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

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

From Representation to Transformation: The Impact of Diverse Governing Boards in Schools

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.

School governing boards in the UK are entrusted with the critical task of shaping the  educational experiences of both students and staff. Within their role, they have the power to influence curriculum choices, define and redefine budget allocations and set  the future direction of the school or trust, all whilst ensuring robust safeguarding  policies are in place. Therefore, for these decisions to be equitable, inclusive, and  representative of society, there must be a concerted e=ort to foster diversity within  governing bodies that are then truly representative. 

In a country as richly multi-cultural as the UK, ensuring that school governing boards  reflect the communities they serve is notably more important now than ever before.  Unfortunately however, as the UK’s demographics shifts, the diversity in school  leadership remains stagnant. I believe that it is fundamental that we ensure governing  boards mirror the demographics of their school communities. In doing so, this allows for them to be better equipped in making informed, equitable, and culturally competent  decisions that benefit not only their students and staff, but the local community too.  Sadly however, we see too often, where governing boards fail to reflect the diversity of  their student bodies, they risk the potential for policies and practices to be occasionally overlooked and the inadequate addressing of key issues surrounding cultural sensitivity, religious practices and diverse student engagement and motivation. 

Why Diversity on Governing Boards Matters 

It’s important to note that the significance of diverse governing boards goes beyond fair  representation and rather works towards a system where we can directly challenge  biases and dismantle systemic inequities within education. When boards include  individuals from varied cultural, racial and socioeconomic backgrounds, they bring with  them a wealth of knowledge which not only benefit individual schools but also  strengthens that of the local community too. Fundamentally, leadership diversity can seek to challenges traditional ideas of governance and in doing so encourage schools to  adopt more inclusive and adaptable leadership styles. With diverse leadership teams  often outperforming homogenous ones in terms of innovation, empathy and policy  relevance, the time has come for us to move beyond the idea that leadership is  monolithic and embrace the variety of voices available (George 2022). 

Moreover, with diverse boards also more likely to foster a greater sense of cultural  competency, having board members and trustees from different cultural backgrounds is  beneficial and often results in a better understanding to address the unique needs of  students from diverse backgrounds too. Carter (2021) found that within governing bodies, cultural awareness did not just enrich a board’s discussions, it in fact had tangible impacts on policy priorities, curriculum content, and school culture.

Although research is still in its infancy, emerging findings shows that there is also a link  between diverse governing boards and student success. Begum (2020) asserts that a governing board that mirrors its student body helps to creates an environment where  every child feels they belong, ultimately resulting in an increase to their motivation and  engagement to learning. This level of representation becomes of even more importance  at the governance level, not just for students, but for sta= and the local community too.  With one of the roles of school governance to have a positive impact for both the school  and local community too, strengthening relationships between schools and the wider  community, where parents and community members see themselves reflected on the  governing board, helps to build trust and foster greater engagement with the school.  

Reimagining School Leadership: Moving Beyond Outdated Governance Models 

Diversity within school governing boards also has broader implications for the diversity  of sta= within the school. A diverse governing body helps to set the tone for inclusive  hiring practices, which in turn ensures a more diverse teaching and support sta= workforce. For decades, UK school governance has been based on an antiquated, old fashioned model of leadership, concentrated in the hands of a small group of  individuals, often lacking in diversity. The time has come however, for this to be truly  reimagined. Leadership teams need to be able to address the challenges faced by their modern, multicultural student and sta= populations, not just from a theoretical  standpoint but through having similar lived experiences too. Therefore, reimagining what leadership looks like means moving away from the ‘we have always done it this  way’ approach, to creating space for innovative and culturally competent governance. It  is vital therefore, for diverse governing bodies to support in this work, to take up the  mantle and challenge the traditional hierarchies of leadership that have often  overlooked the contributions of minority groups. By creating space for a broader range  of voices, schools will undoubtedly develop a more flexible and inclusive leadership  structure.  

Building a Diverse Governing Board: Recruitment and Support 

Whilst the recruiting of diverse members to school governing boards is an essential  step, it is by no means enough on its own. Once diverse board members are recruited,  schools must ensure they have in place adequate support and training necessary to be  effective contributors. One of the major issues I have found, is that within many schools  and trusts, once diverse members are recruited, the assumption is that the work is complete. Arguably however, the work has merely only begun. Training and support is  fundamental, as is the revisiting of preexisting induction processes, which are often  insufficient in preparing new governors to tackle the complexities of a multicultural,  multifaceted education system. Schools need to rethink their induction programs to  include tailored training on cultural competency, anti-racism, and inclusive leadership at the very least to genuinely support their staff, students and newly appointed  governors too.

Schools and academy trusts however, do not need to do this work in isolation. Building  collaborative networks is a key benefit of diverse boards, as is creating a more equitable  educational system too. By connecting with a broad range of community organisations  and support systems, schools can access additional resources, partnerships, and  opportunities that enrich students’ educational experiences, ones which may not have  been open to them before. Within this, these connections not only strengthen the  school’s ties to the community but also provide a network of support for families, and  staff members too. 

To increase diversity within school leadership, intentional steps must be taken. Whilst  many schools are in their embryonic phase of capturing diversity metrics, very few know  what to do with it, leaving it merely for senior leaders to interpret, or rather misinterpret.  Therefore, schools must establish processes for tracking diversity metrics, including  ethnicity, gender, socioeconomic background, and disability status, hold leaders  accountable for the data, and allow for it to be an iterative process, understanding what  is useful within their school context. Tracking diversity isn’t about collecting numbers  for the sake of it—it’s about using that data to inform decisions, identify gaps, and  ensure that all voices are being heard.  

The Path to Inclusive Governance 

Diversity on UK school governing boards is not merely a goal to be achieved but a  foundational element of effective, representative, and inclusive governance. When  students, parents, and community members see themselves reflected in leadership,  they are more likely to engage. Ultimately, schools must become a hub where the wider  community feels seen, heard, and that they belong. When actioned with genuine  intention, this approach moves beyond being mere performative gestures, to one which  brings about collaboration, community support, and academic success too. Whilst  achieving diversity is good, sustaining this diversity requires dedication. Undoubtedly parts of the journey will be difficult, the rewards however, will be abundant. 

A truly diverse governing body is not just a benefit for the school, but for society as a  whole, shaping future generations of engaged, informed, and empowered leaders. So as we look to the future of school governance, I pose that we ask ourselves the following  questions:

  1. How can we ensure that our school governing boards are truly representative of  the diverse communities they serve, and not just in terms of numbers, but in the  richness of experience and perspective? 
  2. What steps can schools take to break down the barriers that currently prevent  underrepresented groups from accessing leadership roles in governance?
  3. How can we move beyond the idea that diversity on governing boards is a ‘nice to-have’ and shift towards understanding it as an essential element for fostering  student success and community engagement? 

References 

Begum, H. (2020). The Importance of Representation in School Leadership.

Carter, J. (2021). The Role of Cultural Competency in Educational Leadership.

George, R. (2022). Reforming Leadership: The Shift Towards Inclusive Governance.

by Hannah Wilson

How to Drop-in LGBT+ References Across the Curriculum

Mel Lane portrait

Written by Mel Lane

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

When I first started trying to be LGBT+ inclusive in my lessons I was really concerned that it might prompt a lot of off-topic and probably negative comments from the children in my Year 6 class. We were learning about possessive apostrophes and I tentatively put the following on the board as a warm-up discussion:

Where should we put the apostrophe?

  • The girls cloakroom
  • The childrens playground
  • Davids boyfriend

I stepped back and held my breath, waiting for the silly comments, the sniggers and the inevitable disruption and NOTHING HAPPENED! I literally couldn’t believe it.

At that stage, I was very new to inclusion work. We had nothing inclusive stuck up in the classroom, There’d been no inclusive assemblies and we’d just briefly touched on inclusion in one PSHE lesson. Surely, they’d never handle this, I thought. How wrong I was. The class quietly got on with the work and we discussed exactly where the apostrophes should go and why we’d put them there.

I think growing up and starting my career under Section 28 (the law that silenced discussion around LGBT+ issues in school) had given me such a strong sense that I ‘shouldn’t’ be talking about these issues in school. The children (aren’t children awesome!) showed me otherwise. They showed me that just dropping in references to LGBT+ lives and showing they’re just another way to be a human, was more than fine for them.

Now, I’m a huge fan of the drop-in for ALL TEACHERS, ALL SUBJECTS. There are so many easy examples we can include.

Here are a few suggestions:

  • Sara went to the cinema with her two Mums and her brother. Adult tickets

cost £5.50, children’s tickets cost £2.50. How much did it cost for them all to watch the film?

  • One of the people who really influenced Martin Luther King was Bayard Rustin. He was a black, gay man, inspired by Gandhi to believe in the power of non-violence. Do you think non-violence is a good way to get across your point of view?
  • Professional footballer Jake Daniels said coming out as gay and having the support of his team-mates made him feel so good it helped him score four goals in his next match. Why do you think this support helped him so much?
  • Marie vit à Paris avec ses deux papas.

When we include positive references to LGBT+ lives in all aspects of our teaching, we indicate to children that LGBT+ people are just as much part of the world as everyone else – that LGBT+ people live as diverse and varied lives as everyone else and that being LGBT+ is just another way to be a human.

Sometimes I’m asked why we should need to make these references – that we are drawing attention to something when we want everyone to be treated the same without reference to differences, but by talking positively about the rich diversity of LGBT+ lives we are helping to counter hundreds of years of silence. Silence sends an implicit message that ‘this is something we don’t mention’. Active references to LGBT+ lives send a message to all children that being LGBT+ is something positive, something completely normal and something that we can talk about with pride.

by Hannah Wilson

No child left on the sidelines: ParalympicsGB's Equal Play Campaign and the push for inclusive PE

Written by ParalympicsGB

ParalympicsGB is the UK’s largest disability sports charity and relies on the support of its commercial partners to deliver a world class environment where athletes can achieve their personal best performances and break down barriers for all disabled people. Further details are available at https://paralympics.org.uk/

Physical education (PE) has always offered young people the chance to develop confidence, teamwork, and physical literacy. However, for millions of disabled children across the UK, inclusive and meaningful PE is still largely inaccessible. In response, ParalympicsGB has launched their Equal Play Campaign, a transformative initiative to ensure every child, regardless of ability, has equal opportunities in school sports. This movement comes at a crucial time, aligning with the Government’s review of the national curriculum. With so much at stake, the campaign’s message is clear: action is needed now.

A curriculum review with high stakes for disabled pupils

The ongoing curriculum review holds immense potential to address systemic issues that have long affected disabled pupils and those with Special Educational Needs and Disabilities (SEND). Currently, PE is not considered a core subject, which means it often takes a back seat to academic priorities. Even when PE is available, it frequently focuses on traditional sports, leaving out disabled pupils who require adaptive and inclusive activities.

ParalympicsGB has raised serious concerns that disabled young people are being overlooked in the review. In a society where 1.5 million disabled children are missing out on essential physical activities, this is unacceptable. Alarmingly, only one in four disabled children regularly participate in school sports, denying them the chance to boost their development, social skills, and mental well-being. This is a disparity we can no longer ignore.

The importance of breaking barriers

Disabled pupils face a complex array of barriers that differ significantly between mainstream and special schools. Addressing these challenges requires a comprehensive and inclusive approach. Crucially, we must understand that disabled pupils are not a monolithic group; their needs vary widely. From a lack of specialised equipment to insufficient teacher training, the obstacles are varied but solvable with the right strategies.

ParalympicsGB advocates for a more holistic understanding of physical literacy, one that celebrates diverse ways of being active. This vision moves beyond traditional sports to include adaptive and non-competitive activities, turning PE into a positive and empowering experience. The impact of inclusive PE is profound: it not only improves physical health but also fosters social inclusion, boosts self-confidence, and establishes lifelong habits of well-being.

Transforming the culture of PE

Creating inclusive PE requires a cultural shift in how physical education is perceived and delivered. Currently, the existing model often leaves disabled children feeling excluded or unable to participate meaningfully. ParalympicsGB emphasises the need to reimagine PE, prioritising equity and inclusivity to ensure every student can engage and benefit.

A key factor in this transformation is empowering teachers. Teachers are crucial to implementing change but often lack the resources or training to adapt lessons for disabled pupils. ParalympicsGB stresses the importance of revising teacher training programs to include robust, practical modules on inclusive physical education. By equipping teachers with the right skills—such as modifying activities to accommodate diverse needs—we can ensure that all pupils have equal opportunities.

Representation also plays a critical role. Increasing the number of disabled people in teaching positions can make PE more relatable and inspiring for disabled pupils. Teachers with lived experiences of disability offer unique insights and can act as powerful role models. Seeing someone who shares their experiences and challenges can fundamentally change how disabled children view their own potential.

Practical solutions from the Equal Play Campaign

The Equal Play Campaign puts forward targeted, achievable solutions aimed at building a more inclusive PE landscape:

  1. Empowering teachers: Providing continuous professional development and resources, such as workshops, guides, and access to best practices, to help teachers deliver inclusive lessons confidently.
  2. Adapting teacher training: Reforming initial teacher education to include strategies for inclusive PE, ensuring teachers are well-prepared to support all pupils effectively.
  3. Redefining PE’s role: Shifting the emphasis from competition to physical literacy. This approach makes PE about personal growth, joy, and inclusivity, rather than just winning or losing.
  4. Boosting representation: Encouraging disabled individuals to become teachers, thus bringing valuable perspectives to schools and inspiring pupils.

These changes are not just aspirational but necessary. By implementing these measures, the Government can take significant steps toward educational equity, ensuring no child is left out.

The time for change is bow

The curriculum review presents a rare chance to set new standards for inclusivity in schools. ParalympicsGB’s Equal Play Campaign underscores that PE should be a welcoming space for all children to experience the joy of movement. This effort is about more than just sport; it represents a commitment to a society that values every member equally.

For those wanting to learn more, visit ParalympicsGB’s website. Teachers, parents, policymakers, and community members all have a role to play in creating an education system that genuinely leaves no child behind.

By advocating for inclusive PE, we are laying the groundwork for a future where diversity, equity, and inclusion are not merely aspirational values but everyday realities. Let’s ensure every child, regardless of ability, gets the chance to play, grow, and thrive.

by Hannah Wilson

Addressing the impact of global conflicts

Claire Shooter and Monia Zahid portrait

Written by Claire Shooter and Monia Zahid

Claire is Deputy Head Pastoral and DSL with a keen interest in EDI. She changed career and went into teaching 16 years ago after her children were born and has never regretted it. Over this time, she has enjoyed a range of roles including Head of Spanish and Head of Year.

Monia is Head of Equity, Diversity and Inclusion and teacher of Economics at Haberdashers’ Boys’ School. She oversees EDI provision at the school and is passionate in driving change for the whole school community.

If you are to take just one message from this blog, then let it be that schools must always be safe spaces for students, especially in times of global unrest. Over the past year, our school has learned invaluable lessons about how global conflicts can ripple into a school community, affecting students in profound ways.

Our school, located just outside North West London, has a vibrant and diverse community, with active faith and cultural societies, a multi-faith prayer room, and celebrations of key festivals from many religious traditions, including Eid and Chanukah. We would say that our diversity is our ‘superpower’ and our students have ample opportunities to learn about each other’s faiths. 

So the immediate weeks following October 7th 2023 threw an unprecedented and emotional challenge.

At our initial assembly following the horrific events of that day, we took a moment to reflect on the events unfolding in Israel and Gaza, honoured the casualties, and reminded students not to engage in divisive political discourse that could lead to conflict or tension within the school.

However, many of our Jewish students felt frustrated and unsupported, feeling that we were minimising their pain by not acknowledging the attack for what it was—a terrorist act. They felt that if such violence had occurred in any other part of the world, it would have been called out more forcefully. Many of our Muslim students expressed their fears about being targeted due to their Muslim identity. They voiced frustration that the suffering of innocent Palestinians was not being acknowledged, while stereotypes and misinformation about Muslims went unchallenged.  

Both Muslim and Jewish students were living in fear, be it Zain who worried about his hijab-wearing sister, or Max who worried about wearing his Star of David chain. Both felt nervous to show their identities in public.

This marked the start of a week of difficult conversations as our student body articulately and respectfully voiced their concerns. We quickly found ways to offer support. One of the first initiatives was the student-led prayer service, a daily gathering attended by many students who wanted to reflect, pray, or simply share a sense of community. 

At the end of that week our Headmaster addressed the entire school in a special assembly. He acknowledged the emotional toll on our community, quoted students who had bravely shared their perspectives, and provided historical context for the conflict. He reframed our message of unity and respect, encouraging everyone to treat each other with kindness and grace. The assembly ended with a moving moment of reflection led by our Faith Assembly Committees.

Social media was another challenge to address. Algorithms often amplify one-sided views, and young people increasingly rely on platforms like Instagram and TikTok for their news, rather than traditional sources. These platforms often mix fact with fiction, viral conspiracy theories, and disturbing images. We provided clear guidelines on how to navigate social media responsibly, reminding students to think critically before liking or sharing content and to be mindful of the digital footprint they leave behind. When inappropriate posts appeared, we used a combination of education and sanction to address issues.

We also realised that staff members needed support, unsure of how to engage in conversations for fear of being seen as political. Many felt isolated, and simply taking the time to approach another colleague and acknowledge the difficulty of the situation went a long way toward breaking down those feelings. By fostering an environment where everyone, regardless of their political views, could talk openly and with empathy, we began to rebuild a sense of community. It’s not about politics, it’s about humanity.

While we acknowledge that there is still much work and education to be done, we are committed to trying to guide our students through the complexities of the world around them. Our students have voiced appreciation for the fact that tensions are left outside the school gates, and it’s a safe place for all. Whilst we don’t have all the answers, we’re committed to ensuring that:

– Anti-racism efforts also incorporate discussions on both antisemitism and Islamophobia, so that all students, regardless of their background, can become allies in challenging hate.

– We ask the difficult questions and acknowledge the emotional weight of these issues—not to take a political stance, but to show empathy and understanding. 

– We create opportunities for students to learn from diverse views, helping them understand that dialogue is not about winning arguments but about hearing other perspectives and learning to ‘disagree agreeably’.

– We recognise that this work is ongoing, and schools need to create spaces for continued dialogue, assemblies, and reflection.

– Above all, we strive to create a safe and supportive space for *all* students, where diversity is celebrated, and the narratives students encounter promote unity, respect, and mutual understanding.

by Hannah Wilson

What does it mean to our families when we support bilingual literacy?

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.

This is a vulnerable blog to share publicly.  If you follow me on LinkedIn, it will reveal the hard work and heartache behind the upbeat and practical strategies around bilingual education that I often share.  

Of course, we save our shiniest achievements for social media platforms but over the last few weeks – in the real world – I have felt keenly, the crushing failures of being “immigrant mum”. 

For context, I am an educated middle-class British former teacher living in France with my bilingual children and French husband.  My children were born in the UK, have been fully bilingual since birth, and now attend French state primary school.  I’m a fluent French speaker (and have a state-issued certificate to prove it) work in English and socialise in both languages.  

Sounds dreamy, right?

But sometimes, I feel as if I am losing my children – that they are so culturally embedded in the country we live in, that they have no connection to the identity of their birth country.  My identity.

This fortnight, we have been learning about Advent in our home-learning English lessons.  They don’t go to school on Wednesdays, you see, because it’s France.

My son, who had a year of lockdown education, is au fait with the characters.  He was, after all, the donkey in his Reception nativity and plodded along to Bethlehem with Mary and Joseph.  He best friend Gabriel was… the angel Gabriel.

My daughter, who has been educated in the secular French system since pre-school, has a vague understanding of the baby, called Jesus.  The star?  Joseph?  Virgin birth?  Heavenly hosts?  Gold, frankincense and myrhh?  Even the word ‘shepherd’ in English?  All these cultural indicators so essential to the British primary education experience?  Not a clue.

It gets worse: for the last three years, we’ve attended the carol service run by the local American church.  I alone in my family know the words to Silent Night.  My husband and children are ignorant to the joy of “Glororororororia” or “Fivvvvee go’old ringggsss!” and as such, they can’t sit through a full service.  I hissingly insisted my husband remove them (and himself) somewhere between Royal David’s City and Angels in the Realm of Glory and – French and relieved – they went to eat waffles and ride fairground rollercoasters in le marché de noël.

Extended writing – the lovely recipes and stories and letters you’d expect in lower KS3 – simply aren’t required of my children yet in the French state system.  Admittedly, their grammatical knowledge is fast surpassing my own, but mostly they are asked to copy, or write short responses to comprehension activities.

They have never been asked to be a Victorian maid or a to persuade anyone to save the rainforest.  They have not written a diary entry from a ship in the middle of the Atlantic, or a newspaper article about a volcanic eruption.  Maybe creativity, generally, will never be required of them?  

The request to write the Nativity story therefore resulted in meltdowns on all fronts: my son can’t bear the idea of more than two sentences and disappears into the ether of his daydreams; my daughter can’t remember how to spell ‘all’, even though it’s been on her spelling list for millennia.

My children are spectacular: there is no need to qualify this with any reasons why.  They just are.

But they are not British, and they have no other encouragement to be British than me, their mother.  Ensuring they retain a sense of this identity has become a base urge in me.  They will know who Shakespeare is.  They will eat jacket potatoes.  They will understand the culture importance of a Harvest Festival.  Failure simply isn’t an option.

But a lot of the time I feel like a lone salmon, swimming against the current.  And increasingly, I’m experiencing the anticipatory grief of becoming the mother of two French children.

For the first-generation immigrant parents in our school communities, how keenly is this loss also felt?

Do they, too, look at their children and see huge holes where a shared identity should be?  

And as schools, what can we do to support families who might be going through similar experiences?  

(Here come those upbeat, practical strategies…)

  • Understand, appreciate and acknowledge (if you can) the cultures of your school communities – including the educational cultures
  • Value and encourage the use of the home language – never fall into the trap of thinking that one language leads to an inability to acquire another because the opposite is true – languages feed off one another and grow together
  • Value languages, and teach them well – from the earliest possible age
  • Create bilingual streams if appropriate for your school context
  • Introduce Community Language GCSEs and A Levels as far as your timetabling or extra-curricular offer can support – and involve parents in their children’s preparation for these exams
  • Research community language hubs and signpost these to parents if you don’t have the capacity to ‘in house’
  • Align language with culture – food, traditions, literature, film, history, sports – and take opportunities to celebrate these
  • Foster opportunities where parents can make connections and build their own language communities

As cultural diversity in our schools increases, assumptions of monolingualism in our curricula and communities will only become a hindrance.  Celebration and practical support for families aspiring to full bi- or multilingualism will bring out the best in our students and support the full complexity of their identities.

by Hannah Wilson

Developing Cultural Intelligence in Education: A Necessity for School Leaders

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

Cultural intelligence (CQ) is the capability to relate and work effectively across different cultures, backgrounds, and situations:

  • Understanding cultural norms: Understanding how cultures influence values, beliefs, and behaviors
  • Adapting to different cultures: Being able to work and relate with people from different cultures
  • Making informed judgments: Using observations and evidence to make judgments in new environments

The concept of Cultural Intelligence was introduced in 2003 by London Business School professor P. Christopher Earley and Nanyang Business School professor Soon Ang.

In today’s increasingly diverse educational landscape, it is imperative for educators and school leaders to understand and cultivate CQ. This ensures not only the inclusion and success of all students whilst fostering a rich, diverse learning environment, but it is of equal importance to our staff to feel part of an inclusive workplace which prioritises belonging for all stakeholders.

Why Cultural Intelligence Matters

  • CQ Enhances Inclusivity and Equity: CQ allows educators to recognise and value the diverse cultural backgrounds of their students and staff. This leads to more equitable teaching practices and policies that support all students and staff, irrespective of their identity.
  • CQ Supports Recruitment and Retention: CQ promotes a commitment to belonging. Culturally intelligent employers, workplaces, leaders and teams will support the recruitment and more importantly the retention of people with diverse identities. CQ enables everyone to flourish and thrive.
  • CQ Improves Student Engagement and Achievement: Students are more engaged and perform better when they feel understood and respected. Culturally intelligent educators can tailor their teaching methods to meet the diverse needs of their students, thereby enhancing learning outcomes.
  • CQ Strengthens School Community: A culturally intelligent school promotes a sense of belonging among students, staff, and parents/carers. This strengthens the school community and encourages collaboration and mutual respect.
  • CQ Prepares Students for a Globalised World: By fostering CQ, schools prepare students to thrive in a globalised world where cross-cultural interactions are the norm. This is essential for their future personal and professional success.

How to Apply the CQ Model

I use the CQ framework when I am working with school, college and trust leaders to shape their DEIB strategy: 

  • Stage 1: CQ Motivation – what is ‘our why’ for developing Cultural Intelligence and how are we communicating it to all stakeholders?
  • Stage 2: CQ Knowledge – what data do we have/ need and how are we using it to inform our journey?
  • Stage 3: CQ Strategy – what resources do we need, what milestones will we set and how will we evaluate our impact?
  • Stage 4: CQ Action – what training is needed, what actions do we need to take and what behaviours do we want to change?

It is a simple but effective approach and helps leaders who are new to DEIB to get their heads around the cyclical process of shaping a strategy to improve the culture for everybody to flourish and thrive. It is also a core them in our Leading DEIB in Schools programme. 

Developing Cultural Intelligence

CQ for School Leaders

  • Self-Assessment and Reflection: Reflection to understand our own cultural biases and areas for growth. Tools like the Cultural Intelligence Scale (CQS) can be useful.
  • Professional Development: Engaging in ongoing professional development focused on cultural competence and CQ is crucial. Training can provide valuable insights and strategies, as can curated reading. Check out the resources in our CQ toolkit. 
  • Leading by Example: Demonstrating CQ in interactions and decision-making sets a precedent for the entire school. Leaders should model behaviours that reflect cultural understanding and sensitivity. Leaders should also consider methods of communication and how inclusive language choices are.  

CQ for Educators

  • Ongoing Professional Development: Organising regular training sessions on cultural competence and CQ can help staff develop the necessary skills. Sessions should be interactive and challenging, an ongoing conversation instead of one-off training events. We can facilitate a space to explore a range of different themes. 
  • Inclusive Curriculum Development: Encouraging teachers to incorporate diverse perspectives and materials into their curriculum expands our knowledge of others. This not only broadens students’ horizons but also shows respect and develops awareness of different cultures. Find out more from our Diversifying the Curriculum toolkit. 
  • Mentorship and Collaboration: Fostering a culture of mentorship and collaboration where educators can share best practices and learn from each other’s experiences with diverse communities. Reverse mentoring can be a helpful tool to create a knowledge exchange, find out more in our webinar with RVP.

CQ for Whole School

  • Inclusive Policies and Practices: Developing and implementing school policies that promote inclusivity and equity. This includes everything from admission policies to behaviour consequences, from interview processes to appraisals, ensuring they are fair and culturally sensitive.
  • Student and Parent/ Carer Engagement: Creating platforms for meaningful engagement with students and parents/ carers from diverse backgrounds. This could include cultural events, forums, and regular communication channels for feedback such as surveys and focus groups.
  • Diverse Representation: Striving for diverse representation among staff and leadership. This not only brings varied perspectives but also demonstrates a commitment to diversity and inclusion.

Conclusion

Cultural Intelligence is no longer optional in the realm of education—it is a fundamental competency:

  • We need culturally intelligent schools and workplaces.
  • We need culturally intelligent policies and processes.
  • We need culturally intelligent leaders and educators.
  • We need culturally intelligent classrooms and staffrooms.

At Diverse Educators we frame all of our training through the 3 Cs of Consciousness, Confidence and Competence. By becoming more conscious of who we are, of our own lived experience and how it shapes our world view, we can become more confident in how we interact with others, in our inclusive behaviours and our inclusive language. We can then become more culturally competent and develop cultural intelligence. School leaders and educators who develop and promote CQ contribute to an inclusive, equitable, and dynamic learning environment for students and staff alike. By prioritising Cultural Intelligence, schools can better serve their diverse populations, better prepare students to succeed in a globalised society and better support staff in their career progression and leadership development.

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If this theme resonates and is of interest, we have a training opportunity in January 2025. Join us for the CQ (Cultural Intelligence) Certification. There are limited places available so they will be allocated on a first-come-first-served basis.  

by Hannah Wilson