Diversifying English Literature texts: Five ways to get your schools to invest

Jessica Tacon portrait

Written by Jessica Tacon

Jessica Tacon is second in charge of the English Department at City of London Academy Highgate Hill and is a member of NATE’s (National Association for the Teaching of English) ‘Reviewing Literature’ working group. She created The Right Writing campaign which aims to improve racial diversity in English Education.

The title of this piece reflects an ongoing challenge in education, but also an opportunity. While many schools and educators have made strides in diversifying their English curricula, there’s always room for progress. Students across the country deserve to see themselves reflected in the texts they study, while also being exposed to a wide range of perspectives. Diverse literature enriches learning experiences, fosters empathy, and ensures every student feels valued.

Here’s a brief overview of why a diverse and inclusive curriculum is essential:

  • Representation matters: Research by Penguin Random House revealed that many students never study a text by a writer of colour, apart from a few poems in their GCSE studies. They also found that only 7% of students study a text by a woman, and just 0.1% study a text by a woman of colour. Every child deserves to see their experiences and identities reflected in what they read. Not only does this enhance engagement and enjoyment, but it can also lead to better academic outcomes.
  • Retention in English Studies: When students don’t see themselves or diverse perspectives in their English lessons, they may perceive the subject as irrelevant. This may lead to a drop in the number of students pursuing English at A-level, which in turn impacts representation in higher education and English-related fields. A diverse curriculum can break this cycle by making the subject more relatable and meaningful.
  • Broadening horizons: While representation is crucial, it’s equally important to introduce students to experiences, cultures, and voices beyond their own. Literature has always been a bridge to other worlds, offering insights into lives that differ from our own. This is a fundamental aspect of fostering curiosity and empathy in young people.
  • Addressing historical imbalances: Historically, the English curriculum has often overlooked diverse voices. As educators, we have the opportunity (and responsibility) to address these imbalances and create and embed a curriculum that is inclusive, honest, and representative of a wide range of experiences.

Despite these clear benefits, the teaching of a diverse and inclusive range of literature texts isn’t yet the norm in all schools. 

Support (and essential investment) is needed from senior leads in schools, and multi-academy trusts, to make this a reality. It is challenging as individuals may not be English specialists, but the points above highlight how a change in English can have a far-reaching impact on young people.

With this in mind, I would like to explore the common barriers to change and five solution-focused strategies to help schools embrace a more inclusive curriculum.

Strategies

Strategy 1: Emphasise the positive impact on students

Barrier: Leadership may focus on the potential challenges rather than the benefits of inclusivity.

Solution: Highlight the research-backed benefits of a diverse curriculum. For instance, the research by Penguin Random House shows students are more engaged when they see themselves reflected in their studies, and they perform better academically. Explain how inclusive texts also broaden students’ horizons, fostering empathy and critical thinking by exposing them to new perspectives and cultures. Frame change as being much less of a risk than continuing to teach a set of texts which actually may be disengaging students in the English classroom.

Message for leadership: A diverse curriculum creates a more engaged and motivated student body, which translates to higher achievement and a stronger school culture.

Strategy 2: Frame diversity as a shared responsibility

Barrier: Leaders may feel diversity initiatives are an additional challenge in an already complex system.

Solution: Present inclusivity as a professional and moral responsibility to address historical imbalances in education. Position the school as a leader in creating a curriculum that prepares students for life in a diverse and interconnected world.

Message for leadership: Diversity isn’t just a ‘nice-to-have’; it’s essential for fostering a fair and well-rounded education. Implementing an inclusive curriculum aligns with the school’s duty to provide all students with an equitable experience.

Strategy 3: Offer practical solutions to time and workload challenges

Barrier: Leaders may worry that introducing new texts will increase workload for already overstretched staff.

Solution: Reassure them that high-quality, ready-to-use resources are available. Platforms like BBC Bitesize offer support materials on a range of texts including some recently added to diversify exam board text options, such as My Name is Leon and Leave Taking. BBC Bitesize, as its name suggests, is a great jump-off point for exploring a diverse range of texts by breaking them down into manageable chunks. 

Message for leadership: Implementing an inclusive curriculum doesn’t need to add extra strain. Leverage existing resources and expert support to streamline the process.

Strategy 4: Address staff confidence with professional development

Barrier: Some educators may feel unprepared to teach unfamiliar texts or discuss sensitive topics.

Solution: Advocate for investment in professional development such as training sessions or workshops that help staff gain confidence in teaching diverse texts. Highlight that introducing new material can be professionally invigorating, offering opportunities for growth and fresh perspectives. For instance, one text added to AQA’s English Literature GCSE as part of their diversity drive is Princess and the Hustler by Chinonyerem Odimba. It’s a modern, engaging text that explores rich themes, literary techniques, and historical context, making it a rewarding teaching (and learning) experience.

Message for leadership: Building staff confidence through professional development ensures successful implementation while reinvigorating teaching practices.

Strategy 5: Present change as achievable and incremental

Barrier: Leaders may see curriculum reform as an overwhelming, all-or-nothing process.

Solution: If this is the case, advocate for a phased approach, starting with small but meaningful changes (such as introducing one or two new texts). You could suggest piloting new texts with specific classes before scaling up.

Message for leadership: Curriculum change doesn’t need to happen all at once. An incremental approach makes the process manageable while demonstrating the positive impact of inclusive texts.

Looking ahead

It’s important to acknowledge that change in education is rarely quick or easy. However, the potential benefits far outweigh the challenges. A truly diverse and inclusive curriculum not only enriches students’ academic experiences but also prepares them to navigate an increasingly interconnected world.

Of course, diversifying texts is just one part of creating an inclusive school environment. Staff training, teaching approaches, and the broader school culture all play critical roles in ensuring that diversity is embedded meaningfully and authentically.

Every student deserves an education that values their identity and broadens their horizons. As we move forward, let’s commit to making this vision a reality. 

To access the BBC Bitesize GCSE English Literature collection, please visit: https://rebrand.ly/7d51da 

by Hannah Wilson

Ramadhan in Schools: building welcoming and inclusive spaces

Maslaha logo

Written by Maslaha

Maslaha works to change and challenge the conditions that create inequalities for Muslim and Black and brown communities in education, criminal justice, health and on the basis of gender, in a continued climate of Islamophobia, racism and negative media coverage.

For many Muslims, Ramadhan is a time of joy, community and to recharge spiritually. Yet whether it’s choosing to pray at lunchtime or wear a hijab during these days, visible expressions of faith are often met with hostility – expressions of ‘Muslimness’ are treated as a threat. In this way, Ramadhan exposes the Islamophobia that persists throughout the rest of the year.

As educators, we know that when young people feel safe bringing their whole selves to a space, it directly impacts their self-esteem, confidence and sense of belonging. This psychological safety affects not only wellbeing, it directly influences students’ engagement, attainment, and overall success in school.

Young people and families have shared how Islamophobia in schools and policies like The Prevent Duty have left them feeling isolated and led them to self-censor out of fear of judgement or even punishment. 

We asked young people and their families what they would like their teachers to know, or do during Ramadhan. We put together what they said into this resource, and share five practical ways to create safe and inclusive spaces for students who choose to observe it: Ramadhan in schools

For more resources to support you build your anti-racist classroom, deliver a culturally-relevant curriculum and nurture safe spaces for all young people, see Education | Maslaha

by Hannah Wilson

What's Special About You? Teaching Children About Identity.

Mel Lane portrait

Written by Mel Lane

Mel Lane (she/her) is Head of Education at Pop’n’Olly. She has been a primary school teacher and teacher trainer for nearly 30 years and worked in schools on LGBT+ inclusion policies with thousands of children and school staff. Mel is a co- author of What Does LGBT+ Mean? (Pop’n’Olly, 2021).

“I don’t know what’s special about me… I don’t have anything special about me,” a 5-year-old once told me. I’ll be honest, I was shocked. How could a child not be able to say a single thing that made them feel proud of themselves? – Nothing that singled them out from everyone else.

It was a learning curve for me. I realised that knowing what makes you special isn’t something that children necessarily know about themselves. For whatever reason, some children really need help with identifying what makes them stand out, what particular skills, talents and unique attributes help to define them.

Since then, I’ve really worked hard to ensure that I give children the language they need to talk about themselves – language that they can take with them throughout life to help them feel good about themselves, and to raise their self-esteem.

Here are some things you can do with your class:

  • Help children understand that they are made up of a complex mix of things, including how they look, their skills and talents, and their personality. Some of these change and some stay the same.
  • Pick a few different children each day. Talk to them in spare moments and find out what they like/dislike and are good at. Give them the language to praise themselves…

“Wow Molly, not everyone can remember to feed their dog every day/draw Pokemon so well/give someone space in the line without asking. That’s part of what makes you unique and special. Don’t forget to tell yourself that and feel proud.”

  • Actively teach children how to praise each other and how to accept compliments…

“I noticed that Tariq kept going when the maths was tough today/ was really careful when cutting out the pictures/ balanced that ball in PE really well. Who’d like to compliment Tariq? Did anyone notice anyone else they’d like to praise? Is anyone proud of themselves for something today?”

  • Hold a ‘Teach your Talent Day’, where children work in small groups sharing what they can do with each other. I’ve seen children teach each other magic tricks; demonstrate how to do a backbend, explain how to look after a dog and teach how to draw a cartoon dinosaur. Every child has a skill, they just sometimes need help realising it.

Also, don’t forget yourself. You are unique and special too. Every teacher has a different set of skills that help them be great at their job and none of us are the same. Instead of comparing yourself to the person in the next room and convincing yourself they’re better, look for the things you’re good at. Look for those little achievements throughout the day. There is no one way to be a great teacher – you are great just as you are. 

If you’d like to do some work on this with your class, our FREE Back to School: Identity Pack gives you lesson plans and resources to help children develop a sense of their own unique identity and feel good about themselves. Download it here.

by Hannah Wilson

Breaking Barriers: The Transformative Effect of Black Educators in Leadership

Krystian McInnis portrait

Written by Krystian McInnis

Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.

One percent. This is the stark figure of Black Headteachers in England with a slight  increase to 1.3% for Deputy Headteachers, compared to 92.5% and 90.8% respectively  for White British equivalent (DfE, 2023). With many of the positions held by Black senior  leaders highly concentrated within inner London, the figures decline as we venture  further afield from the capital, with the northeast of England the worst affected, where whilst children of Black-African origin make up 1.3 per cent of the student population,  just 0.1 per cent of the region’s teachers identify in the same way (Gorard et al. 2023). 

The data is there for all to see, and whilst the conversation about change has been  ongoing for many years, with copious localised initiatives to address the issue, the  results appear the same, with little momentum or genuine centralised government  appetite for structural or transformative change. Whilst the implementation of short  

lived ‘successful’ localised responses to this historic problem has led some to herald  this as progress, worthy of celebration, I think it pertinent that we ask ourselves the  following questions: 

  • How much work, dedication and strategic planning did it take for us to reach this  mere one percent? 
  • What are the systemic barriers contributing to the underrepresentation of Black  Headteachers and Deputy Headteachers, and how can they be effectively  addressed? 
  • If achieving racial equity is a sincere aim that we are striving towards, why have  we become comfortable with tokenistic adulations, for results that quite frankly  fall below mediocre?  

Navigating the Leadership Ladder: Obstacles for Black Educators in Advancing 

The underrepresentation of Black educators in senior leadership roles is not due to a  lack of eNort or ambition among teachers. In fact, Black teachers have repeatedly  demonstrated a strong desire to attain leadership positions. Evidence shows that Black  teachers nationally are able to successfully navigate to middle leadership, but the cliN  that appears in front of them when stepping into senior leadership, is one that many fall  oN (NfER, 2020). It seems there is little room for their presence around senior leadership tables, with many only able to sit on the periphery in newly formed roles such as secondee, associate assistant head or under the guise of being part of an ‘extended’  leadership team. The illustrious title of Assistant Headteacher or Assistant Principal, as  the first step in senior leadership, appears for many, out of their reach. The actuality of  one step forward, two steps back is far too apparent. Good enough to take on additional  workload, but not good enough to be part of the substantive team.

Teacher Diversity and Its Impact on Student Experiences 

Underrepresentation of Black teachers has been disproportionately low for decades in  the UK and despite Black people making up 4.6% of the working age population, only  2.5% of teachers identify as Black (Glowach et al. 2023). The issues that arise however,  are plenty. Gorard (2018) found that one of the downsides to a lack of ethnic minority  teachers is the real possibility that this underrepresentation is not only having a  negative effect on educational processes but on student outcomes too.  

Beyond just students outcome however, what is interesting to note, is that ethnic  minority students with similarly ethnic minority teachers are often less likely to be seen  as disruptive (Dee, 2005), be referred for disciplinary reasons, be excluded (Grissom et  al., 2009, Lindsay and Hart, 2017), or suspended from school (Gordon et al. 2023,  Wright, 2015). With suspension rates at an all-time high (Busby, 2024), along with the  fact that Black children are up to six times more likely to be excluded from school than  their White peers (McIntyre et al. 2021), it appears clear that the recruiting of teachers  from racially diverse backgrounds, might in fact help with this current crisis we find  ourselves within. 

Furthermore, even more intriguing, is that students with teachers from similar ethnic  backgrounds to their own are also less likely to be classified as requiring special  education (Stiefel et al., 2022) and in fact, where ethnic minority students have teachers  of a similar ethnic minority to their own, they are more likely to be referred to a gifted  programme (Grissom and Redding, 2016, Grissom et al., 2017, Ofori, 2023, Egalite and  Kisida, 2016). Please note, this is not to suggest that students are being wrongly  diagnosed by professionals, but rather creates a space for questions to be further  explored. Historically however, the misdiagnosis of students from ethnic minority  backgrounds was certainly the case, specifically those of Caribbean ancestry. The seminal work by Bernard Coard, ‘How the West Indian Child is Made Educationally Subnormal in the British School System’, written in 1971, explored the educational  inequalities within the British educational system and found that West Indian students  were disproportionately represented and often wrongly enrolled in ‘educationally subnormal’ schools. 50 years on, it appears this legacy continues. 

Moving Beyond Tokenism: The Role of White Allies in Educational Reform 

Now, allow for there to be no confusion to the argument being made. An increase in  Black teachers and leaders is no silver bullet. It will not solve the abundance of issues  within the educational system nor is there a golden percentage to be achieved. What it  required, however, are meaningful steps in the right direction, the removal of barriers,  and for many more White leaders and allies to go beyond mere rhetoric and delve into  the world of action. 

Whilst reviewing recruitment policies are fundamental, these are often used as a delay  tactic to consciously, or subconsciously, buy time before genuine action is taken. With  continuous delays and excuses, the cultural masquerading in many schools is far too prevalent. One of BHM celebrations, the monotonous assembly being delivered year  after year on MLK Jr or Rosa Parks, where the only information changed is the date, or posters scarcely scattered about the school building pinned up, only to be pulled down on the Friday before the half term break, shoved back into a dark cupboard for another  year. This must change. Note, I am not suggesting that these celebrations should not  take place, but rather, they must be part of wider school initiatives instead of a plaster,  attempting to cover over a gushing wound. 

From Rhetoric to Reality: Creating Pathways from Middle to Senior Leadership 

Delay tactics must be abandoned. Whilst many schools move towards actively considering the diversity of their workforce and have a staffing body that reflects the  community they serve, much more work is required than to add a tokenistic phrase ‘we  encourage applications from diverse candidates’ within job advertisements or the belief  that by removing names from CVs all issues are solved in eliminating biases within  recruitment processes. Schools must step out of their comfort zones on how they have  always done things, a way which is no longer working (and arguably never has), and actively seek and develop talent. The time has come for leaders to go beyond providing  a mere TLR to the only ethnic member of staff in the school to oversee all things  diversity, as they are ‘the best fit’, and ensure it becomes part of the larger conversation  around the leadership table. 

For substantial and sustainable change to take place, leadership teams must  collaborate with teachers and external organisations who in many instances, with the  greatest of respect, are more knowledgeable than they are in areas such as this.  Peaking over the horizon however, help is on the way. Through forward thinking initiatives such as the Leaders Like Us programme and Aspiring Heads programme to  name a few, the current landscape supporting senior leaders from GMH backgrounds is  shifting. 

Therefore, as we move towards a brighter and more equitable future, I leave the  following questions for you to ponder: 

  • In what ways does your organisation address and dismantle barriers that may  hinder the advancement of minority ethnic teachers into leadership roles?
  • What partnerships or collaborations do you have in place to support the  leadership development of teachers from minority ethnic backgrounds?
  • How are you ensuring your organisation is not pushing diverse talent of the  middle leader to senior leadership cliff, but rather building a bridge for them to  cross?

References: 

Busby, E. (2024) Exclusions and suspensions hit record high as warning issued to all  schools, Independent, Available at:  

https://www.independent.co.uk/news/education/school-exclusions-suspensions figures-record-b2581943.html 

Dee, T. F. (2005) A Teacher Like Me: Does Race, Ethnicity, or Gender Matter? The  American Economic Review 95(2): 158–165. 

DfE (2023) School teacher workforce, Available at: https://www.ethnicity-facts figures.service.gov.uk/workforce-and-business/workforce-diversity/school-teacher workforce/latest/#full-page-history 

Demie, F., Kulwinder, M., Race, R. (2023) Ethnic inequality in the teaching workforce in  schools: Why it matters, BERA 

Egalite, A. J., Kisida, B. (2016) The Many Ways Teacher Diversity May Benefit Students,  Education Next 24(3)  

Glowach, T., Richards, M., Mitchell, R. (2023) More ethnic minority teachers are needed  in UK schools – but teaching can affect their mental health and wellbeing, School of  Education University of Bristol 

Gorard, S. (2018) Education Policy. Bristol: Policy Press 

Gorard, S., Chen, W., Tan, Y., Huat See, B., Gazmuri, C., Tereschchenko, A., Demie, F.,  Siddiqui, N. (2023) The disproportionality of ethnic minority teachers in England: trends,  patterns, and problems, Routledge Open Research, 13(2) 1-28. 

Grissom J., & Redding C. (2016) Discretion and Disproportionality: Explaining The  Underrepresentation of High-Achieving Students of Color In Gifted Programs, AERA.  

Grissom J., Nicholson-Crotty J., Nicholson-Crotty, S. (2009) Race, Region, and  Representative Bureaucracy Public Adm Review; 69: 911–919. 

Grissom J., Rodriguez L., Kern E. (2017) Teacher And Principal Diversity And The  Representation Of Students Of Color In Gifted Programs, The University of Chicago  Press, 117(3). 

Lindsay, C. A., & Hart, C. M. D. (2017) Exposure to same-race teachers and student  disciplinary outcomes for Black students in North Carolina, Educational Evaluation and  Policy Analysis, 39(3), 485–510. 

McIntyre, N., Parveen, N., Thomas, T. (2021) Exclusion rates five times higher for black  Caribbean pupils in parts of England, The Guardian, Available at:  

https://www.theguardian.com/education/2021/mar/24/exclusion-rates-black caribbean-pupils-england

NfER; Kettlewell, K., Lucas, M., McCrone, T., Liht, J., & Sims, D. (2020) School and trust  governance investigative report: October 2020, London: Department for Education 

Ofori, M. (2023) Lack of diversity in teaching in England means minority ethnic pupils  miss out, The Guardian, Available at:  

https://www.theguardian.com/education/2023/aug/29/lack-diversity-teaching-means minority-ethnic-pupils-england-miss-out 

Stiefel L., Syeda S., Cimpian J., O;Hagan, K. (2022) The Role of School Context in  Explaining Racial Disproportionality in Special Education, EdWorkingPaper: 22-661. 

White, N. (2024) No Black or Asian teachers in more than half of English primary  schools, report finds, Independent, Available at:  

https://www.independent.co.uk/news/education/no-black-asian-teachers-england primary-schools-b2544072.html 

Wright, A. (2015) Teachers’ perceptions of students’ disruptive behavior: The Effect of  Racial Congruence and Consequences for School Suspension, Association for  Education Finance and Policy Annual Conference.

by Hannah Wilson

Building Self-Esteem in the Classroom: A New Premier League Primary Stars Resource

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Written by PLPS

Premier League Primary Stars helps children to learn through the power of football in more than 19,000 primary schools across England and Wales. Free Premier League Primary Stars resources can be downloaded from www.plprimarystars.com

Supporting children’s mental health and well-being has never been more important. Schools play a pivotal role in nurturing confident, inclusive, and resilient pupils, and teachers need the right tools to make this happen. That’s why Premier League Primary Stars is excited to introduce their latest free teaching resource: Building Self-Esteem.

Developed with input from PSHE experts and teachers, the Building Self-Esteem pack offers teachers an engaging way to help pupils reflect on their identity, celebrate their strengths, and build positive attitudes that foster personal growth. It’s an ideal tool to use in preparation for Children’s Mental Health Week (3-9 February), but its impact goes far beyond a single week – this resource can be used year-round to promote lasting self-worth and inclusivity in the classroom.

Why Self-Esteem Matters

Self-esteem is a cornerstone of mental health. When pupils feel confident and valued, they’re more likely to participate in class, take on challenges, and treat others with kindness and respect. Low self-esteem, on the other hand, can hinder learning, social interactions, and emotional resilience. This is where the Building Self-Esteem resource shines – it provides activities and lessons designed to empower pupils to see their worth and potential.

What the Resource Offers

The Building Self-Esteem resource takes a creative and interactive approach to teaching self-esteem. Through team-building and cooperative activities, pupils explore topics such as:

  • Recognising Personal Strengths: Pupils reflect on their unique qualities and achievements, fostering pride and a sense of accomplishment.
  • Embracing Differences: Activities encourage pupils to celebrate diversity and understand the importance of inclusivity.
  • Setting Meaningful Goals: Lessons guide pupils in identifying and working toward personal goals, helping them develop a growth mindset.

These activities do more than just build individual confidence; they equip pupils with tools to boost the self-esteem of their peers, creating a ripple effect of positivity within the classroom.

A Resource Backed by Expertise

Aligned with the curriculum, the Building Self-Esteem pack supports PSHE (Key Stage 2) in England and Health and Well-being (Progression Steps 2 and 3) in Wales. Its design reflects the needs of teachers and pupils, ensuring that it fits seamlessly into classroom schedules. Clear guidance and expert insights make it easy for teachers to implement, whether they’re new to PSHE or experienced.

Beyond the Classroom: Lifelong Benefits

The impact of building self-esteem extends far beyond the school gates. When pupils develop confidence and a growth mindset, they’re better equipped to handle life’s challenges and contribute positively to their communities. These skills also lay the foundation for healthy relationships, resilience, and academic success.

How to Get Started

The Building Self-Esteem resource is available for free from Premier League Primary Stars, making it accessible to all schools. Teachers can download the pack and start using it immediately to create a confident, inclusive learning environment.

To explore the resource and find out how it can benefit your school, visit the Premier League Primary Stars website. You’ll also find a range of other free teaching materials designed to support mental health, diversity, and inclusion.

Join Us in Supporting Children’s Mental Health

As we approach Children’s Mental Health Week, there’s no better time to introduce the Building Self-Esteem resource in your classroom. Together, we can equip pupils with the confidence and tools they need to thrive, both inside and outside the classroom. Let’s make self-esteem a priority and empower the next generation to embrace their strengths and celebrate the diversity of others.

For more information and resources, visit the Premier League Primary Stars website or explore initiatives supporting Children’s Mental Health Week.

by Hannah Wilson

Inclusive Recruitment: 20 Tips to Consider

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

‘Diversifying Recruitment’ and ‘Inclusive Recruitment’ are two terms that we often hear being mentioned frequently in education circles, but what is the difference in approach?

Diverse or diversifying suggests the focus is on finding diverse candidates. Inclusive or ‘inclusifying’ (phrase coined by Professor Paul Miller which we have adopted) suggests the focus is instead on including diverse candidates. A subtle and nuanced difference which makes the commitment more authentic and meaningful for all parties.

As fans of Simon Sinek’s ‘Golden Circle’ from his TED Talk: ‘Start With Why’, we would suggest that you start in your thinking and in your discussions as an educational employer, by using the model (Golden Circle = Why > How > What) to map out and align the purpose of recruiting differently. 

Example 1: 

  • Why do we want to diversify our staff body?
  • How diverse is our community and how does this compare to our various stakeholder groups?
  • What impact/ legacy are we striving for by diversifying our staff?

Example 2:  

  • Why do we want to make our recruitment process more inclusive?
  • How inclusive are our existing policies, processes and practices?
  • What is the impact of a more inclusive approach to our recruitment and to our workplace?

The clarity of understanding what we are trying to change and why we are trying to change it, is an important starting point in transforming how we do things. Moreover, becoming more conscious, confident and competent in identifying and removing/ reducing existing barriers facing candidates in the recruitment process is an ongoing training priority.

A shared understanding, a shared language and a shared approach will lead to a greater consistency in experience for all.

Some key language to consider and explore:

  • ‘Unconscious bias’ – have we discussed this in advance of starting a recruitment process and have key stakeholders had training?
  • ‘Glass ceiling’ – are we aware of where this sits above the women in education in the system and in our own organisation?
  • ‘Concrete ceiling’ – are we aware of where this sits about the people of colour in education in the system and in our own organisation?

Moreover, have we discussed, are we values-aligned and do we have a strategic approach when it comes to topics such as flexible working and the pay gap? 

We get asked a lot to support schools, colleges and trusts in their approach to recruitment, but the request is often too late in the process to make a real difference and to make changes meaningful. There are some quick wins you can make in the short term to create a more inclusive recruitment  process and experience, but really this needs to be a medium to long term project and we need to be planning for Summer 2025 and Autumn 2025 activities to get us better prepared for the Spring 2026 recruitment.  

Here are 20 tips to reflect on and discuss with colleagues: 

Tip 1: Review the JD & PS – particularly look at what  is down as being ‘desirable’ v ‘essential’ as some people will not apply if they do not meet all of the criteria. We are creating false barriers e.g. you must have the NASENCO or NPQH award to apply for this job is incorrect – they can be working towards it or start it once appointed.     

Tip 2: Review the Job Advert – screen the wording for bias and especially review any gendered language. Some language choices will suggest only a certain type of candidate should apply e.g. for headship a leader ‘with gravitas’ might lead to more male candidates applying.

Tip 3: Articulate your DEIB Commitment – consider where in the initial documentation would a candidate know that you are on a DEIB journey and truly committed to change as an organisation.  Do you have a DEIB statement that can be lifted and included? A policy and/ or a DEIB action plan that can be hyperlinked? 

Tip 4: Share your Commitment to Flexible Working – research shows us that by mentioning an openness to flexible working you get an increase in applicants. Since the Flexible Working Bill was passed the system has had to consider flexible working as a recruitment tool as well as a retention tool. Make it explicit from the beginning of the process what might be possible so candidates do not waste your time and you do not waste their time either!

Tip 5: Consider where to Advertise – if we keep doing the same we will keep getting the same. Some Jobs Boards are very expensive and draw a certain audience. Diversifying where you are advertising can also lead to you finding more diverse candidates. E.g. for governance you can post adverts in special interest Linkedin groups and networks such as Black Governors Network.

Tip 6: Consider who is Sharing the Advert and where / to who – recruitment needs to  become a team sport and not just the work of HR. If your staff are outward facing and are on socials, ask them to share opportunities with their networks. Push it beyond the immediate network around the organisation to find people beyond that. 

Tip 7: Review the Application Form – you might already be doing all of the above and wondering why it is not working, but have you looked at the fields the candidate has to complete at application level and the information they have to read as often forms are out of date and undermine the DEIB work that is happening e.g. asking a question like What is your gender? With binary answers like M/F. How would someone trans or non-binary complete this question? How might this put off trans allies from applying too?

Tip 8: Review your ‘Shop Window’ – your organisation’s website and your social media accounts also need reviewing and updating so everything is harmonised. If you are saying in the call to action you are interested in hearing from diverse candidates who reflect the diversity of the local community, but your website imagery does not reflect this it creates dissonance. If the person running the social media accounts has not been briefed and is only amplifying white, male thought leaders and people who share exclusionary content online, this will contradict the DEIB commitment you have articulated and this will lead to further self deselection.

Tip 9: Create a ‘Blank’ Selection Process – lots of organisations pride themselves on running ‘blind’ recruitment processes. Consider how ableist this language is and how it might undermine your commitment to DEIB. Is there another way of sharing what you are doing to try to remove bias in the process from blanking out names, race, age, salaries and institutions candidates have worked/ studied at?

Tip 10: Diversify who is Involved in the Long and Short Listing Process – bias creeps in as soon as applicants start arriving. Different people reviewing and handling the applications will have their own biases around spelling, punctuation and grammar, around font choice and formatting, around language choices before you even start digging into the details. Consider who is involved in creating and applying the selection criteria and how you score the application.  

Tip 11: Articulate in the Invitation to Interview what Support is Available – instead of waiting for diversity to wave at you and say ‘hey, I am different and need this from you…’ consider leading with what you can offer as adjustments and support, and share this with all candidates. E.g. On the day you will have access to allocated parking, a lift, a quiet room, a prayer room… we serve Halal food in our school kitchen. People will feel more comfortable confirming what they need to thrive at the interview, but this will also show all candidates that you are fully committed to inclusion.    

Tip 12: Send out Interview Questions out in Advance – many institutions are now sending questions out in advance to support neurodivergent applicants with processing time. But this approach also benefits other candidates including those who are less confident, introverted or who have had some time out of the system. Everyone will perform better! There are concerns that people will cheat and use ChatGTP to craft responses but we will be able to identify a contrived response and interrogate further.   

Tip 13: Create an Accessible and Inclusive Interview Experience – ensure the interview format, tasks and briefing documents are accessible for all candidates, thus removing any barriers. Build in a task or a question to check for values alignment to your organisational commitment to DEIB. Values tasks can be scenario-based but can also be sent out in advance to reflect on and prepare as a pre-task to share at the interview.

Tip 14: Consider all of the Candidate Touchstones – curate the range of people that the candidates will interact with at each point of the process from ringing up to book a visit, coming for a pre-interview tour, to the day itself and communications from the HR lead before, during and after. Where are the opportunities for candidates to see themselves and other diverse identities in the process?

Tip 15: Be Authentic and Honest, Avoid Being Performative – we get regular feedback from candidates that they appreciate transparency from prospective employers. If an organisation can identify and articulate their gaps/ shortcomings this acknowledges that they are aware of their gaps and they want to do better in representing the diversity of their community in the diversity of the staff body. We are also aware that some organisations use stock images of diverse staff and center a couple of children from marginalised identities in all of their marketing materials.    

Tip 16: Close the Training Gaps for HR, SLT, Governors and Administrative Staff –  creating a more inclusive approach to recruitment to diversify the staff, takes a lot of time and energy. This starts with identifying the training needs of all of the stakeholders potentially involved in recruitment. The DEIB training needs to be scheduled, in advance and form part of an ongoing commitment to upskilling all managers and leaders in HR matters to bring the people strategy to life. We know that we need Safer Recruitment training in place, wrap the DEIB and unconscious bias training around it.        

Tip 17: Plan for Induction – finding and securing candidates is the start of the journey of onboarding new staff into your team to ensure they are included. As new staff are oriented into your ways of working, ensure that DEIB is a golden thread. Have a standardised DEIB session for line managers to deliver to all new staff at the start of each term, or get your DEIB lead to deliver it or pre-record it so everyone gets a consistent message. 

Tip 18: Outline Development Opportunities – see the vacancy as an opportunity to showcase  how you develop and nurture your staff. Find an opportunity at interview or in the interview documentation to share the talent management strategy and what CPD is on offer. This will inspire and motivate staff, and affirm that you invest in your staff including offering coaching and mentoring to empower them to have impact in their roles.  

Tip 19: Focus on Retention as much as Recruitment – efforts are often focused on recruitment, but we also need to pay attention to staff retention. We need to regularly scrutinise and share our attrition data, identifying patterns and trends. If we are losing our mothers, how family-friendly is our school? If we are losing our neurodivergent staff, how neuro-inclusive are we? Exit interviews are too late to find out what is going on and what is going wrong, create feedback loops to listen and learn from staff surveys/ staff voice around levels of inclusion and belonging to make regular tweaks to the approach.    

Tip 20: Give and Get Feedback from all of the Candidates – we hear from so many candidates who are not offered feedback following an interview, or who receive feedback that is not specific, constructive nor helpful for their development. Build into the process how feedback will be harvested and cascaded, see this as part of the value-add to all candidates but also as an opportunity to show your commitment to staff development. Also ask for feedback, be open to what worked and did not work to consider changes in future interview activities.  

Our biggest advice is plan ahead and design for inclusion. These tips can all feed into a longer term piece of strategic work around your talent management process and people strategy. A strategic approach to inclusive recruitment and diversifying the workforce means we are focused on being proactive, preemptive and preventive instead of being reactive. 

We have worked with some trusts where the training starts in May, the summer term is spent mapping milestones out with key stakeholders. The HR and recruitment team spend the summer period whilst schools are closed to review and update documentation. Then in the Autumn updates can be shared through meetings and training sessions for all stakeholders involved in recruitment. This means that our processes, policies, practices and people will be ready for the big push on recruitment from the Winter/ early Spring. 

Our call to action is to be brave and to commit to doing things differently. This might include:

  • Becoming more outward-facing as an organisation
  • Creating a campaign about what it is like to work/ why you should consider working at the organisation
  • Articulating your Employer’s Promise in multiple ways on your socials
  • Growing the network around the organisation
  • Holding recruitment days and open events for the organisation
  • Hosting events and training to create a buzz around the organisation
  • Keeping a pipeline of talent warm and informed about opportunities

For more information check out the following support and resources:

If you are an organisation who has already committed to using our #DiverseEd Jobs Board throughout 2025, we will be in touch regarding a free webinar to support you all in your inclusive recruitment efforts.

by Hannah Wilson

How we Made our School More Inclusive

Kate Williamson portrait

Written by Kate Williamson

Kate (she/her) is a year 3 class teacher at Darras Hall Primary School. She founded and now leads the Diversity Council at the school where students from reception to year 6 come together to celebrate, support and even make recommendations for how the school can be more inclusive for all pupils.

Darras Hall Primary in Northumberland, England, won the Primary School Diversity Award from Just Like Us earlier this year. In the past two years, the school has been on a journey to transform its curriculum and provision to make it an inclusive and nurturing environment for children to celebrate their individuality and diversity. I’m Kate Williamson, Year 3 teacher and Diversity Council Lead, and I wanted to tell you how we used and incorporated Pop’n’Olly resources to support this.

Two years ago, at the beginning of our journey, we identified three main areas that we wanted to develop:

  • Our staff’s knowledge
  • Our children’s knowledge
  • Our parents’ knowledge

Initially, we audited what the staff at Darras Hall already knew about the Equality Act and how to support diversity and inclusion. We also had very open and honest discussions about what training and support staff needed in order to feel more comfortable tackling issues regarding inequality, discrimination and prejudice and consequently, support our children and families. 

The Pop’n’Olly resources, under the Teacher Training tab, provided a great starting point for having these discussions, making staff aware of negative/anti-LGBT+ language and introducing the Equality Act. They can be used for whole-staff training or you can nominate one member of your staff team to be your Diversity Champion and relay information to others. In our school, we opted to have two champions, in different key stages, so staff felt as though they could come and ask questions without fear or judgement.

We then created our Diversity Council. Children met every week where they discussed issues that had arisen, planned whole school assemblies around diverse topics and created helpful videos that were shared via the school’s social media. We used videos from the Pop’n’Olly YouTube channel to introduce big topics such as discrimination, inequality and gender expression in a child-appropriate way. Finally, the children took part in live assemblies and workshops to equip them with the knowledge and skills needed to support their peers.

More recently in our Diversity Council meetings, we have used the new book ‘Have You Ever Seen A Normal?’ to promote discussion around celebrating diversity and our differences, as well as introducing neurodivergent thinking (a short video on how we have used this text for children from Year 1 to Year 6 is coming soon!)

Books are a great way of opening up discussions and are a valuable resource when introducing topics to children. In our school library, we have an area that is dedicated to celebrating diversity and introducing the Protected Characteristics covered by The Equality Act 2010. These books are labelled with a rainbow sticker and we encourage children to take them home to share with parents and promote positive discussions around LGBT+ and other topics. The Pop’n’Olly books are fantastic at opening up these discussions and allowing children to see different people being represented.

We introduced Class Heroes where each class selected someone who they felt celebrated and overcame challenges and inspired them to do the same. This allowed children to learn about other individuals outside the parameters of the curriculum. Classes made posters and displayed them on their doors for other children to read and every few weeks a class created a whole school assembly about their individual. The Pop’n’Olly posters are a great starting point for choosing your hero! 

Then, we included the parents in our work and the responses were only positive and supportive. Pop’n’Olly has a really useful free resource called ‘Discussions with Parents’ that details themes, the legal framework and the impact it has on children’s mental health which can help you when having those tricky conversations. Including some of these in your weekly newsletters or updating parents through your school’s social media can help make this part of a wider school ethos.

The impact this work has had on our children and families can be recognised through their ability to challenge, support and celebrate each other; they are able to confidently articulate their rights and call out negative behaviours that challenge our inclusive ethos. I attribute this to the work we have done as a school around Protected Characteristics and ensuring everyone has the right to belong. All staff have received training around the Protected Characteristics and inclusive language so are empowered to spot, report and support students. There is a shared responsibility, between staff and students, to maintain our ethos and that every individual at Darras Hall Primary School has the right to be their authentic self.

OUR TOP TIPS:

  • Ensure that staff have been trained and everyone is on board with the work.
  • Form a Diversity Council to ensure children’s voices are heard.
  • Use books (marked with a rainbow sticker) to introduce the Protected Characteristics.
  • Inspire children with Class Heroes who have overcome challenges.
  • Involve parents through regular updates, newsletters and celebrations.

by Hannah Wilson