You can’t just teach a child out of poverty

Sean Harris and Katrina Morley portrait

Written by Sean Harris and Katrina Morley

Sean Harris – Co-author and Director of PLACE (People, Learning and Community Engagement) at Tees Valley Education. Katrina Morley OBE – Co-author and CEO of Tees Valley Education.

One of the most urgent and complex issues schools face today is the deep-rooted impact of poverty on the communities they serve. For school leaders and educators, this isn’t just about data, it’s about real lives, and the daily reality of hardship affecting pupils and families.

The challenges of poverty extend well beyond the school gates. It influences everything from children’s learning experiences to their long-term life chances, often reinforcing cycles of inequality that are difficult to break.

But poverty and inequality do not have to be an inevitable part of the story we write in schools and communities.

Practice to Page

In Tackling Poverty and Disadvantage in Schools, we set out to create more than just another education book. 

This is a collaborative guide, designed to support busy educators and stretched school leaders with practical tools and real-world strategies to help dismantle the complexity of inequality.

It reflects the voices of those working at the frontline, educators, leaders, and organisations who know what it means to walk within communities facing adversity.

This book is built on shared experience. It’s by the sector, for the sector, and with the sector.

It also challenges the rhetoric that the only or best way to tackle inequality is through excellent teaching alone. 

‘While research consistently highlights the importance of high-quality teaching, policy and practice too often lean on this narrative to imply that a great teacher alone can overcome deep-rooted inequality. In reality, the schools making meaningful strides in addressing disadvantage recognise that delivering education in their communities requires a far more nuanced and holistic approach.’

Sean Harris: co-author

Director of PLACE (People, Learning and Community Engagement) at Tees Valley Education

No egos, no silos

What makes this project distinct is its collective approach. We brought together perspectives from across the UK and beyond: educators, researchers, policymakers, and thought leaders who are tackling educational inequality every day.

Each contributor brings school-based insight, evidence-informed thinking, and grounded practices. From making classrooms more inclusive and curriculum more equitable, to fostering a culture of social justice across whole-school systems, the book is packed with adaptable and proven strategies. 

‘Schools alone are not the solution to tackling inequality, but they are an essential part of it. That’s why it was vital for this book to be shaped by the expertise and lived experiences of schools and organisations that are actively driving change. True progress comes through collaboration. Only by working together can we begin to understand and address the complex, enduring nature of disadvantage.’

Katrina Morley OBE

Co-author and CEO of Tees Valley Education

And let us be clear: while schools play a vital role in addressing disadvantage, they cannot do it alone. Education is only one component part of system change.

Optimism included

This book arrives at a critical moment. 

Schools are contending with the lingering effects of COVID-19, the rising cost of living, and increasing poverty-related barriers to learning. We wanted to offer something constructive: a resource that doesn’t just highlight the issues, but offers a roadmap for making a difference.

The book has been written with busy leaders and educators in mind. We wanted to help educators foster environments where every child feels seen, supported, and capable of thriving, no matter their background.

Using the book

We know there’s no one-size-fits-all solution. Schools are diverse, complex places where staff face many competing demands. That’s why we designed this book to be both accessible and flexible.

The content is organised around three core themes:

  • Whole-school approaches (e.g. leadership and school culture)
  • Classroom practices (e.g. including teaching methods and curriculum design)
  • Wider interventions (e.g. mentoring, family support, and industry partnerships)

These strands provide different entry points, depending on where your school is in its journey. Whether you’re a new or established teacher looking for classroom ideas or a senior leader seeking systemic change, we hope this book meets you where you are.

Each chapter follows a consistent and easy-to-navigate format:

Research Recap: We summarise key studies and evidence that help contextualise the topic. It’s rigorous but digestible, with signposts for further reading if you want to go deeper.

Case Studies: Real examples from schools and organisations that have put theory into action. These are not silver-bullets but grounded insights from practitioners who’ve tested and refined their approaches.

Reflection: Tools and activities for applying the ideas in your own setting. These can be used individually or with your team. Plus, we’ve included access to an online hub with templates, planning guides, and reflection exercises to keep the work going beyond the page.

Each chapter also ends with concise takeaway points—perfect for sharing over a quick chat with a colleague (caffeine optional, but encouraged!).

Professional generosity 

What truly sets this project apart is the generosity and dedication of our contributors. Everyone involved has donated their time and waived royalties. Profits from the book will go directly to supporting initiatives that benefit children and young people living in poverty, through our work with Tees Valley Education.

This spirit of collaboration and shared purpose is at the heart of everything we’ve created here.

We didn’t want to produce another title that simply restates how hard things are or overcomplicates the problem. Instead, we focused on creating a useful, empowering, and hopeful resource for professionals in education.

Importantly, we’ve also been careful to approach the topic with dignity and respect. Children and young people facing poverty are not “problems” to be fixed. The real challenge lies in the systems and structures that make life harder for them. It’s those systems we must work to change—and we believe schools can be powerful agents in that process.

We hope Tackling Poverty and Disadvantage in Schools contributes something meaningful to the ongoing conversation about equity and education. Our thanks go to every school, leader, and educator who continues to show up, innovate, and stand with their communities.

by Hannah Wilson

Leaders Engagement in Mothers’ Matters

Emma Sheppard portrait

Written by Emma Sheppard

Emma founded The MTPT Project, the UK's charity for parent teachers, in 2016 when on maternity leave with her first child. She has 12 years experience as an English teacher, Lead Practitioner and ITT Lead, and now runs The MTPT Project full time.

At The MTPT Project, we take our commitment to inclusion seriously.  As Founder, I love reviewing our data annually for our Diversity and Inclusion report, the way that this informs our strategies as a small charity and the impact this then goes on to have.

One of these strategies to come out of our 2023-24 report was to improve engagement tracking at events directed to leaders in our sector.  We are curious to know whether our work is perceived – in broad terms – as workforce and retention or diversity and mothers.

It makes sense that our programmes aimed at staff who are parents attract an overwhelmingly female audience.  Because of our national and sector parenting policies, mothers are still afforded more paid time on birthing maternity leave than fathers and non-birthing partners, and this is when gendered routines around parenting take root and influence the division of domestic and professional labour in the long term – particularly in heterosexual couples.

Our leadership work, however, is aimed at senior leaders and above.  Statistically, these are positions where men are over-represented at both primary and secondary level.  If our work is (correctly) seen as workforce and retention, then up to 60% of our audience at these events should be men.

At this mid-point in the year, then, how far do school leaders still consider the retention, progression and wellbeing of parent-teachers as a ‘mothers matter’?

We’ve tracked data over 15 events – most of which have been optional to attend – aimed at school and systems leaders, and this is what we’ve found:

  • On average, just 17% of attendees at these events have been men
  • On three occasions, there has not been a single male face in the room
  • Three events have hit our starter target of 24% male representation (the proportion of men in the wider teacher workforce, not at leadership level) and these were events billed as retention, flexible working, or an obligatory meeting for local headteachers

We count a number of men within our professional network who show up regularly to champion the work that we do.  They sign off funding, make introductions, speak up on behalf of our community, work on research and data projects, platform our work on social media and speak at our events.

But men are not showing up enough as audience members to learn about the daily, and systems-wide practice that can be implemented to support working mothers for the overall health of our workforce and – ultimately – the schools they are leading.

An acute example of this disconnect: 22% of the speakers at The MTPT Project’s Missing Mothers conference are fathers and leaders from our community, but – two weeks ahead of the event – not one of the 135 ticket holders are men.

When organisations are considered who is “best placed” to attend MTPT events, the data suggests that they are still sending leaders with first-hand experience of motherhood.  Clearly, the view is that these mothers’ matters are best handled between mothers and by mothers.  

Statistically, however, these mothers, sorting things out between themselves, are less likely to be in leadership positions than men.  They are less likely to wield decision-making power and they are less able to role model effective allyship to other men.

If we really want to make a sustainable difference to the teacher retention crisis, our male leaders need to stop seeing mothers as a diversity group, and instead know that mothers are workforce.

by Hannah Wilson

To Belong Is Not Enough: Why We Must Move Towards Mattering

Mohamed Abdallah portrait

Written by Mohamed Abdallah

With almost two decades of experience, Mohamed started his journey in youth work and pupil referral units before spearheading groundbreaking inclusive practices and systems as a leader in an 'Outstanding' all-through mainstream school. Driven by a relentless commitment to positive change, Mohamed now dedicates his efforts to collaborating with school leaders across the nation as the Head of the Inclusive Leadership Course at The Difference.

“No one would care if I weren’t here.”

I can remember the words hitting me hard. As Designated Safeguarding Lead there were immediate red flags, but on a human level it broke my heart.

100% attendance, great progress, and never in trouble. On paper he belonged – but in reality he thought nobody cared.

Across the country, I hear the language of belonging increasingly referenced in discussions about student engagement, wellbeing, and success. And I welcome it. It’s a refreshing shift in our narrative about the student experience.

Still, something didn’t feel right. Then, it clicked.

It is not enough to simply belong; you should also matter.

My experience has shown me that a student can belong to a school community without ever feeling that their presence or contributions truly matter. A friend recently shared a US study with me that revealed a surprising finding: a sense of ‘belonging’ to a school community did not significantly affect academic performance. But instead there were other factors that determined success, such as participation and self regulated learning.

Think about it this way: You belong to a gym, but do the regulars know your name? You belong to a workplace, but do your ideas shape the way things are done? You belong to a school, but when you are absent, is there a noticeable void?

Mattering is more than belonging to a place or a community; it is about your significance.

One of the most prominent academic advocates for mattering is the US community psychologist Isaac Prilleltensky. He argues that developing a strong sense of mattering depends on two things: feeling you are valued, and feeling that you add value – whether that be within your workplace, your community, your family, or your friendship group. In the UK, my good friend Luke Billingham has been one of the most influential thinkers and writers on young people and mattering.

The Three Components of Mattering in Schools

After multiple voice notes back and forth, Luke and I sat down to discuss this matter (see what I did there!), and we asked:

If a student stopped coming to school tomorrow, would they feel like their absence was noticed? 

Does every student have positive and affirming relationships with peers and at least one adult? 

Are students actively shaping the school environment, or are they simply complying with expectations?

These questions helped us think more deeply about mattering. Of course, students should belong. But would we be satisfied as school leaders with 100% attendance, high attainment, and zero suspensions, yet students still told us, “No one would care if I weren’t here”?

They should feel they matter.

Reflecting on our experiences in different schools, Luke and I identified some key factors which we think enable students to develop mattering; Voice, Relationships, and Participation.

  1. Voice: Too often, schools claim to prioritise student voice while keeping real decision-making at the leadership level. But voice is not just about being heard. Schools must embed student experience and perspectives into decision-making, not just through surveys, but by creating opportunities for meaningful dialogue and change. Even when student perspectives challenge us, they offer uncomfortable truths we must engage with. When students see their input shape school culture, they matter.
  2. Relationships: A student might belong to a school, but do they have relationships that affirm their worth? Schools could cultivate opportunities for positive peer relationships to create strong social bonds, and to ensure every student has at least one trusted adult. Relationships built on trust and recognition, and environments where students feel valued and connected.
  3. Participation: Mattering isn’t just about feeling noticed, it’s about feeling needed. Students need opportunities to contribute meaningfully to their school communities. This goes beyond enrichment clubs; it means ensuring that students are actively shaping their environments. Whether through student-led campaigns, or engaging with the local community, authentic participation allows students to see their impact.

Why Mattering Matters for Inclusion

I worry that belonging is being used as a catch-all solution for inclusion, or dare I say it, a form of soft inclusion. For many students from marginalised backgrounds, belonging can feel conditional. They may be required to turn up, but do they feel like their presence and identity are essential? Do they see themselves reflected in the curriculum? Are their voices shaping school systems? Are their experiences acknowledged and valued?

Mattering addresses these questions by ensuring that students are not just included, but recognised as integral members of their schools. For students from underrepresented backgrounds, the feeling of mattering can be a protective factor against marginalisation and disengagement.

If we stop at belonging, we risk creating schools where students exist but don’t thrive, they comply but are disengaged, are included but unseen. The real challenge for schools isn’t just inclusion. It’s significance. Instead of asking, ‘Do our students belong?’ ask, ‘Do they know they matter?’

by Hannah Wilson

From Lettuce to Leadership: The Recipe for Real DEIB in Schools

Sharon Warmington portrait

Written by Sharon Warmington

Sharon is a diversity of race advocate and trainer, and CEO of the National Black Governors Network. She is an experienced academy trustee and school governor, corporate governance specialist. As an international Governance Practitioner and local school Governor, Sharon Warmington is also a public speaker, facilitator and a strategic leader, having worked nationally and internationally on projects in the private, public and third sector.

The room fell silent. A lone voice cut through the air like a scalpel.

“If we always do what we’ve always done, we’ll always get what we’ve always got.”

A murmur of agreement rippled across the table, but the truth hung heavy. Governance in education wasn’t evolving fast enough. The diversity deficit on school boards was glaring, and yet the solution was tantalisingly within reach.

Diversity, Equity, Inclusion, and Belonging (DEIB). A well-rehearsed mantra, a neatly arranged acronym, but in practice? Too often, it was all lettuce—bland, predictable, offering little more than a base layer. And just like a dull, uninspired salad, governance without true DEIB lacked texture, colour, and depth.

The First Ingredient: Diversity

Imagine stepping into a kitchen with only one ingredient. The outcome is predictable—uninspiring, repetitive, and ultimately ineffective. The same is true for governance.

Without representation across different racial, ethnic, gender, and socioeconomic groups, leadership decisions are made in an echo chamber. Diversity isn’t a ‘nice-to-have’; it’s the foundation upon which every other principle of DEIB is built. Without it, equity and inclusion remain unattainable.

The Dressing: Equity

Equity isn’t about throwing different ingredients into the mix and hoping for the best. It’s about recognising that some have been denied access to the kitchen entirely.

A governing board dominated by a single demographic can never truly understand the systemic barriers faced by underrepresented communities. Equity means creating real opportunities, ensuring those at the table have the tools, training, and access they need to contribute meaningfully.

It’s the dressing that brings balance—without it, even the freshest ingredients fail to shine.

The Crunch: Inclusion

Diversity and equity alone are not enough. Inclusion is the crunch, the bite, the assurance that every voice at the table is not just heard but valued.

A tokenistic approach—where individuals from diverse backgrounds are present but sidelined—rings hollow. Effective governance ensures all voices are not just present but shape the conversation. That means active listening, real participation, and a culture where speaking up is met with action, not silence.

The Secret Ingredient: Belonging

The final element, the one that brings it all together, is belonging.

A salad with great ingredients but no harmony is still a mess. The same applies to governance. If board members feel like outsiders—constantly having to prove their worth, explain their existence, or justify their perspectives—then DEIB has failed.

Belonging is the ultimate goal. It’s the point where leaders no longer ‘accommodate’ difference but celebrate it. It’s where representation is no longer an initiative but an expectation.

The Governance Gap: A Recipe for Change

The Department for Education (DfE) mandates that schools and trusts prioritise diversity in governance. The Public Sector Equality Duty requires active promotion of equality and inclusion. And yet, how many governing boards truly reflect the communities they serve?

The data tells its own story. Governing boards remain overwhelmingly white, predominantly male, and heavily weighted towards those over 50. Meanwhile, young voices, Black and Asian perspectives, and disabled representation remain painfully absent.

The solution? A new approach.

Turning Theory into Action

If schools are serious about DEIB, they must move beyond rhetoric. This means:

  • Mapping the gaps: Who is missing from your governing board?
  • Expanding the search: Looking beyond the usual networks—engaging with Black professional groups, student unions, disability organisations.
  • Creating real pathways: Making governance accessible for those who may never have considered it.

DEIB isn’t about optics—it’s about outcomes. Schools with diverse governance bodies are better equipped to navigate the complexities of modern education. They make stronger decisions, build more inclusive policies, and ultimately create better environments for students.

The Call to Action

So, the question isn’t whether DEIB is important—it’s whether we’re brave enough to do the work.

Are we prepared to step beyond our comfort zones? To challenge long-standing norms? To build governing boards that truly represent the schools they serve?

The choice is ours. We can keep serving up plain lettuce, or we can create something extraordinary.

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

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

Making mutineers? Why building digital citizenship in the data age is crucial for educators promoting diversity, equity and inclusion

Jonny Tridgell portrait

Written by Jonny Tridgell

Jonny began his career as a secondary school teacher in 2009 and has since been a head of sixth form, head of department and lead practitioner for EDI. He has also worked in teacher education as a mentor, curriculum tutor and general tutor on the University of Oxford PGCE. He completed his MSc in Education (Digital and Social Change) at Oxford in 2024. He is currently working as Equality, Diversity & Inclusion Data and Insights Officer at Jesus College, Oxford, alongside roles as a teacher, teacher educator and researcher.

Imagine two sailors. The first navigates his life on ship with diligence and skill, but little concern for how this affects others. His approach to the sea is entirely instrumentalist. The second sailor takes a different approach; she knows her job as well as the first, but she is awake to the power structures that surround her, the web of exploitation and trade that underpin her work. She is committed to making change and serving justice, by mutiny if she must.

Here, following Schober (2014), the sea stands in for the digital world. Our lives are increasingly lived digitally, with our actions and interactions transformed into data that is tracked, sold and mined for the benefit of multinational corporations. Many of us take an instrumentalist approach to this, ignorant (by choice or by indoctrination) of the consequences this process can have, especially for those often rendered invisible by society. This includes those marginalised in our communities and those in the Global South, who bear the brunt of exploitative extraction processes that can involve appalling human rights abuses and untold exacerbation of the climate crisis. Studies have shown that datafication negatively affects those who are already harmed by society (e.g. Zuboff’s 2019 Surveillance Capitalism; Eubanks’ 2018 Automating Inequality) and there are concerns about how schools collect and use data, as well as who funds and designs the programmes we use in our classrooms.

How do we encourage students to become more like the second sailor? There is a great deal of excitement about building digital skills, including in relation to AI, but we need greater engagement with what it means to use the digital responsibly. Shannon Vallor’s excellent Technomoral Virtues (2016) applies virtue ethics to existing online and this could lay groundwork for how we teach young people to be digital citizens, preparing them to make informed choices about the technology they use and how they treat others in the digital sphere. This is not about frightening young people or turning them off technology, but rather teaching them to understand the responsibility they bear and that what they do online has real, physical consequences. Vallor notes the need for us to achieve a new “practical wisdom” that includes an understanding of the digital. This is also where the link to citizenship is crucial – the online world is vast and interconnected and we must encourage young people to see themselves as members of an international community, with attendant responsibilities. 

What does this look like in reality? Research is increasingly critical of one-off educational experiences like assemblies or drop days, given that these often have limited impact over time. Rather, it is crucial that we as teachers weave this digital citizenship education into our students’ lives. This might be by developing checks before we recommend or adopt new technology (e.g. asking who funds this and what data will be gathered); this could happen at the level of senior leaders or in our own classrooms. We might model the responsible and careful use of search engines and AI, noting the ways that both can reproduce inequality (as shown harrowingly by Noble’s 2018 study The Algorithms of Oppression). This might also include teaching explicitly about the challenges and benefits of digitalisation and datafication in our lessons, perhaps with an RE lesson considering what it means to be human or a mathematics lesson on how statistics are used online. Lessons can be learned from work done on decolonising curriculum here, as well as the ways in which colleagues incorporate other duties like SMSC, CEIAG and fundamental British values. Digital citizenship can and should become part of the goal of schools in the UK, alongside the more instrumentalist approach to digital skills being promoted so widely already.

As life becomes increasingly online – as we all become sailors on this wild ocean – it is crucial that we are preparing our students to look out for those who are often already marginalised or forgotten, driven out of sight and therefore out of mind. No one sailor can do this on her own – she needs a teacher.

If you’re interested in hearing more about Jonny’s work or how to incorporate digital citizenship into your teaching, his MSc thesis “Making Mutineers: Reimagining religious education for the promotion of virtuous digital citizenship” can be read here. You can also sign up to the in-person programme Jonny is running with the University of Oxford’s Bodleian Libraries here.

by Hannah Wilson

Empowerment, Inclusion, and Storytelling: A New Approach to History Education

Dana Saxon portrait

Written by Dana Saxon

Dana Saxon is an educator, writer, and family historian who seeks to address global inequities in education. Her organisation, Ancestors unKnown, changes the way pupils learn about history, themselves, and the world around them, providing opportunities for them to learn about marginalised histories and stories from their own communities.

Traditional history education can sometimes feel stale and uninspired – a series of dates and old white men who seem to have little or no relevance to the lives of today’s children. This approach, heavily focused on Eurocentric perspectives and the accomplishments of a select few, can leave many students feeling excluded and disconnected from the past.

But, as even Ofsted explained in their 2023 report about history education, “Every pupil is entitled to encounters with the richness of the past and the complexity of historical enquiry”.

A New Approach: Student Stories at the Centre

What if we reframed history education? What if we centred the learning experience around the unique stories of each child?

This is the vision driving Ancestors unKnown, a unique approach to history education that empowers young people by weaving their personal narratives into the larger context of local and global history.

At the heart of our methodology lies the belief that every child’s story is a valuable piece of the historical puzzle. We encourage students to explore their own family and community histories through oral histories and archival research. By interviewing elders, collecting family artefacts, and delving into local archives, children uncover the unique stories of their ancestors and the elders in their community, including their struggles, their triumphs, and their contributions to society.

Then, while our students are empowered to personalise historical research, we help them connect these personal narratives with the untold and often marginalised histories that have shaped our world. As a result, students learn about the contributions of diverse communities, stories about migration, struggles for social justice, and other hidden stories that lie beneath the surface of conventional historical narratives.

The Benefits of Ancestors unKnown

Our integrated approach fosters a profound sense of belonging and empowerment. When children see how their own stories connect to the larger historical narrative, they develop a deeper understanding of their place in the world. They begin to see themselves as active participants in history, not just passive observers.

Furthermore, by sharing their family histories with their classmates, children gain valuable insights into the diverse experiences and perspectives of those around them. This fosters empathy, understanding, and a greater appreciation for the people and communities around them.

With our approach, Ancestors unKnown is making history curriculum more inclusive and equitable. By centring the experiences of diverse communities and highlighting the contributions of marginalised groups, we challenge traditional narratives and create a more representative understanding of the past.

“Our community interviews were really successful!” shared a primary school teacher about their Year 5 Ancestors unKnown project.” We interviewed adults from South America, England, France, China and Nigeria! The children asked some really interesting questions and really enjoyed listening to the different family and community stories.”

Bringing Ancestors unKnown to More Classrooms

Ancestors unKnown provides schools with a toolkit and ongoing support to implement our programme during one school term for Y5 or Y6. We also offer teacher training, parent/community engagement workshops, and access to a network of local historians and storytellers as guest lecturers. 

We believe that by empowering teachers, students, and their families with the tools and knowledge to uncover their own historical narratives, we can create a more inclusive and engaging learning experience for everyone.

Ready to transform history education in your school? Learn more about our programme and contact us to bring Ancestors unKnown into your classrooms.

Let’s work together to empower the next generation of historians to tell a different, more inclusive story about the past – a story that includes their ancestors.

by Hannah Wilson

Developing a PSHE Curriculum on Antisemitism, based on the teaching of Rabbi Lord Jonathan Sacks

Rabbi Cobi Ebrahimoff portrait

Written by Rabbi Cobi Ebrahimoff

Rabbi Cobi Ebrahimoff is UK Director of Education at The Rabbi Sacks Legacy, where his primary focus is to bring the teachings of Rabbi Sacks into schools and spearhead the development of innovative educational resources.

INTRODUCTION

Within living memory of the Holocaust, after which the world vowed “never again,” antisemitism has returned.

Rabbi Lord Jonathan Sacks offers a unique approach for students to understand why antisemitism is a danger for every single member of British society. In this four part series of lessons, students will explore:

  • What is antisemitism?
  • The stereotypes, prejudice and discrimination that Jewish people face
  • The evolution of antisemitism and how it affects Jewish people today
  • How antisemitism may affect them and how to combat it

BACKGROUND TO ANTISEMITSIM

Antisemitism is complex and often contradictory, making it difficult to define. Historically, Jews were persecuted for opposing reasons – being both poor and rich, communists and capitalists, isolated and too integrated.

So, what is antisemitism? It’s not just disliking someone for being different – that’s xenophobia. And it’s not simply criticising Israel – that’s part of democratic debate. Antisemitism is far more dangerous. It’s about persecuting Jews and denying them the right to exist as Jews, with the same rights as everyone else.

Over time, antisemitism has evolved, shifting from religious persecution in the Middle Ages to racial hatred in the 19th and 20th centuries, and now, targeting Israel’s right to exist. This new antisemitism uses human rights as a guise for prejudice.

Why should this matter to all of us? Antisemitism reflects a broader inability to accept difference. History shows that hate starting with Jews never ends with Jews. It’s a warning sign of threats to freedom, humanity, and the dignity of difference – issues that concern us all. That’s why combating antisemitism is a fight we must undertake together.

The Rabbi Sacks Legacy (RSL) is proud to present a new PSHE curriculum designed to provide a comprehensive framework for educating students about the historical and contemporary aspects of antisemitism through the prism of Rabbi Sacks’ unique approach. The curriculum aims to enrich students’ understanding of moral responsibility and create a deep appreciation of social diversity.

The curriculum meets Ofsted’s requirements to promote SMSC (Spiritual, moral, social, and cultural) development and fundamental British values. Under Section 5 inspections, Ofsted will consider how British values are promoted within schools, including the importance of tackling dis- crimination. Education on antisemitism directly supports these objectives, demonstrating the school’s commitment to creating a safe and inclusive environment for all students.

COMPREHENSIVE, READY-TO-USE RESOURCES FOR TEACHERS

Designed for teachers by teachers, the RSL PSHE curriculum comes complete with all the resources needed for seamless implementation. Teachers are provided with:

 

  • Fully developed lesson plans with clear learning objectives aligned with SMSC and Departmental requirements.
  • Differentiated activities to challenge higher-ability students and support those who need additional help, ensuring inclusivity in every classroom.
  • Interactive multimedia content to engage students and bring complex topics to life.
  • Assessment for learning tools to measure student progress and reinforce key challenges and benefits of living in a diverse society. 
  • Detailed teacher not and PowerPoint presentations, making it easy to deliver high-quality lessons with confidence.

To support high-quality delivery, teachers have access to high-quality training sessions and the opportunity to book expert-led workshops, ensuring that the curriculum is not only implemented effectively but also becomes an integral part of the school’s ethos.

ELEVATE YOUR SCHOOL’S COMMITMENT TO FUNDAMENTAL BRITISH VALUES WITH THE RSL PSHE CURRICULUM

In today’s educational landscape, the responsibility of promoting fundamental British values within schools has never been more significant. The Department for Education mandates that all schools actively promote values such as democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. These values are integral to students’ spiritual, moral, social, and cultural (SMSC) development, forming the foundation of a cohesive and inclusive society.

The RSL PSHE curriculum empowers schools to fulfil these essential requirements. Developed with the insights of Rabbi Sacks, a leading voice in fostering interfaith dialogue and understanding, this curriculum is designed to address the challenges of antisemitism while broadening students’ understanding of diversity and respect for all.

CURRICULUM ALIGNMENT WITH SMSC DEVELOPMENT AND FUNDAMENTAL BRITISH VALUES

Promoting Mutual Respect and Tolerance

At the core of the curriculum is the “dignity of difference” principle, a concept championed by Rabbi Sacks. Through this lens, students are encouraged to explore and appreciate the benefits of our diverse society. The curriculum challenges students to confront prejudice, including antisemitism, and embrace differences with dignity.

Fostering Individual Liberty

The curriculum empowers students to think critically about the world around them, promoting individual liberty by encouraging them to form opinions. 

Reinforcing the values of Democracy and the Rule of Law 

The curriculum highlights the importance of the rule of law in protecting individual rights and minorities. It also promotes democratic values by encouraging discussions and debates, respecting different viewpoints, and understanding the processes that uphold democracy.

Enhancing SMSC Development

Through carefully structured sessions with clear learning objectives, differentiated tasks, and comprehensive assessment opportunities, students are guided to reflect on their moral responsibilities, develop social awareness, and cultivate a deep understanding of cultural diversity.

COMMIT TO EXCELLENCE IN EDUCATION

The RSL PSHE curriculum is more than just a teaching tool. It’s a commitment to fostering a school environment where every student learns the value of respect, tolerance, and moral responsibility. By integrating this curriculum into your school’s PSHE sessions, you are meeting Ofsted’s requirements and playing a vital role in shaping a generation that values diversity and upholds the principles of a just and inclusive society.

Build bridges. Break barriers. Adopt the RSL PSHE curriculum today!

by Hannah Wilson