:
1) Engage and entertain students – A lot of education content can be boring and only serves to transfer information rather than ignite genuine conversation and learning. Our programme and films are a trojan horse for empathy building. They excite students from the very start and in turn lead to conversations and connection.
2) Increase the amount & diversity of experiences of students – We can’t all fly around the world, but we can allow students to experience real life stories through film. From Lipa who talks about the right to wear a Hijab in sport to a Mexican paralympian who is now giving back,, students can gain insight into themes such as culture & identity, disability, bereavement, sustainability & mental health.
3) Skills building can’t be a one-off – Empathy is a muscle and the best results come with sustained and long-term intervention. It’s the schools that build empathy into a golden thread of their school that are seeing the benefits.
As educators and teachers, we need more support to help equip young people with the human skills they need. As the world becomes ever more connected and AI transforms the way we live and work together, it is our human relationships, adaptability and resilience that will allow us to thrive – and empathy is the one human skill at the foundation of this.
The Battle for Inclusive Education: A Glimpse at the Frontlines
Written by Rachida Dahman
Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.
“It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders”. Rachida Dahman
The question of inclusive education for all remains a central theme that presents us with challenges while simultaneously offering opportunities for change and progress. Amidst this multifaceted scenario, we witness an unprecedented battle on all fronts. From the classrooms to the corridors of power, there is a struggle to shape the educational landscape and pave the way for a fairer future.
A Reordering of the Education System
The good news first: schools do not have to remain in permanent crisis. Despite limited resources and the need to address the needs of children and families with special requirements, there is a growing demand for a fundamental restructuring of the education system. This restructuring transcends mere resource reallocation; it demands the deconstruction of antiquated paradigms and the reconstruction of an educational system that fundamentally empowers students to question prevailing norms, resist conformity, and actively redefine the contours of their world. From parents to teachers to students, there is a push towards developing individuals who can make decisions with integrity and zest for life.
Key Factors in Transformation
School infrastructure: The modernization of teaching and learning materials, along with the integration of innovative technologies, is crucial and must be driven by a fundamental rethinking of what education should achieve. Additionally, forming smaller classes is necessary —not merely as a logistical improvement but as a means to foster genuine dialogue between students and teachers, allowing for personalized learning that respects and celebrates diverse linguistic and cultural backgrounds. This approach may also serves as a countermeasure to the homogenizing effect of standardized tests, which too often serve to enforce conformity rather than inspire excellence.
Conditions of School Buildings
A thorough analysis of school buildings is essential not just to meet the high standards of safety, accessibility, and educational quality, but to reimagine these spaces as the physical embodiment of our educational ideals. Renovating and modernizing existing infrastructure is imperative, yet it must go beyond mere compliance with regulations. We need to envision schools as dynamic environments that inspire learning, creativity, and a sense of community. This requires an architectural revolution, one that not only considers the physical space but also how that space interacts with the psychological and emotional wellbeing of students and educators alike. By crafting buildings that are not just functional but transformational, we pave the way for an education system that nurtures the full potential of every individual.
Environmental Awareness
Integrating environmental topics into the curriculum and implementing measures for energy efficiency plays a central role. Heightened environmental consciousness contributes to reducing the ecological footprint of schools. Integrating environmental topics into the curriculum is more than teaching students to recycle or save energy. It is about fostering a profound connection to the planet they inhabit. The measures for energy efficiency must be implemented with an urgency that reflects the precariousness of our environmental situation, making schools not just places of learning, but sanctuaries of sustainability. This heightened environmental consciousness is not merely a contribution to reducing the ecological footprint of schools; it is an act of rethinking how we coexist with the natural world. By embedding this awareness into the very fabric of education, we are nurturing a generation that understands stewardship as an essential part of their identity, a generation that sees the care for the Earth as inseparable from the care for their community and their future.
Ensuring Accessibility
All students must be able to participate in the educational process, regardless of their backgrounds or circumstances. This imperative extends particularly to children and families traumatized by the ravages of war, who not only face the direct impacts of conflict but also endure the humiliation it inflicts. Such individuals require special attention and support to overcome the challenges they face in accessing education. This necessitates not only structural measures but also the provision of dedicated resources and tailored interventions to address their unique needs. For it is within the sanctuaries of our schools that we must mend the shattered spirits of those broken by conflict, transforming these halls into spaces where dignity is restored, dreams are rekindled, and the seeds of a just and peaceful future are sown. Only by ensuring inclusivity and support for the most vulnerable members of our communities can we truly uphold the principles of equitable education for all.
Career-Oriented Programs
A better connection between school and the professional world facilitates the transition into the workforce and provides practical insights. In this context, education must do more than just prepare students for the workforce – it should also embody egalitarian values and act as a powerful equalizer. To achieve this, such programs need to be developed with meticulous care. By embedding inclusivity and gender equality at their core, these programs ensure that every student, regardless of background, has the opportunity to pursue careers in fields traditionally dominated by men. Thoughtfully bridging the gap between school and the professional world, these initiatives foster a strong sense of purpose and social responsibility in students, motivating them to use their skills to drive meaningful, positive change.
Advancing Digitalization
The utilization of digital technologies offers opportunities for an enhanced learning environment but also necessitates training for teachers and the promotion of digital literacy. Advancing digitalization presents an exciting frontier for transforming our learning environments, offering unprecedented opportunities for innovation and engagement. However, it is crucial to recognize that harnessing these digital technologies demands more than just integration; it requires a fundamental shift in how we approach education. Teachers must be equipped not only with the technical skills to navigate new tools but also with the pedagogical strategies to effectively incorporate them into their teaching. Furthermore, promoting digital literacy among students is not merely about using technology but about fostering critical thinking and ethical awareness in an increasingly digital world.
Community Engagement
Local communities play a crucial role in promoting education. Collaborating with local organizations and businesses opens various avenues of support. They are pivotal in advancing education, offering far more than just supplementary support. Collaborating with local organizations and businesses transforms these entities into active partners in the educational process. This partnership is about forging meaningful connections that invigorate and expand the learning experience. By leveraging community assets— from mentorship programs and real-world internships to innovative local projects—education becomes a shared endeavor that reflects and responds to the needs and aspirations of the community. It fosters a culture where education is not just a responsibility of the institutions but a collective mission, driving social change and collective growth.
A Call to Action for Decision-Makers
The transformation of the education system requires a long-term strategy and committed collaboration from all stakeholders. Particularly at the institutional level, a shift in mindset and active communication are essential. Only when all actors understand their roles fully and work together constructively can we achieve inclusive education for all. Decision-makers must urgently champion a shift in mindset and prioritize transparent, heartfelt communication at every level of the institution. This is a passionate call for decisive leadership and unwavering unity. It takes every stakeholder to fully grasp their vital role and work together with genuine commitment to break down barriers and create a path to truly inclusive education.
Building Productive Relationships in Education
In the midst of pervasive and pressing challenges, the importance of fostering harmonious and fruitful relationships cannot be overstated. It is crucial to establish and sustain these relationships over the long term, working collaboratively with schools, teachers, and families to anchor and stabilize structures that provide environments where children can thrive and develop undisturbed. The integrity of educational structures hinges on solid relationships, which provide a foundation of support and stability for students. By fostering open communication and mutual respect among all stakeholders, we build a framework that supports not only academic success but also holistic development.
Securing the Involvement of all Stakeholders
It is essential, in my opinion, to ensure the engagement of all relevant stakeholders to create such an environment for children. In times of ubiquitous and pressing burdens, it is crucial to establish and maintain productive relationships for the long term, to collaborate with existing schools, teachers and families to anchor and stabilize structures so that children can find environments in which they can fully unfold, undisturbed.
Unfortunately, in my experience, schools often do not thoroughly evaluate their internal weaknesses. Instead, these issues are frequently ignored or passed off as someone else’s problem, which prevents meaningful resolution. Addressing these weaknesses honestly is crucial for understanding and resolving conflicts effectively.
The Importance of Dialogue and Collaboration
It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders. In my view, building bridges between various stakeholders—parents, educators, policymakers, and community leaders—is essential for creating an inclusive educational environment. By fostering open dialogue and collaboration, we can address the diverse needs of students and families, thereby promoting a more equitable and supportive educational system.
To truly advance the cause of inclusive education, it is imperative to deeply engage with and integrate insights into the evolving dynamics of working with children and families. This means actively seeking out and understanding the root causes and far- reaching effects of our educational practices. Engaging in meaningful dialogue with all relevant stakeholders—parents, educators, policymakers, and community leaders is fundamental. Building robust connections between these diverse groups remains a necessity for crafting an educational environment that genuinely supports and includes every student. Such collaboration requires a profound commitment to open, honest, and strategic dialogue. Through this collaborative effort, we can address the varied and complex needs of students and families, creating a more equitable and nurturing educational framework. Our collective aim must be to forge these critical alliances, leveraging our shared insights and experiences to dismantle barriers and drive systemic change. By uniting our efforts, we pave the way for an educational system that not only acknowledges but embraces diversity, ensuring that every child receives the support they need to thrive. This is not just a vision but a necessary evolution towards a truly inclusive future.
Conclusion
The battle for inclusive education is a complex endeavor that encompasses many fronts. Yet, despite the challenges, there is hope. By working together on solutions and embracing the diversity of our society as an opportunity, we can create an educational landscape that is accessible and fair for all. It is clear that no single entity can address the challenges alone. It requires a concerted effort from all stakeholders to create environments where every child has the opportunity to thrive. By recognizing the importance of productive relationships, engaging in meaningful dialogue, and working collaboratively, we can pave the way for a brighter future in education—one that is inclusive, supportive, and responsive to the needs of all learners.
Are the Right People Sitting at the Table?
Written by Dr Fatima Bailey
Dr. Fatima Bailey is the Chair of the Department of Teacher Education and Teacher Leadership at the Sharjah Education Academy, in the UAE. Dr. Bailey worked in Pre-K-12 education as a director, school principal, vice principal and teacher in the UAE and US. Dr. Bailey also serves as a mentor in the Ta’Alouf Program for Career Based Teacher Development at the Al Jalila Foundation. Prior to her tenure at SEA, Dr. Bailey served as an advisor on high-level UAE national initiatives and projects. An avid researcher, Dr. Bailey is also the recipient of the prestigious Gordon Allport Prize Award for Outstanding Papers.
Originally published on the Sharjah Education Academy (SEA) website on 30/12/23: https://sea.ac.ae/are-the-right-people-sitting-at-the-table/
Authentic and Sustainable Leadership for Leading and Improving 21st Century Schools
The UAE has designated 2023 as “the year of sustainability” (1). The country continues to take leaps and bounds, inventing and forging new pathways of sustainable practices across all sectors, including education. Towards this end, a specific type of viable leadership is required for creativity and longevity in schools.
Sustainable and authentic leadership is one possibility. School leaders are entrusted to make changes and reform happen at their schools. Many are moving away from making pledges and commitments to creating meaningful and long-lasting change through sustainable strategies and authentic practices. The need to continuously improve schools has made it increasingly clear that it is time to accelerate our thinking, innovate new approaches, and adapt our actions. Through revolving conversations, we see school leaders collaborate, meet, and sit with members of their learning community to create pathways forward.
Welcome to the Table
School leaders are entrusted to create change, implement those changes, and find ways to maintain longevity. Sustainable and authentic leadership are two buzzwords I’ve heard come up at meetings, symposiums, and in research literature around current trends. Being invited to a meeting and sitting at “the table” is an opportunity to share and exchange ideas and build collective intelligence around paramount issues. It provides a platform to be heard and to listen.
Those invited to school leadership meetings typically use a level of influence. They leverage their credibility and expertise to make decisions, drive initiatives forward, initiate policies, and create change. School leaders come to the table often, at different intervals, and for different and distinct reasons. They must carefully think about who they invite to the table to help build collective intelligence, address complex problems, and arrive at solutions that will not only work short-term but long-term as well. The needs of schooling today are dynamic and complicated.
The Survey Says
Upon reflecting on conversations and dialogues I had with school leaders about the challenges they face to create meaningful reform and lasting change in schools, I was inspired to read about nuances and trends in leadership. Interestingly, I found one blog by the Center for Creative Leadership (2023) with a survey and poll. The question was about the most powerful communication skills that today’s leaders should demonstrate. When I first looked at the poll question, I thought, “Oh, this is easy.” In my opinion, I felt the number one and most powerful skill needed is “trust” or to be “trustworthy”. However, trust was not one of the four options.
I completed the poll using the possible answer choices provided. Poll respondents were given four choices: 1) authenticity, 2) setting clear expectations, 3) encouraging input, and 4) simplifying and being direct. I reflected on my reading and experience. Later, I returned to view the results of the poll. I was intrigued by all the responses. The response that was generated by over 55% was “setting clear expectations”. I disagreed and wondered why this response generated such a high percentage.
Making the Case
In my view, trust should have been one of the options and responses. But it was not, and I wondered why. Back to “sitting at that table” and why I thought that trust is so important. More questions came to my mind. What does it mean to be trusted? Why is that important? How does trust evolve? Can leaders do their best work if they are not trusted to do so or if they are unable to trust others in their team? Does the trait and characteristic of being trustworthy lead one to being authentic? How can one do this with longevity?
Leading Authentically
I then had an “aha” moment about the type of leader who is authentically trustworthy and how this can position one’s leadership. “Authenticity” is about consistently being true to yourself and your values and not pretending to be someone you’re not. School leaders should demonstrate authenticity. When they are genuine, consistent, and authentic, those who depend on them can sense it, see it, and are more likely to trust them because they feel their school leaders are not hiding anything or trying to hurt or manipulate them. Teachers, parents, and students might feel rest assured by school leaders who demonstrate “how they are truly, genuinely and intentionally committed” to caring about learners in schools and improving the learning journey for children.
Leading Sustainably
School leaders are responsible for changing lives by changing education. They should lead in authentic ways that can be sustained. Sustainable leadership is about leading others toward consistent, actionable, impactful, and long-lasting change. Sustainable leaders focus on making decisions that are rooted in strong moral and ethical principles and values and are committed to ensuring social responsibility. (2) They are mindful of how they interact with others, present their ideas, and share their thought processes through open dialogue with others. They galvanize and mobilize efforts for school improvement. They reset standards and reshape the tone. Schools today require principals, vice principals, middle leaders, teachers, parents, and students to be sustainable leaders, all serving vital roles in helping schools continue onward and upward. (3)
Take The Leadership Challenge: Tomorrow Starts Today
I encourage school leaders to think about what this means to them and how they might incorporate authentic and sustainable leadership in their work to help their learning community thrive. Are you ready to take on a new leadership challenge?
I invite you too! If asked to “sit at the table” and join a meeting to share your insights, expertise and/or experiences …consider whether you are the right person and ask yourself how you will do so. Because how you decide to “sit at the table” … will speak volumes about your leadership. It might shape decisions, actions, and future outcomes. The way you choose to “sit at the table” today might impact who “sits at the table” tomorrow. Happy sitting!
Citations and Footnotes
(1) Year of Sustainability. https://uaeyearof.ae/ accessed on November 15, 2023
(2) Liao Y. (2022). Sustainable leadership: A literature review and prospects for future research. Frontiers in psychology, 13, 1045570. https://doi.org/10.3389/fpsyg.2022.1045570
(3) Özkan, P. (2022). School Principal as An Environmentally Sustainable Leader, Journal of Educational Leadership and Policy Studies, 6(1)
Talking Race and Racism with Children - when do we start?
Written by Omena Osivwemu
Former Primary Teacher, Humanities Lead, Researcher. Author of 'Decolonising the Curriculum: A Comparative Case-Study of Black Learner and Educator Perspectives and Experience in London and Johannesburg' in The BERA Guide to Decolonising the Curriculum.
This question has played on my mind for a while; at a conference of educators reckoning with race, a Black senior leader who is also a parent asked “when is the right time to talk to my children about race?” This stuck with me and the academic on the panel looked to me, as an experienced Primary School teacher to respond.
Given my lived experience growing up Black in Northern England, training and teaching across the North and the Midlands, the answer seemed obvious to me.
In short- right away! As soon as children are absorbing language, learning values and copying behaviours.
As soon as we teach toddlers what is a boy and what is a girl, that is the social construction of gender- even if you opt for a more gender-neutral or fluid approach- that is still teaching them difference. When we teach children to share; be kind; tell the truth etc., all values we deem to be ‘right’, we should also be teaching them that sometimes not everyone will be kind, share or tell the truth. At times this can be due to our differences. But difference is a wonderful, necessary part of life!
Of course, discussions should be age-appropriate in language children understand and use. ‘Sulwe’ by Lupito Nyong’o is a beautiful book, aimed at young children and explores themes of ‘race’ and colourism. Now, there is a wonderful array of diverse books available for all ages! As children get older, we can then build on their racial literacy, empowering them to make some sense of the social construction that is ‘race’. For adults, I would recommend ‘How to raise an anti-racist’ by Ibram X. Kendi as a great place to start.
As soon as we read traditional tales to children, let them watch YouTube, TV or films, we are passing on messages about society, how people interact and what is deemed ‘right’ and ‘wrong’. When children can describe something as red, green, blue, black and white; they can and will use this language to describe differences between people. It may not be ‘accurate’ to the adult lens, for instance as a young child in a Black, mixed family, I would draw my father’s dark brown skin as purple and my mother’s very fair brown skin as pink.
One of my earliest memories as a 4 year old (contextualised by my mother’s memory) at a mostly White Nursery, was feeling different. Too brown, with hair that was too dark and curly, and eyes that were too dark, compared to the teachers, other children and most importantly the blonde, blue-eyed dolls which I adored! Then, when the teachers with good intentions, changed the play to ‘Curlilocks’ so that I could play the character Goldilocks, I knew I wasn’t ‘right’- I didn’t fit. If Black and brown children aren’t too young to experience or witness racialisation or racism, nobody else is too young to learn about ‘race’ and racism.
Later on during undergrad’, volunteering in local primary schools in Northern Lancashire, as soon as I walked into classrooms, children as young as 4 would stare wide-eyed and mutter under their breath “she’s Black!”. Throughout my teaching career across England and Spain, most times I was the only Black teacher children had seen. The responses have varied from positive, such as expressing their love for my curly hair, inquisitive questions and collaborative cultural exchange. To the negative, for example young children avoiding touching my skin when I gave them something, or 6 year olds ignoring me as though they didn’t understand my English, because as one boy put it, I was “from Africa”.
I recognise that in Black and brown majority spaces like London, experiences such as mine may be less common. However, if parents, the media, film, books etc. are socialising children as young as 3 and 4 to understand brown skin, or Blackness, or religious dress, or simply human difference such as accents, as ‘bad’ or negative, then we too should be equipping our children with the understanding that such a belief system (white supremacy) exists and continues to prevail- albeit gently. We should be uplifting Global Majority children to feel proud of their cultural and ethnic backgrounds, histories and identities. We should help children to contextualise what they are seeing and embolden them to have high self-esteem and confidence when facing barriers/ discrimination.
In the same way that we acknowledge teaching children ‘stranger danger’, online safety, how to respond to bullying, physical and mental wellbeing, and healthy relationships in order to protect them from harm and prepare them to safeguard themselves; we should also be empowering all children with the language and understanding to know when discrimination and racism are happening (unfairness / unkindness in children’s terms). In the same way that far-right rioters and sympathisers have taught their children, as we saw this summer, to attack, abuse and harass Black, brown, migrant, Muslim peoples; we too should be teaching our children from early why it is happening and how they can respond.