Safeguarding Inclusion: Nurturing Diversity in Educational Settings
![Caroline Anukem portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2024/02/Caroline-Anukem-uai-258x258.jpg)
Written by Caroline Anukem
Caroline Anukem is Equity, Diversity and Inclusion Lead at Beaconsfield High School in the UK. She is a driving force, a change-maker, and a relentless advocate for equity.
In the intricate cosmopolitan British society, the journey of being black and British often interconnects with the educational landscape in profound ways. From the halls of primary schools to the lecture theatres of universities, the quest for inclusion and diversity shapes the experiences of students and educators alike. As someone who has navigated this first-hand, I have come to understand the vital role that practice and policy play in safeguarding the well-being and success of every individual within these institutions.
Reflecting on my own educational journey, I recall moments of both triumph and tribulation. From the early days of primary school to the complexities of university life, I encountered an array of challenges and opportunities that shaped my sense of self and belonging. In the midst of this journey, the importance of representation and inclusivity became abundantly clear. Seeing individuals who looked like me in positions of authority and influence instilled a sense of pride and possibility, while the absence of diverse perspectives served as a reminder of the work that still needed to be done.
When I applied for the role of Equality, Diversity, and Inclusion (EDI) Lead. Initially, it struck me as a novel and innovative approach to promoting inclusivity within the educational setting. However, as I delved deeper into the role and its implications, I came to realise the profound parallels between EDI and safeguarding.
Just as safeguarding measures are in place to protect the physical and emotional well-being of students, EDI initiatives serve to safeguard the diversity and inclusion of all individuals within the educational community. From ensuring that curriculum materials reflect a diverse range of perspectives to implementing policies that promote equality of opportunity, the role of an EDI Lead is multifaceted and far-reaching.
In many ways, the principles of safeguarding and EDI are intertwined. Both prioritise the creation of safe and supportive environments where individuals feel valued, respected, and empowered to thrive. Just as safeguarding protocols employ a triage system to prioritise the most urgent needs of students, EDI initiatives must also adopt a strategic and targeted approach to address the unique challenges and barriers faced by marginalised communities.
One of the most profound benefits of a truly inclusive and diverse educational environment is the transformative impact it has on individuals and communities. When students see themselves reflected in the curriculum, when they encounter diverse perspectives and experiences in the classroom, it enhances a sense of belonging, wellbeing and empowerment which will ultimately correlate to improved academic achievement. It cultivates empathy, resilience, and a deep appreciation for the richness of human diversity.
As an EDI Lead, my role is not just about implementing policies and practices; it is about embedding a culture of inclusivity and respect that permeates every aspect of school life. It is about amplifying the voices of marginalised communities, challenging systemic barriers, and championing the rights of every individual to learn and thrive in a safe and supportive environment.
The journey towards creating truly inclusive and diverse educational settings is a collective endeavour that requires commitment, collaboration, and courage. This has prompted Beaconsfield High School (BHS) to take the bold step of hosting our first EDI conference in April this year. We will focus on highlighting the parallels between safeguarding and EDI. We will strive to communicate better understanding of the interconnectedness of these principles and the profound impact they have on the well-being and success of students.
In conclusion, the journey from the simplicity of my village education in Liverpool to the vibrant inclusivity of BHS is a testament to our progress. Yet, it serves as a reminder of how much further we can go. As an EDI Lead, my commitment is to develop a learning environment thriving on differences, not just educating minds but nurturing hearts, building lasting friendships, relationships and encompassing the British Values in our daily practices. The journey toward a more inclusive and equitable educational landscape continues, one story at a time.
Empowering PSHE Leadership: Leading with DEI Principles
![Malarvilie Krishnasamy portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2021/12/Malarvilie-Krishnasamy-uai-258x258.jpg)
Written by Malarvilie Krishnasamy
Malarvilie is a seasoned leadership consultant, coach, and trainer with over 20 years of experience in education. As a former history teacher and senior leader, she passionately advocates for coaching as a catalyst for transforming school cultures. Malarvilie offers accredited courses, endorsed by The Institute of Leadership, which develop emotional intelligence and assertive leadership skills. Her reflective and supportive programmes enhance staff morale and well-being, promoting humanity in leadership. A vocal proponent of equity, diversity, and inclusion, she actively engages as an ally through speaking engagements, workshops, and amplifying the work of others. Malarvilie is also deeply committed to promoting Personal, Social, Health, and Economic (PSHE) education, recognising its pivotal role in nurturing well-rounded individuals.
I’m excited to tackle a topic that’s not just important but essential in education: leading PSHE with a DEI (Diversity, Equity, and Inclusion) lens. As educators, we know that PSHE isn’t just about teaching facts; it’s about nurturing well-rounded individuals who are equipped to navigate the complexities of life. That’s why it’s crucial to infuse DEI principles into our PSHE curriculum, acknowledging and respecting the diverse cultural backgrounds and experiences of our students. Join me as we explore how embracing DEI principles can transform PSHE education and create a more inclusive learning environment for all.
In many cultures, discussions about puberty, relationships, and sexual education may not happen at home. This leaves young people to rely solely on their friends or inaccurate information from the internet. This highlights the importance of PSHE education as a reliable source of accurate information. By providing comprehensive and inclusive PSHE/RSE in schools, we can ensure that all young people have access to the correct information, regardless of their background or cultural context.
Moreover, fostering an inclusive environment in PSHE lessons creates a safe space where students feel comfortable discussing their experiences and asking questions. This helps break down barriers and ensures that every student feels valued and supported in their journey through puberty and relationships, not just in terms of biological changes but also emotional and social aspects.
But leading PSHE isn’t just about delivering lessons; it’s about cultivating a whole-school approach to well-being and inclusivity. This involves considering staff values and providing them with comprehensive training sessions to navigate sensitive topics effectively, ensuring alignment with the values of the school, the curriculum, and the 2010 Equality Act. Staff members, while bringing their own values, must understand and adhere to the principles outlined in the Act, which mandates the promotion of equality and diversity within educational settings.
Additionally, understanding local and national statistics regarding teenage health issues, such as drug use, alcohol misuse, underage sex, lack of condom use for teenagers, and teenage pregnancies, equips educators with evidence to emphasise the importance of PSHE education. By sharing this information and ensuring staff awareness of their duty as PSHE teachers within the British curriculum, we can empower them to confidently and effectively deliver PSHE education, thereby supporting the well-being of our students.
But PSHE leaders often get left out in the cold. Schools know PSHE is important, but they don’t always give leaders training to lead effectively.
The challenges faced by PSHE leaders extend beyond traditional teaching roles. Effective communication with staff, parents, and students is paramount, but the support in developing these skills often falls through the cracks. PSHE is a whole school subject. Unlike other subjects, it’s rare to have dedicated PSHE teachers, and leaders must coordinate a diverse group of educators, each with their primary subject expertise. This aspect is often underappreciated, with a mere 1 management point failing to reflect the intricacies of PSHE leadership.
Additionally, the unique pedagogy required for PSHE is often overlooked in training programs, preventing the ability to deliver PSHE effectively. It’s time to invest in the professional development of our PSHE leaders.
That’s where the Level 5 Inclusive and Progressive Leadership of PSHE Course comes in—a comprehensive solution to bridge these gaps. This course equips PSHE leaders with the skills, knowledge, and awareness needed to excel in their roles. From diplomacy and communication to the unique pedagogy of PSHE, this program addresses every facet of effective PSHE leadership.
Conclusion
Leading PSHE with a DEI lens is not just a responsibility; it’s a commitment to creating a safe, inclusive, and empowering learning environment for all students. By incorporating diversity, equity, and inclusion into our approach to PSHE, we ensure that every young person receives the support and education they need to navigate the challenges of puberty, relationships, and well-being.
Equipping staff with the necessary training and awareness of their duties under the 2010 Equality Act empowers them to deliver PSHE education effectively, promoting the health and well-being of our students. Let’s continue to champion a holistic approach to PSHE leadership, where every student feels valued, respected, and supported in their journey toward adulthood.
Click HERE to download your free PSHE DEI self-assessment!
Click HERE to download your free KS2 or KS3 Diverse Perspectives self-assessment!
Also for further resources have a look at the The Diverse Educators’ Inclusive RSHE Toolkit – Inclusive RSHE Toolkit | Diverse Educators We are collating a growing bank of resources to help you to review and develop how inclusive the RSHE provision is in your school.
Holistic Education for Diversity and Inclusion as Competitive Advantage for Prosperity
![Harold Deigh portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2024/01/Harold-Deigh-uai-258x258.jpg)
Written by Harold Deigh
Harold Deigh is an Educator and burgeoning Entrepreneur, qualified in International Business & Management / Economic and Social Policy / PGCE PCET (Post-compulsory Education and Training). His education, like most, includes lived experiences and circumstances, differences and intersections and indelible input of our five senses. His training and teaching experience in IGCSE Business, Humanities, Pastoral care, PSHE, SMSC, Citizenship, Health and Social Care and Well-being. Likewise, he is conversant in Value creation, Sustainability, ICT in Global Society (ITGS), Digital and Financial literacy, Global Holistic education, Customer relationship and Customer service.
It is good to know that life is a relationship – a series of shared moments. Moments of gratitude that we have a wonderful world, beautiful people, we belong, we overcome, with joy to enjoy, through the good education of attitude of appreciation and affection, conscious action and outcomes.
Duty and responsibility, like diversity, calls for accountability. We need to educate well and engage more. We learn, yearn and earn for a good quality of life, lifestyle and existence. To survive, manage and cope with our mental, physical, social and cultural, financial, environmental (natural and physical) health and well-being chores. But most importantly, to prevent and protect, safeguard and uphold such fundamental values of shared humanity and care of habitat (between and within countries) and its efficacious notion to serve and be served for prosperity and posterity.
The case for Holistic Education (HolEd) in helping understand Diversity and Inclusion (perhaps as seen in symbiotic nature of Biodiversity or Interdependency or Relationship), is inspiration to support a framework as a guide to better positive decision-making, problem-solving and finding right or good solutions. It employs Sustainable Enterprise, Computational Thinking, Input-Process-Outcome methods, benefits of ICT and Artificial Intelligence (AI), Sustainability Accounting, Social media, News and Information – that ensures carrying out significant but sensible power of responsibility (…that ‘Power is Responsibility and Accountability’). Engaging due diligence and duty of care, with commendable onus to humanity and habitat. We are bonded in our human traits to good quality of Life, Lifestyle, Livelihood, Liberty, Love, and Alive to enjoy the beauty and goodness they bring, and a gratifying, satisfying life of coexistence, well-being and wellness of mind, body and spirit. Recent research – THE POWER OF HOLISTIC EDUCATION – Bold News (boldnewsonline.com) May 30, 2023, highlights this.
Good knowledge of the importance and benefits of diversity and inclusion (especially as a competitive advantage (The Importance Of Diversity And Inclusion For Today’s Companies (forbes.com)– 03/03/2023) is relevant to business bottom line in particular, and society in general. I engage to explore this through the lenses of HolEd. But also embarking on creating and promoting, a comprehensive, and constructive Global Holistic Education Study Programme and Seminars of existing published accredited and approved educational resources and guides of awareness and appreciation of ‘Good and Valued Education’ and ‘A Better Life…a Better World’ pedagogy. This includes better understanding and empowering of HolEd, addressing and raising awareness of contemporary issues, changes and challenges.
Our task is to show and evidence that HolEd is worth exploring in how to proceed to successfully manage Life, Business and Society, including esteem Fundamental British Values (FBV) of: Democracy; Rule of Law; Liberty; Respect and recognition, both tolerated and celebrated, in institutions, individuals and business entities. Otherwise, its discouragement or slow demise is indicative we are against it and thus harbour unhelpful and toxic consequences for many. I particularly treasure the knowledge acquired in PCET as invaluable, especially learning, unlearning and relearning topics on:
- Issues, Policies and Values (IPV)
- Managing the Learning Environment (MLE)
- Supporting and Tutoring Learners(STL)
- Teaching, Learning and Assessment(TLA)
- Emotional Intelligence Leadership
I seek to develop and engage with others, creating an all-round beneficial educational experience of importance, value and worth, with policies, processes and procedures regarding Holistic health, Wealth and Wellness, Nutritious food for our Energy source and sustenance (food for thought!). We thus embrace Fundamental Universal Values, and C21st skills for future prosperity, and good knowledge on survival for sustainable and inclusive successful business and enterprise models. A mantra of ‘No harm, hurt or hate’ to self or others and awareness, appreciation and effective and efficient means to learning, ensuring principled judgements and learning in the philosophy of UBUNTU – “I am because you are”. A conscious relationship has knowledge of good thoughts, intentions, actions and anticipated outcomes.
Physicians are made to “…first, do no Harm” – the Hippocratic oath. Society must emulate further: no harm; no hate; no hurt; no hostility or humiliation. Challenging times and daily chores come and go, so does rampage, anger and rage. As ‘valued educators’ we can courageously and confidently contest and seek to cancel amongst others, the Ills of society, misguided values, bad role models, stereotyping, by addressing and preventing the causes of these. But ensure society is imbued with the indelible disposition to heal, help, capture, cultivate, collaborate, celebrate humanity with co-existence of culture, commUnity, sustainAbility and harmony as we grow to, love and adore, create and appreciate, give and serve, care and share. There is such a thing as society… consciously functioning with humility and hope, to create, produce, sustain value and worth of a beautiful world and wonderful people…the opportunity of presence, acknowledgement and participation of individuals with varying backgrounds and perspectives, embracing our concerted successes from good education, accomplishments and achievements.
Seeing the Unseen
![Tyrone Sinclair portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2024/01/Tyrone-Sinclair-uai-258x258.jpg)
Written by Tyrone Sinclair
Tyrone is deputy headteacher of Addey & Stanhope School in London. He was a contributor to the BBC Teach resource, Supporting care-experienced children.
A significant majority of educators are drawn to the profession because they aspire to be catalysts for change. However, they are often taken aback by the limitations they encounter as they grapple with the multifaceted aspects of the profession. Change through support is a very delicate skill, one often not covered thoroughly whilst training, but it necessitates intentional leadership at an institutional level. Nonetheless, educators possess a unique liberty in that we are all leaders, regardless of our level of authority. We all possess the capacity to foster safety and facilitate opportunities for change within our respective spheres of influence, whether it be in our classrooms, through the curriculum, parental engagement, meetings, trips, and so forth – the possibilities are endless.
We are currently living in one of the most inclusive eras in human history. Whilst this allows for celebration, it also compels us to delve deeper and consider who is being included. Whose voices are being marginalised? Whose experiences are being disregarded? Who is seen and who is unseen? Ultimately, how is equity being applied in these circumstances?
The fight for inclusivity is a pursuit of social justice that extends far beyond the confines of the classroom. Its effects can be recognised and rewarded on a global scale. Although we may be making progress towards inclusive equity, it is important to acknowledge that not all spaces prioritise safety or consideration for all individuals. Education, therefore, is an embodiment of social justice as it endeavours to address the various inequalities that exist within society by creating opportunities and explicitly striving to provide equal opportunities for all.
This raises the question – what can I, as an educator, do? Amidst the external pressures, deadlines, targets, and ever-expanding job description, how can I make a meaningful change?
I believe the answer lies not in what can be done, but rather in how it can be done. I have been challenging educators to reconsider the spaces they create for safety. I urge them to contemplate the most vulnerable student who may ever enter their classrooms. Consider all the safeguarding concerns, whether they are rooted in familial or contextual factors. Reflect on the experiences these students have endured not only throughout their short lives, but even on that very morning. Contemplate the sacrifices and who they have to leave at the door just so they can walk into your space and conform.
Care-experienced young people are often among the most vulnerable individuals we encounter. The range of experiences they may have endured is vast, but more often than not, these experiences are far from ideal. Imagine the worst possible scenario. Consider the impact this must have on their worldview and how this trauma manifests itself in their thoughts, pathology, behaviours, and even their physical wellbeing. Now, take into account the intersectionalities that these young people may identify with. How much more challenging would it be for those from marginalised groups? How would you connect with such a young person? How would you welcome them into your space? What measures would you put in place to support, encourage, reassure, and protect them? How would you guide them if things went awry? Undoubtedly, your approach would be thoughtful, compassionate, and considerate. We know that for every vulnerable young person we are aware of and deem worthy of intervention, there are countless others who remain unknown and unsupported. Moreover, the strain on resources and support services makes it even more arduous for marginalised groups to access the help they need. Thus, your approach and support as an educator are pivotal to the safety and wellbeing of these young people, as your intervention may be the only kind they receive. Consequently, every interaction becomes an opportunity for intervention.
The experience of marginalised groups is to be unseen. This is often unintentional, but it is undeniably systemic and institutionalised. As educators, we are on the frontlines, and it is our duty to intentionally see what the world chooses to ignore. We must consciously consider worldviews and experiences that may differ fundamentally from our own. We must be intentional about change.
What can care-experienced young people teach us?
Acknowledging the unseen requires us to not only consider young people who have experienced care, but also challenges us to broaden our considerations even before they enter the system. Many care-experienced young people were once students in someone’s classroom, often unseen and unnoticed. However, we have the privilege of seeing the unseen and deliberately choosing to create safety for them within the spaces we control and have influence over.
For more information about the BBC Teach resource, Supporting care-experienced children, please visit https://tinyurl.com/ywykzd5h
Make Yourself Heard
![Bennie Kara portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2023/10/Bennie-Kara-uai-258x258.jpg)
Written by Bennie Kara
Founder of Diverse Educators
Public speaking is a fact of life in the teaching profession. We speak to students all the time in classrooms, but every so often, we are called to deliver assemblies, or to deliver training to staff, or to speak to governors. Some of us are supremely confident in talking in front of students, but shudder at the thought of talking to a group of adults. If you’ve ever felt a sense of dread when you are asked to stand up and deliver spoken content outside of the classroom, you’re not alone. According to the British Council, 75% of us suffer from anxiety about talking in front of a crowd.
Speaking in front of the crowd may tap into a range of fears. We might fear being nervous and how that might affect our assignment. We might fear judgement, or fear that we won’t get everything across that we want to say. We might fear that people won’t listen. We might fear forgetting what we are saying in the moment, stumbling, freezing, feeling embarrassed. These are valid fears and affect most of us.
Whose voices are valued in the public space? Some people are less confident in their speaking abilities because their voices have been silenced. In the UK, global majority teachers work in a predominantly white British teaching workforce; we know the statistics on the ethnic make-up of leadership teams in education. Global majority teachers may suffer from the voicelessness that is part and parcel of existing in marginalised groups. This isn’t just true in terms of race and ethnicity; it is also true for sexuality, gender, disability, and neurodiversity.
Voicelessness erodes confidence. So it is hugely important that we learn how to find a voice in the public space and to feel like we belong there.
Finding your message
Regardless of the occasion, it is important to define the message. Speaking in a staff meeting, delivering a talk to parents – what is it that we want to get across? Not just in terms of the information, but also about you. How are you defining your leadership in the moment through what you say and how you say it?
The message might be small, or it might be momentous. In either case, we need to find ways to define a sense of who we are as engaging speakers and to ensure that we can convey our message effectively. This takes thought, planning, and crucially, constructive practice.
The best public speakers have elements in common. One of the most powerful tools in public speaking is your ability to tell a story. Storytelling is vital in public speaking, in the appropriate contexts. An assembly without a story, a keynote without anecdote can feel dry and impersonal. The most skilled public speakers I have encountered know how to weave a story into the talk with a deftness and ease that seems intuitive.
But storytelling is not intuitive for all. Some people are completely comfortable in selecting anecdotes, examples, stories, tiny useful narratives for the public engagement. Others have to think more carefully, but that careful process can lead to brilliant, engaging public speaking.
The Diverse Educators ‘Make Yourself Heard’ Course
Designing this course, for us, means that we can support you in developing the right mindset for public speaking and provide you with practical strategies to make yourself heard. It aims to develop a voice with you in small groups so that you have the chance to listen, learn, practise and hear feedback.
If you would like support in developing your voice, join us on the ‘Making Yourself Heard’ course using the details below:
Monday 15th January and Monday 11th March 4-5pm
Part 1 – Monday 15th January 2024 4.00-5.00pm
The first session is an intensive look at how you can plan, develop and deliver talk in public so that you can create impactful messages.
Part 2 – Monday 11th March 2024 4.00-5.00pm
This second session aims to support you in considering how to speak impactfully in public. It will cover planning, rehearsal and delivery style in a safe, supportive space with fellow educators.
Nb/ Both sessions will be held on zoom, they will be recorded so purchasing the recording is also an option if you are unable to make either of the dates.
Black History Month: Dismantling inequalities in education for better outcomes
![Henry Derben portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2023/11/Henry-Derben-uai-258x258.jpg)
Written by Henry Derben
Henry Derben is the Media, PR, and Policy Manager at Action Tutoring - an education charity that supports disadvantaged young people in primary and secondary to achieve academically and to enable them to progress in education, employment, or training by partnering high-quality volunteer tutors with pupils to increase their subject knowledge, confidence and study skills.
Before the pandemic disrupted education, students from Black ethnic backgrounds had the lowest pass rate among all major ethnic groups at the GCSE level. However, the 2022-23 GCSEs marked a notable shift from the pre-pandemic period, with Black students on average achieving similar English and maths pass rates comparable to students of other ethnic groups.
Black History Month is celebrated in October each year in the UK to recognise the historic achievements and contributions of the Black community. It is also a prime moment to reflect on the state of education and how it can be reshaped to create a more equitable and inclusive future.
As part of activities to mark Black History Month at Action Tutoring, we had an insightful conversation on how to ensure better outcomes and a more enabling environment for Black pupils in schools with Hannah Wilson, a co-founder of Diverse Educators, a coach, development consultant and trainer of Diversity, Equity, and Inclusion practice. Hannah’s former roles in education include head of secondary teacher training, executive headteacher, and vice-chair of a trust board.
Below are some highlights of the conversation.
Re-examining Black history in the UK curriculum
Black History Month in the UK often focuses on the celebrated figures and events in mostly Black American history, such as the civil rights movement and famous Black personalities. However, Hannah highlights an important criticism – the lack of focus on UK Black identities.
“We want to move to the point where Black culture and identity are integrated throughout the curriculum,” Hannah explains, advocating for a more inclusive and comprehensive approach. The celebration of Black identity is that it’s often a lot of Black men being spoken about and not Black women, queer people, and disabled people. Thinking about that intersectionality and looking at the complexity and the hybridity of those different parts of identity often gets overlooked as well.”
A new Pupil Experience and Wellbeing survey by Edurio shows that pupils of Any Other Ethnic Group (48%) are 21% more likely to rarely or never feel that the curriculum reflects people like them than White British/Irish Students (27%). Additionally, Mixed/Multiple ethnic groups (16%) and Black/African/Caribbean/Black British students (18%) are the least likely to feel that the curriculum reflects them very or quite often.
Unpacking performance gaps
Data has shown that while a high percentage of Black students pursue higher education, they often struggle to obtain high grades, enter prestigious universities, secure highly skilled jobs, and experience career satisfaction. The journey to understanding the root causes of these educational disparities is a complex one.
Hannah recommended the need to rethink career education and the lack of diversity, equity, and inclusion strategies that often work in isolation.
“I don’t think all schools are carefully curating the visible role models they present. The adage about if you can’t see it can’t be it, and the awareness around the navigation into those different career pathways. I think that is saying that schools could do better. There’s a bridge there to be built around the pathways we are presenting as opportunities on the horizon for young people as well. Representation within the workforce is another key aspect. We need to address the lack of Black representation in leadership positions, not only in schools but also in higher education.”
The early years and disadvantage
Disadvantage often begins at an early age. Children from low-income backgrounds, including Black children, start school at a disadvantage. Hannah pointed out that the key to dismantling this cycle lies in reimagining the curriculum, the approach to teaching, and in valuing cultural consciousness.
“It’s important to start with the curriculum. The curriculum in the early years should be diverse and inclusive. The thought leaders within that provision or within that key stage are often quite white. That’s often the disconnect at a systemic level when it comes to policymaking around provision for the early years. Who is designing the policy for the early years? Who’s designing the curriculum for the early years? Are we being intentional about representation in the early years?”
“However, we need to move beyond simply adding diversity as a “bolt-on.” Their representation should be integral to the curriculum, not an afterthought. As young as our children join the education system, what can we do differently from the get-go to think about identity representation.”
Breaking the concrete ceiling
While tutoring is a viable method to help bridge the gap for underperforming students, Hannah stressed the need to change the system fundamentally. Rather than continually implementing interventions when problems arise, it’s best to revisit the structure of the school day, the diversity of teaching staff, and the core content of the curriculum.
“It has to start with the curriculum, surely tutoring and mentoring all of those interventions like mediation support mechanisms are so powerful, we know that make up the difference. But what are we actually doing to challenge the root cause? We have to stop softball. We’re often throwing money at the problem, but not actually fixing the problems or doing things differently. We need a big disruption and conscious commitment to change, but it needs to be collective.”
“We need to address the concrete ceiling that often prevents Black pupils from accessing leadership opportunities. Career guidance, sponsorship, and mentoring should be part of the solution to break these patterns. Collective action is essential to create lasting change.”
The power of engaged parents
Change should also start at home. Parents and guardians play a crucial role in a child’s education, particularly in the early years. Hannah suggests a shift in the dynamic between schools and parents.
“Thinking about how we work with parents and create a true partnership and collaboration. That to me, is what some schools perhaps need to revisit – their kind of plans, commitment, or the ways they work with different stakeholders. Engaging parents more closely is definitely a way of helping them get involved in schools so they’re part of that change cycle.”
The call to action for allies
In conclusion, Hannah’s powerful call to action focuses on allyship, encouraging non-Black people to actively support and contribute to the ongoing struggle for equity and inclusion in education.
I think for people who identify as being white, the reflection and awareness of your own experience with schooling, where your identity is constantly being affirmed and validated because you saw yourselves in the classroom, in the teachers, in the leaders, in the governors, and in the curriculum, that’s often taken for granted. It’s time for us to step back, see those gaps, and to appreciate how that affirms us, but how that could actually really erode someone’s sense of self when they don’t see themselves in all of those different spaces.”
There should be a conscious intention that educators make about what they teach, who they teach, and how they teach it, to really think about representation and the positive impact it has on young people. And being very mindful that we don’t then just perpetuate certain stereotypes and not doing pockets of representation and pockets of validation.”
Hannah’s insights underscore the urgency of addressing the disparities in our education system. As Black History Month wraps up, let’s heed the call to action and take collective steps toward a more inclusive and empowering education system that taps and nurtures the potential of all young Black students.
The Differences Between Equality and Equity
![Governors for Schools portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2023/10/Governors-for-Schools-uai-258x258.jpg)
Written by Governors for Schools
Governors for School finds, places, and supports skilled volunteers as governors and trustees on school and academy boards. They support schools across England and Wales to run effectively by finding high calibre governors to bring their skills and expertise to the table – and improve education for children.
One of the reasons many governors volunteer their time to local school boards is to help make the educational landscape a fairer and more inclusive place. However, for all pupils to thrive, governors must appreciate the diverse and complex ways in which some members of the school community face a disproportionate number of educational obstacles compared to their peers. Such groups of pupils can include, but are not limited to:
- Pupils from less advantaged households.
- Students who have English as a second language.
- Pupils who have a disability as outlined by the Equality Act 2010.
- Members of the LGBTQ+ community.
- People from ethnic minority backgrounds.
- And much more.
Since launching our Inclusive Governance campaign, we’ve noted that one of the best ways governors can do their bit to make schools more inclusive is to make a conscious effort to discuss equality and equity in board meetings. But what do these terms mean?
Put simply, equality means treating everyone the same way, irrespective of factors such as status or identity. Equity, on the other hand, means treating people differently in certain circumstances for equality of opportunity to be possible.
Creating equity is important within society as it puts students on a more level playing field, leads to better social and economic outcomes across wider society, allows students to feel more engaged and looked after, and leaves staff feeling more confident that they’re succeeding in their role.
The following illustration from the Interaction Institute for Social Change demonstrates that while equality means giving everyone access to the same resources, some people may not be able to utilise these resources due to factors outside of their control. As such, governing boards must put measures in place to ensure their actions are both equal and equitable, ensuring every pupil has the same experience.
When it comes to speaking about providing equity within schools, it’s important that governing boards are…
- Advocating for equality and equity within the wider vision and strategic direction of a school.
Consider whether the school’s vision and strategic direction is relevant and beneficial to all pupils. Governors could, for example, ask questions about targeted measures the school is taking to raise attainment among less advantaged pupils or those with special educational needs and disability (SEND), as well as how they will measure success in this area. Beyond academic attainment, governors may ask questions about whether the school is living up to its stated values, such as community-mindedness, compassion, or friendship. For example, does the school provide reintegration support for vulnerable pupils who may have spent time outside of school? Is this support appropriate and tailored to their different and potentially complex needs?
- Having discussions with students, caregivers, staff, and other stakeholders to understand how policies and actions being taken by the school are likely to affect them.
Having meaningful discussions across the school community can be a great way to catch underlying flaws in current plans. For example, ensuring lighting and paint colours on walls take into consideration visually impaired children. Other issues could include talking to people within the transgender community about changes to policies surrounding changing their names on registers.
- Looking closely at budgets and determining whether the school’s financial decisions benefit pupils in an equitable way.
As a board, listening to every governor’s perspective about the allocation of resources is a great way to ascertain whether funds are appropriately spent. For example, a governor with a background in SEND issues may have a very different perspective from a governor with experience of an alternative provision education. As this campaign highlights, attracting governors from a wide range of backgrounds onto school boards is one of the best ways to ensure pupils from across the community are well-represented.
Catch up with the rest of our Inclusive Governance campaign
For more support on pushing for inclusive practices within your governing landscape, you can have a look at our campaign webpage. You can also follow us on Twitter, LinkedIn, and/or Facebook for updates on the campaign.
Equality Act: The 10th protected characteristic?
![Matt Bromley portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2023/11/Matt-Bromley-uai-258x258.jpg)
Written by Matt Bromley
Matt Bromley is an education journalist, author, and advisor with twenty five years’ experience in teaching and leadership including as a secondary school headteacher and academy principal, further education college vice principal, and multi-academy trust director. Matt is a public speaker, trainer, initial teacher training lecturer, and school improvement advisor. He remains a practising teacher, currently working in secondary, FE and HE settings. Matt writes for various magazines, is the author of numerous best-selling books on education, and co-hosts an award-winning podcast.
This is an abridged version of an article that first appeared on the SecEd website on 13 November 2023. To read the full version, click here.
The Equality Act 2010 makes it unlawful for schools to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, in the way they provide education or access to any benefit, facility or service because of their:
- Sex
- Race
- Disability
- Religion or belief
- Sexual orientation
- Gender reassignment
- Pregnancy or maternity
These seven identifiers are called “protected characteristics”. There are nine in total, with “age” and “marriage and civil partnership” completing the list.
I don’t think the law goes far enough. I think there should be a 10th protected characteristic: social class. After all, class plays an important role in education and in later life…
Classism in education leads to underachievement and under-representation. Working-class students are among the lowest performers in our schools. If you’re a high-ability student from a low social class, you won’t do as well in school and in later life as a low-ability student from a high social class. It is social class and wealth – not ability – that define a pupil’s educational outcomes and their life chances.
Working-class people are also less likely to have a degree, work in professional employment, or be an academic compared to those from more elite backgrounds.
There are three problems with classism in schools:
- Curriculum design
The stated aim of the national curriculum is to ensure that all students in England encounter the same content and material to provide “an introduction to the essential knowledge that they need to be educated citizens”. There are two problems…
First, curriculum coverage – one size doesn’t fit all. Providing all students with the same curriculum further disadvantages those who are already disadvantaged.
We must deliver the same ambitious curriculum to every pupil. But we should offer more, not less – but, crucially, not the same – to working-class students. This may mean additional opportunities for those whose starting points are lower or for whom opportunities are more limited.
Second, curriculum content – definitions of core knowledge are classist. Selection of knowledge is made by those of a higher social standing rather than by a representative group of people from across the social strata.
Cultural capital is described as “the best that has been thought and said”, but who decides what constitutes the best? Ultimately, every school’s curriculum should celebrate working-class culture alongside culture from the dominant classes.
Also, we know that working-class students tend to be denied the experiences their middle-class peers are afforded, such as books at home, visiting museums and galleries, taking part in educational trips, foreign holidays and so on.
- Curriculum assessment
Our current assessment system could be regarded as classist. Let’s consider three elements:
- Home advantage: Those who don’t have a home life that is conducive to independent study are placed at a disadvantage, which is compounded for those who don’t have parents with the capacity to support them – whether in terms of time, ability, or buying resources.
- Content of exams: Exams tend to have a middle-class bias, such as requiring students to have personal experience of foreign travel or theatre visits.
- Exam outcomes: The assessment system is designed to fail a third of students every year – and it is the working classes who the suffer most. This is because the spread of GCSE grades is pegged to what cohorts of similar ability achieved in the past. Young people who fall below this bar pay a high price in terms of reduced prospects.
- The hidden curriculum
All schools have a hidden curriculum. It exists in a school’s rules and routines; in its behaviour policies, rewards, and sanctions; in its physical, social, and learning environments; and in the way all the adults who work in the school interact with each other and with the students. How sure can we be that our hidden curriculum does not discriminate against our working-class students?
Class a protected characteristic
If social class became the 10th protected characteristic, then schools would be required to:
- Remove or minimise disadvantages suffered by working-class pupils.
- Take steps to meet the particular needs of working-class pupils.
- Encourage working-class pupils to participate fully in a full range of school societies.
You can find out more about supporting working-class pupils in The Working Classroom, which has been written by Matt Bromley and Andy Griffith and is published by Crown House. For information and to access free resources, visit www.theworkingclassroom.co.uk
‘What Got Us Here Won’t Get Us There...’
![Audrey Pantelis portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2021/06/Audrey-Pantelis-uai-258x258.jpg)
Written by Audrey Pantelis
Audrey Pantelis is an associate coach, consultant and trainer. She is a former Headteacher of a Special Educational Needs and Disabilities school and a current Diversity, Equity and Inclusion consultant and leadership coach.
We are, without a doubt, going through some tumultuous changes right now.
It’s a challenge not to be impacted by the troubles that surround us, and I do find it interesting that there is so much backlash regarding the lack of commenting on the Israeli-Hamas conflict by diversity, equity, and inclusion leads.
Do we HAVE to speak on everything?
The conflict is especially complex, and I find it interesting that it has a long historical narrative. Naturally, what is happening right now is horrific and deserves our voices to decry, denounce and condemn all those who are causing the horrendous losses of life. That is not in dispute. However, these same voices have been silent during the past ten/twenty years – or did I miss something?
This idea of difference and the subsequent displacement is something that I can resonate with – and while the conflict is not just about race and religion – there is a similarity with the concept of superiority and inferiority that is echoed when considering the definition of racism. As I have said, this is not about racism.
I don’t know how many of you have watched ‘This Is Us’ (2016-2022). It is an American TV series that follows the lives and families of two parents and their three children born on the same day as their father’s birthday. It tells of the trials and tribulations of triplets – Kevin and Kate are the biological children – of parents Jack and Rebecca – and Randall is adopted by Jack and Rebecca following the death of the third biological triplet. Randall is Afro-American and was ‘left’ at the fire station – a fireman takes Randall to the hospital and Jack speaks to the fireman following the death of the third triplet and adopts Randall. During Season 5, the episode entitled ‘Brotherly Love’ shows characters Randall and Kevin having a deep and healing conversation that addresses their upbringing and the way that they perceive one another. The discussion confronted issues around race and their family dynamic, specifically Randall’s experience of being a black child adopted by a white family and the microaggressions he faced.
It was a fascinating watch – most notably because Kevin admits that he has been actively racist in his sibling rivalry – he connects Randall’s blackness to the way he was treated within the family and then tries to take him down a peg or two because of it. I was moved by it because of the admission by Kevin and how it resonated with my own lived experiences. Randall was always made to feel that he should be ‘grateful’ for being found and taken in by a white family. The parallels between my understanding and Randall’s understanding of whiteness aren’t that different: wanting to be part of the majority when you are the minority; attempting to ‘blend in’ using language, accent, and behaviours; ensuring that you are no ‘different’ than anyone else through an understanding that merit gets you where you aspire to be. Emotionally detached and focusing on what can be ‘seen’ rather than ‘felt’. However, the idea of ‘whiteness’s superior identity to blackness’s inferior one’ is not enough for Kevin’s character and his need to try and ‘take him down a peg or two’ appears to be predicated on fear. Fear that Randall just might be better than Kevin. Randall plays into this – he is a high achiever, and he aspires and achieves success. Would he have done this if he had been raised in his own biological family? This we do not know, but we do know that Randall is living his life as best as he can – but he still feels ‘othered’ and not ‘enough’ despite his achievements.
Back to the title.
The history books tell us how one-sided life has been for those who are considered ‘other’, and it feels as if we are now at that reckoning.
By continuing as we were doesn’t cut it in the world – different times.
When George Floyd was murdered in 2020, the world watched, horrified and stunned at seeing what had been happening in plain sight. Maybe it’s a modern characteristic that we now seem to have ringside seats to horrific and heinous crimes, but with this opportunity, we need to be change-makers – not from our keyboards and phones but from our platforms, our places of work, wherever we have influence. Consistently chipping away at the rock will disintegrate the mountain.
But it’s difficult.
Why?
Because we cannot control everyone’s attitudes or actions and approaches to everything. However, polarisation appears to be king – you are either FOR something or AGAINST something, and nuance is not brought into the narrative because it doesn’t fit the ‘for or against’ stance. Equally – having a strong conviction about right and wrong is not to be condemned either – but we do need to listen to and be able to understand viewpoints that differ from our own, even if we don’t agree with them.
The hierarchical, colonial, and restrictive structures of the past no longer serve us – the old rules are now proving to be obsolete and hanging on to them scares the heebie-jeebies out of most of us – change can be considered to be fearful. However, what I believe is more fearful is the desire NOT to change, adapt, or try to do things differently.
We can aim to do what we can, with intention and with integrity; and with the idea that the next generation brings their energy and innovation to understanding old and entrenched viewpoints. We need new eyes on old situations. As educators, we are responsible for ensuring that nuance is part of how we think about things and how we can apply it.
Attainment, Wellbeing and Recruitment
![Miriam Hussain portrait](https://www.diverseeducators.co.uk/wp-content/uploads/2023/11/Miriam-Hussain-uai-258x258.jpg)
Written by Miriam Hussain
Miriam Hussain is a Director and Teacher of English within a Trust in the West Midlands. She has held a range of roles within education such as: Assistant Headteacher and Chair of Governors. She is also a Curriculum Associate and Ambassador for Teach First. Miriam is a Regional Lead for Litdrive, a charity and Subject Association for English teachers. She is also studying a Masters at the University of Oxford. Her twitter is @MiriamHussain_
The recent report from Sutton Trust (linked below) on the 19th of October 2023 stated that the attainment gap between disadvantage pupils and their peers had widened. This was massively concerning not only to me but a number of other school leaders across the country. The gap is now at its highest level since 2011, removing any progress made in the last decade. A gut-wrenching statistic. There are a lot of reasons for this, you only need to log on to Twitter (X) and see the quote tweets and replies to see people responding and citing the following: the government, economic and political inequality, social care and poverty. When I read the report however the first thing that cropped up into mind was recruitment. Having spent my career in working in schools in severe low socioeconomic deprivation but also disadvantage it made me think about the immense challenges for our young people today. The long list of barriers to social mobility for thousands of students alongside how would the best teachers be attracted to schools in these pressure cooker environments.
The Guardian in 2023 stated that almost a third of teachers who qualified in the last decade have since left the profession. This coupled with the growing attainment gap is a disaster. The article (linked below) went on to state that 13% of teachers in England that qualified in 2019 then resigned within two years resulting in 3000 teachers leaving the profession. They cited being overworked, stressed and not feeling value as the reasons. Ultimately, why work in education if you can get the same amount of money elsewhere or more, for less stress and work. How can we make teaching more attractive so that future talent doesn’t leave or quit. Ultimately, it will be these teachers who close the attainment gap so what do leaders within schools need to do to provide the conditions for teachers to stay;
- A wellbeing policy. Kat Howard in her blog (linked below) on Workload Perception states that wellbeing policies should be an explicit obligation to recognise the importance of taking care of staff. It is not a pizza party or copious amounts of high sugar foods on an evening where staff are expected to work late but instead a series of initiatives which support staff and elevate pressures throughout the year such as; giving time back to staff in the form of PPA at home, Golden tickets for staff where they can have a day for themselves via a raffle or specific initiatives through the year eg parents evenings, inviting people into meetings that only need to be there rather than everyone, having an email embargo of when emails can and can’t be sent. These are all important and need to be considered. Alongside, this its also having transparent conversations to support members of staff with flexible working with an ever-changing work force in addition to growing childcare commitments. These different viewpoints of work are critical. What I really enjoyed about Kat’s blog is that first and foremost having a wellbeing policy is ensuring that wellbeing is a reoccurring agenda item rather than a tick box activity. It forces the dialogue and critical conversations to change the face of education. It is providing policy led support for all stakeholders in education.
- Improve retention of staff via CPD. Leaders of schools need to be intentional with the CPD offer within their school or trust. How is the Professional Development meeting staff needs but more importantly developing them? What NPQs are staff being offered alongside leadership pathways within the trust or school? What does the next set of Middle or Senior Leadership look and feel like? Ultimately what is the offer you are giving to have the very best teachers working with your schools and trust to address the attainment gap?
- Schools have to offer a safe environment with a clear behaviour policy. If we want high calibre staff to teach in deprived areas leaders need to ensure that their staff are safe, SLT are visible and clear routines are being implemented. It is critical to ensure no learning time is lost as well as providing the right conditions within classrooms to address educational disadvantage. From my own experience an effective behaviour policy is the bedrock of any school. Students within these communities need consistent practices more than anything else. Clear procedures, habits and processes supports staff moral massively. The behaviour policy needs to be established and revisited daily.
- A good example of getting it right with a plethora of examples and research is of course Joe Kirby’s blog (linked below); Hornets, Slugs, Bees and Butterflies: not to do lists and the workload relief revolution. Critically it asks and answers how school leaders can support teachers and staff within education. There are many layers within the blog that I could delve into but what stood out to me was the Hornet section – High Effort, Low – impact initiatives within schools. Several Trusts implement these strategies on a daily basis, Pupil Progress meetings, Pointless Paperwork, Seating plans with data. They take a lot of time and within those high-pressure environments very little is done with that information afterwards it’s merely meeting a deadline. In the reality of school life, they are ineffective and unproductive. We then have slugs, copying out learning objectives, flight paths and big ideas with no detail. Instead, school cultures should be focused on the high impact strategies some of them described in the Kirby’s blog as; quizzes, booklets and sharing resources. Just because something has always been done does not mean that is how it always needs to me. With the recruitment crisis we are in we need to be thinking how we make schools flourishing institutions with systems that allow staff to do so.
I do believe these are within our control as leaders we need to be able to provide the right conditions and systems for our teachers, staff and individuals. Kat ends her blog with stating that in order to ‘improve conditions for all staff if time is taken’. Time being used to listen to what each stakeholder has to say and then making the necessary changes to have a positive and purposeful impact. Conversations should be seen as the framework that drives not only attainment, wellbeing and recruitment forward but all facets of school procedures. As Joe Kirby put it, less time on the Slugs and Hornets and more time on the Butterflies. Let’s stop wasting time in education.
References
Sutton Trust comment on Key Stage 4 performance data – Sutton Trust