Mirrors, Windows and Sliding Doors: A Metaphor for the Diverse Curriculum
Written by Hannah Wilson
Founder of Diverse Educators
In the dynamic landscape of education, the curriculum serves as the foundation for shaping young minds. As we strive for a more inclusive and representative educational experience, the metaphor of Mirrors, Windows, and Sliding Doors offers a powerful framework for curriculum development. This metaphor, introduced by Dr Rudine Sims Bishop, encapsulates the essence of diversity, equity, inclusion and belonging within educational content, emphasising the importance of reflection, observation, and engagement for all learners.
Mirrors: Reflecting Students’ Own Lives
Mirrors in the curriculum are essential for students to see themselves – their cultures, identities, and experiences – reflected in what they learn. When students encounter stories, histories, and perspectives that resonate with their own lives, they feel validated and recognised. This reflection fosters a sense of belonging and self-worth, which is crucial for their overall development and academic success.
For curriculum specialists and subject leaders, this means incorporating diverse voices and narratives across all subjects. For example, in literature, selecting texts from a variety of authors who represent different backgrounds ensures that every student can see themselves on the page. In history, presenting a more inclusive perspective that acknowledges the contributions and experiences of marginalised groups and provides a fuller understanding of the past.
Windows: Viewing Others’ Lives
Windows offer students a view into the lives and experiences of people different from themselves. Through these glimpses, learners develop empathy, understanding, and a broader perspective of the world. Windows help dismantle stereotypes and prejudices, fostering a more inclusive mindset among students.
To create these windows, educators need to curate a curriculum that includes global perspectives and diverse narratives. In geography, this might involve studying various cultures and their relationships with the environment. In science, discussing contributions from global scientists highlights the universal nature of discovery. Providing opportunities for students to engage with content that portrays different lifestyles, beliefs, and challenges cultivates an appreciation for diversity and interconnectedness.
Sliding Doors: Engaging and Interacting
Sliding doors represent opportunities for students to enter into, and interact with, different worlds. This element encourages active engagement and personal reflection. When students can metaphorically ‘step into’ the experiences of others, they gain deeper insights of different identities and build meaningful connections.
Interactive projects, collaborative learning experiences, and role-playing activities serve as sliding doors in the curriculum. For instance, a history project where students re-enact historical events from multiple perspectives can provide profound learning experiences. In literature, writing assignments that ask students to create narratives from the viewpoint of characters unlike themselves can deepen empathy and understanding.
Integrating Mirrors, Windows, and Sliding Doors
To integrate these concepts effectively, curriculum specialists and subject leaders must be intentional and thoughtful in their approach. This involves:
- Reviewing and Revising Existing Curriculum: Conducting thorough audits to identify gaps and biases. Ensuring that the content reflects a diverse range of voices and perspectives.
- Collaborating with Diverse Communities: Engaging with parents/ carers, community leaders, and organisations to gather input and resources. This collaboration can enrich the curriculum with authentic, representative materials.
- Providing Professional Development: Equipping teachers with the skills and knowledge to deliver an inclusive curriculum. Training on cultural competence, unconscious bias, and inclusive teaching strategiesl.
- Utilising Technology and Media: Leveraging digital resources to access a wider array of content. Using online platforms, virtual exchanges, and multimedia can bring diverse voices and experiences into the classroom.
- Encouraging Student Voice and Choice: Empowering students to share their stories and choose projects that reflect their interests and identities. Designing student-centred approach fosters a sense of ownership and relevance in their learning.
The metaphor of Mirrors, Windows, and Sliding Doors provides a robust framework for creating an inclusive and representative curriculum. By reflecting students’ identities, offering insights into others’ lives, and facilitating active engagement, educators can cultivate a learning environment that values diversity, promotes equity, centres inclusion and builds belonging. As curriculum specialists and subject leaders, embracing this metaphor not only enriches the educational experience but also prepares students to thrive in a diverse and interconnected world.
Do you feel like you belong at work? Here’s why it’s so important for your health, happiness and productivity.
Written by Dr Nilufar Ahmed
Dr Nilufar Ahmed is a multi award winning Chartered Psychologist, Academic, and Accredited Psychotherapist. She works as an academic at the University of Bristol where her research and pedagogy focus on Inclusion and Engagement. Her work is situated in an antiracist and Intersectional framework. She is regularly invited to comment in the media on all things psychology and has delivered training, keynotes, and consultancy services across sectors including HE, business, and Government.
Originally published for The Conversation on May 9th 2024, republished with author’s permission.
We all want to feel like we belong. Psychologists have known this for a long time, describing belonging as a fundamental human need that brings meaning to our lives.
Traditionally, this need was filled by family and community networks. But as society becomes more individualised, with many people moving away from their community and family, the workplace has become an increasingly important source of meaning, connection and friendship.
Many employers know the value of belonging, boasting that their organisation is like a family – a place where everyone is welcome and takes care of each other. But in reality, just being hired isn’t necessarily enough to feel like you belong. Belonging is about feeling accepted and included. This might mean feeling “seen” by your colleagues and manager, and that your work is recognised, rewarded and respected.
Most people want to do meaningful work, and belonging and feeling connected with others is part of this. Meaning in work may come from the job itself – doing something that aligns with our purpose – or from the relationships and roles people create in the workspace. Consider someone who has a (formal or informal) position of offering support to their colleagues. This sense of connection and belonging can make the job feel more meaningful.
Belonging is also good for business. Feeling excluded and lonely can lead people to disengage, negatively affecting their work performance. Surveys have found that over 50% of people who left their jobs did so in search of better belonging, with younger workers more likely to leave.
The exclusion that comes from not belonging can be as painful as physical injury, and feeling isolated can have a range of negative health impacts. In contrast, when employees feel they belong, they are happier and less lonely, leading to greater productivity, fewer sick days and higher profits.
In my role as a psychotherapist, I work with countless people who feel unsupported and alone in the workplace due to direct or indirect discrimination and exclusion. The instinctive response can be to work harder to be accepted and belong – but this can lead to burnout, trying to get the approval that might never come.
The pandemic altered how we think about and engage with work. Some businesses may feel that bringing people back into the office is the answer to building connections and fostering belonging. But the truth is such actions alone could have the opposite effect.
People may withdraw and become less connected in such spaces. Those who prefer working from home may feel unsupported by their workplace if they have to come in to the office to deliver work they can do equally, if not more productively, at home.
On the flip side, for some people, being in the office offers a sense of belonging and connection that can be missing when working from home. Ideally, enabling a balance between the two allows people to benefit from the advantages of both spaces and work in a way that maximises productivity and connection. But it may be some time before employers figure out how to get the balance right.
Finding belonging
Belonging is particularly important to consider as workplaces become more diverse. Workplace discrimination is more likely to be experienced by marginalised groups, and is a major barrier to belonging.
Employees in organisations that are more diverse, particularly in senior leadership positions, are more likely to feel a sense of belonging. Diversity is also related to greater productivity and profitability. But organisations must consider the diversity distribution. While grand statements of inclusion may attract new workers, if the senior leadership team is predominately white and middle class, these statements have little meaning.
For diversity to effectively create belonging, it has to go hand-in-hand with psychological safety. This means that everyone – not just those who share characteristics with the majority or the leaders – feels they have a voice and are listened to. A workplace where people feel nervous about raising concerns, are worried about making mistakes, or feel there is a lack of transparency is one that is lacking in psychological safety.
When people feel unable to bring their authentic selves to work, they may end up performing different identities or codeswitching – adjusting their language – to become more “acceptable” and fit in. These strategies initially help workers create a sense of safety for themselves in the workplace, but can result in exhaustion and burnout.
Creating ways that people can express their authenticity – for example, through employee resource groups such as women’s staff networks – can create a safe space to share with others who have similar experiences in the workplace. For those who are self-employed or work mostly from home, to combat isolation, consider finding online groups or local coworking spaces that mirror the social benefits of a workplace community.
Employees feel more connected with the wider team when their efforts are recognised and rewarded. But this does not have to be through a pay rise or promotion – even an email from a manager can boost someone’s sense of belonging. The more recognition and appreciation for the work we put in, including from our colleagues, the more positive the benefit.
Not everyone has the opportunity to leave workplaces that make them feel unsafe or unhappy. If you are in this position, you can minimise the negative impact by finding connection and belonging outside of work, and reconnecting with people and activities that bring you meaning and joy.
New Official Study Guide for GCSE Set Text Leave Taking by Winsome Pinnock
Written by Samantha Wharton
Samantha is a seasoned educator from East London, with ancestral roots tracing back to the Caribbean nations of Antigua and Guyana. She brings a wealth of academic achievements, including a degree in Communications and Media from Brunel University, a PGCE in English and Drama from the Institute of Education at University College London, and an MA in Black British Literature from Goldsmiths University.
A new official study guide for Leave Taking by Winsome Pinnock, authored by educators Samantha Wharton and Lynette Carr Armstrong, brings a fresh approach to GCSE English literature, enhancing the teaching and learning experience for GCSE English Literature students and teachers.
Samantha Wharton and Lynette Carr Armstrong bring a wealth of expertise from over 50 years of combined experience in education. As co-writers of this study guide, they have meticulously crafted an in-depth exploration of Leave Taking, ensuring that it delves into the nuances of the text with precision and clarity.
But what sets this study guide apart is its academic rigour and its authors’ lived experience and insight. As children of the Windrush generation, Samantha and Lynette possess a profound understanding of the worlds depicted in Pinnock’s play. Their lived experiences and living memories enrich the guide, providing readers with authentic perspectives that resonate with the characters and themes of Leave Taking.
Crucially, Samantha and Lynette had the privilege of consulting with Winsome Pinnock herself during the development of this guide. Pinnock’s invaluable commentary is woven throughout the text, offering readers a rare glimpse into the playwright’s mind and enriching their understanding of her work.
Leave Taking is not just another set text—it is a vital piece of literature amplifying Black voices and sharing insights into the Black British experience. Samantha Wharton and Lynette Carr Armstrong emphasise the importance of showcasing these narratives through Black voices with shared experiences. In a world where the Black experience has been historically erased, texts like Leave Taking must be unpacked and explored with sensitivity and nuance.
This study guide is more than just a pedagogical tool—it is a labour of love, insight, and experience. Samantha has taught Leave Taking at St Angela’s School in London, where staff and students have met it with enthusiasm. The diverse cohort of teachers at St Angela’s have thoroughly enjoyed teaching the text, while the students are excited to see modern characters that reflect their own experiences.
The release of the official study guide for Leave Taking by Winsome Pinnock marks a significant milestone in GCSE English literature. With Samantha Wharton and Lynette Carr Armstrong at the helm, educators and students can embark on a journey of discovery that celebrates Black voices, amplifies lived experiences, and enriches the educational landscape for generations to come.
The duo are committed to supporting teachers in implementing Leave Taking into the classroom. They will offer future training experiences, including workshops and seminars, to provide educators with the tools and insights to effectively teach this text. These training sessions will cover various aspects of the play, including thematic analysis, character studies, and classroom activities.
To inquire about future training opportunities or to reach Samantha Wharton and Lynette Carr Armstrong for further information on the study guide, educators can contact them via email at samantha.wharton@gmail.com and Lynettedcarr@hotmail.com. They are eager to collaborate with schools and educational institutions to enhance the teaching and learning experience of Leave Taking. They are available to answer any queries or provide additional support as needed.
The study guide has received recognition from Lit In Colour, a prominent platform championing diverse voices in literature. It was endorsed in their latest newsletter and featured in The (incomplete) Lit In Colour list, a curated collection of essential resources for educators looking to include diverse perspectives in teaching. This recognition reinforces the guide’s reputation as a valuable tool for promoting inclusivity and representation in education, making it indispensable for educators passionate about diversity and equity.
The official study guide for Leave Taking by Winsome Pinnock can be found through various channels. It is available on the Nick Hern Books website, the same publisher as the play, ensuring authenticity and reliability. Furthermore, the guide can be purchased on popular online platforms like Amazon!
The study guide and texts are available here:
https://www.nickhernbooks.co.uk/leave-taking-gcse-study-guide
https://www.nickhernbooks.co.uk/leave-taking-bundle-deal
https://www.amazon.co.uk/Leave-Taking-GCSE-Student-Guide/dp/1839041366
Press coverage about the play:
‘The godmother of Black British playwrights’ – Guardian on Winsome Pinnock
Guardian ‘Three decades since its debut Winsome Pinnock’s pioneering portrayal of the lives of black Britons feels shockingly contemporary… Pinnock was a pioneer and her piece still hits homethrough its often shocking honesty about the hazards facing black people in Britain’
Time Out ‘A devastatingly powerful story of a British-Caribbean family… whyWinsome Pinnock’s play isn’t on the English Literature syllabus is a mystery to me, given its shocking contemporary relevance… this play warms and devastates’
Two generations. Three incredible women. Winsome Pinnock’s play Leave Taking is an epic story of what we leave behind in order to find home. It premiered in 1987, and was revived at the Bush Theatre, London, in 2018, in a production directed by the Bush’s Artistic Director, Madani Younis.
Should schools provide prayer spaces?
Written by Zahara Chowdhury
Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.
The recent High Court decision, ruling in favour of headteacher Birbalsingh’s decision to ban prayer spaces has created quite the media storm. The decision has raised concerns about the precedent it sets for schools creating safe spaces for students and staff, Muslim students and staff in particular. It has also raised conversations about what schools are for and how schools and workplaces can fulfill their obligation to adhere to the Equality Act and The Public Sector Equality Duty – and how they can get around it too.
The responses to the verdict reveal that we live in a society and online world in which Islamophobia and anti-Muslim hate is increasing; whilst we have ‘come a long way’ in overcoming Islamophobia since 9/11, a high court ruling like this makes me wonder if we’ve made any difference at all to the safety of Muslims for future generations? The verdict also reveals the disconnect that exists within the school system itself: we have some leaders who are not interested in creating unity and understanding within a diverse country – yet at the same time they ‘tokenistically’ take pride in multiculturalism too. And, we have other leaders in education giving us hope, embedding inclusive and equitable practices in everyday school life. I find it baffling that a simple question about prayer spaces ends up at the gates of a High Court. To me, this not only reveals a lack of unity and understanding in a school but also an absence of a critical skill that should be at the centre of schooling: listening.
Many educators and commentators have been sharing their concerns and outrage about the decision. It will also concern parents and students who regularly use prayer spaces in schools, maybe even at work (many teachers use prayer spaces too). It’s a disappointing decision and whilst several anti-woke keyboard warriors rejoice at the ruling, we cannot let it set a precedent for schools – and I don’t think it will. Schools absolutely should provide prayer spaces and they will continue to provide such safe spaces for students – it’s quite simply common sense. For this blog, examples and explanations are practical and experiential, based on what life is like ‘in school’. Whilst research and data are important, progress, collaboration and community cohesion are also nurtured by listening to the candid, lived experiences of staff and students in schools.
Time and space to pray
In line with the Equality Act, allowing students and staff to pray is reasonable and proportionate to a school and working day. It is comparable to allowing students to have break times, music lessons and god-forbid, toilet breaks. Different forms of prayer and spiritual practice are a part of nearly every faith. In Islam, praying 5 times a day is an integral part of the faith. It takes 5-10 minutes to pray. For the duration of that time, a prayer mat takes up just as much space as a two-seater desk. Depending on the time of year, prayer usually fits into a lunchtime. Just as schools host extracurricular clubs, music lessons sports fixtures and more, prayer can usually fit into this time too. It is not a big ask and it is not disruptive.
Some schools may have a designated prayer room, which is great. Other schools may allocate a classroom, usually near a space where a teacher is ‘on duty’ anyway; the last time I checked, prayer doesn’t require back flips, cartwheels or balancing on one’s head…the health and safety risks are fairly manageable. Some schools might even say, ‘if you need to pray and you have what you need with you (prayer mat, head covering, beads, holy book etc…), feel free to use a designated safe space. It does not need to be complicated.
Prayer spaces are not the problem
To blame prayer and collective worship for peer pressure and bullying is deflecting from the real problem. If children start praying as a result of seeing others pray, or if they simply observe with questions and curiosity, why is this such a problem? If they find it to be a positive experience, surely that can only be a positive learning experience. If the opposite happens, it’s not necessarily a problem either. Rather, it’s a teachable moment and reveals hostile attitudes any school should be aware of. Knowledge about the prejudices within our communities is the first step to safeguarding young people in education. ‘Cancelling’ or banning prayer spaces is not.
‘Banning’ or ‘cancelling’ (on and offline) doesn’t work. It is a power-based behaviour management tool fuelling a notion that education is based on ‘controlling the masses’. We all learn through conversation, discussion, listening, knowledge, understanding, boundaries and respect, not necessarily in that order. By no means are any of the latter ‘easy’ to achieve, but from working with teenagers I’ve found they’re open to a heated debate, discussion, learning, understanding and compromise.
School is a place of work and I’m not sure why we expect teenagers to just abide by ‘yes and no’ rules with little to no explanation. Plus, if they find a reasonable solution (like praying in a classroom for 10 minutes at lunchtime), what’s the big deal? Secondary school students are a few years away from further education and the workplace, which we all know thrives on innovation, creativity and autonomy. In this case, a blanket prayer ban in a school (their current place of work) completely contradicts the 21st century workplace they will inhabit. It doesn’t make sense.
‘It’s inconvenient: we don’t have time to police prayer spaces’
Like any theory of change, whether that be introducing a mobile phone policy or changes to a uniform policy, navigating any arising teething issues (by students, parents and the community), takes time and flexibility. None of this is impossible if it is built firmly into the school culture, relevant processes and policies. These policies and processes may be safeguarding, anti-bullying, behaviour management and curriculum. All of the above are part of a teacher’s and a school’s day-to-day functions; navigating prayer spaces is no different to introducing a new club or curriculum change. Plus, we somehow managed bubbles and one-way systems post-lockdown…I think schools are pretty well equipped to create a prayer space for all of a matter of minutes in a day!
Prayer is not ‘an add on’
Faith is observed differently, from person to person. It is a way of life, and an ongoing lived experience; for some it is an integral part of their identity and for others it is their identity. Prayer is a major part of several religious practices. Like some people are vegan and vegetarian, prayer is not just a choice and something to switch on and off – it is an intrinsic part of an individual’s life. Some individuals, as far as they possibly can, plan their days, weeks, holidays and more around prayer. Not only is it a religious obligation, it is also a source of wellbeing and peace. In a time where health and wellbeing are paramount in education, denying prayer spaces seems counterintuitive. Enabling some form of space (like we do options on a menu) for individuals to pray is a minimal request and something schools can do with minimal disruption. However, if cracks in the system are revealed and outrage spills online and at the High Court, there are bigger questions and concerns to address.
Schools don’t need to be ‘impossible’ or difficult spaces – and they shouldn’t be made out to be like this either. One high court ruling does not define the state of schooling in the UK. I have too much respect and experience (or maybe good fortune) of working in schools that enable, or at the very least, welcome conversations around inclusion, safety, flexibility and authenticity. None of the latter disrupts mainstream education and a student’s chances of attaining a grade 9. However, many other things do and those are inequitable opportunities, ‘belonging uncertainty’ (Cohen, 2022) and denying the identities of the young people we teach.
Meaningful wellbeing coaching for ITT
Written by Amy Sayer
Amy Sayer is an associate, consultant, mental health trainer and content writer. She is a Leading Diversity advisor for the Chartered College of Teaching. She is the author of the book ‘Supporting staff mental health in your school’.
When I was first training to teach in 2007, I wanted to impress everyone by working ridiculously long hours, volunteering to write new schemes of learning and exhausted my body to the point that by the first week of December I had a horrible chest infection and was in bed for four weeks recovering. I struggled with boundaries and putting time aside for my self-care and time to rest. If I hadn’t had a supportive mentor who role-modelled a healthy work-life balance, I might have pushed myself to the point of being too ill to qualify at all! When I have mentored trainee teachers myself, I made a conscious effort to make time to talk about their hobbies and life outside of school. I didn’t create impossible deadlines which would compromise their wellbeing. Looking at the latest teacher retention figures, 33% of Early Careers Teachers leave within five years of teaching and there is a clear moral duty for ITT providers to explicitly talk to their trainee about supporting their mental health and wellbeing so that they can stay teaching for as long as possible.
I was approached by the ITT Strategic Lead Georgina Crooks from HISP Teaching School Hub to create a wellbeing programme to support her ITT students. Based on the feedback from her trainees about their worries, I wrote a session to be delivered to the whole cohort which presented them with a wellbeing toolkit for them to use to support their wellbeing during their first placement. As a follow-up to this session, I was able to offer virtual one-to-one coaching sessions to trainees who signed up to create a bespoke wellbeing plan to support their wellbeing. When the trainees started their shorter second placement at a different school, I delivered a second input session to the whole cohort which focused on the importance of rest, managing workload and time to reflect on any amendments to their wellbeing which might need implementing. The session finishes by talking them through mental health and wellbeing tips for looking for their first schools. After this session, the trainees had a chance to book a follow-up one-to-one session with me, or an initial session to create a wellbeing plan.
It has been a real privilege to work with the trainees and to hear their journeys into starting teacher training. The amount of adversity that some of the trainees have experienced, and the wealth of experiences that they will bring to their teaching has been truly inspiring to hear. So many have previously struggled with their mental health in a range of ways, and are brave enough to be honest about this so that the best support can be put into place for them in their schools. They have been able to create wellbeing plans which work around their commitments and carve out moments of joy and rest to ensure that they can be in the profession for as long as possible in a way that works for them and meets their individual wellbeing needs.
The workload of the trainee year can be so vigorous and demanding, that sometimes they really value having a space to share their story. The sudden amount of change which occurs when going to a second placement can be really tricky to manage in a world coming out of a pandemic. Their ability to meet new students, form new relationships with new colleagues, travel to a new location (sometimes via hovercraft!) and learn new schemes of work is truly impressive and having the support of an optional one-to-one coaching session to talk things through in a confidential and safe space has proven to be an important part of planning joyful and regular wellbeing into their schedules.
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ADHD Heads: How can we utilise neurodiversity in shaping the future of schools?
Written by Nadia Hewstone
Nadia is a certified executive school leadership coach. She left headship to start Destino Coaching and now supports school leaders with their own development as well as development of their teams.
Below is what I shared at the ‘Breaking the Mould 2’ in Cambridge for #IWD2024. I would love to hear from you with your thoughts and reflections on the themes I explore:
I am Nadia, founder of Destino Coaching – an organisation that supports Headteachers to remain strategic while tackling the enormous amount of operational challenges in schools.
I want headteachers to increase their influence over policy.
Usually, I’m invited to speak about ways to stay on track with your big goals in headship. Over many years I have developed several planning strategies to help me stay focussed and on track. The main principles are now tools I teach the headteachers I work with.
Looking back over my career I see that I became hyper focussed on finding ways to overcome the challenges I faced associated with being neurodivergent. This is what I want to explore with you today.
Over the next 10 minutes, I want to make a case for the need for neurodivergent leaders in schools as one of the key ways we will address the multiple systemwide issues schools are now facing.
- My story
Like many parents of neurodivergent children, I started to look at some of my own behaviours through the lens of my developing understanding of autism and ADHD about 10 years ago, when I was a headteacher. Both of my children have autism and ADHD and my own assessment of ADHD raised a question about potential ASD too – I have yet to find the time and space to investigate this but I have ADHD and while I am just one person with ADHD, I have now worked with many neurodivergent headteachers and have thought long and hard about what we bring to schools as a group.
As a woman with ADHD I face several struggles and I also experience a freedom I believe is unique to neurodivergent women. Here are some things about me that can appear strange to others:
- I stand up for meetings or regularly leave my seat if I am required to be seated.
- I often put tasks off until the last minute
- I find it difficult to follow people when they give long explanations or instructions. I can appear to be bored – and often I am!
- I have to try very hard not to finish other people’s sentences and speak over them in an attempt to speed them up
- I have to work extremely hard at relaxing and being calm – even though I know it is essential to my well-being
- I need others around me to attend to details as I find detail painfully difficult and race forward
- I break rules – especially when they don’t make sense to me
- I do not proofread my documents
The first time I went on a road trip with my deputy Steff, we stopped at a service station and her standout memory of this day was me getting out of the car before she’d finished parking. She still laughs at this memory now. While I see the funny side I also stand by the decision to do this – she is a stickler for doing things correctly, accurately, by the book – I am not. I saw an opportunity to get our Starbucks order in while she finished her perfect bay parking exercise – therefore cutting down lost time.
Steff and I were a match made in heaven! She was accepting of my pace and challenging about my shortcomings – she gave me space to lead my way and facilitated my growth through her attention to detail. I will love her for this forever.
Now that I recognise many of my behaviours as part of my ADHD, I am learning to work with them, quieten my inner critic and communicate more effectively so that others do not take offense.
As a headteacher, I implemented change very quickly and my high energy meant I took my team with me – they told me I was full of purpose and great fun to work with. I also disregarded things I saw as unnecessary restrictions. This was sometimes significantly risky but meant we cut through challenges and achieved things more quickly.
I’ll leave it up to you to imagine the downsides of all this for my school business manager!
I have had 12 female coaching clients over the past 5 years who have a diagnosis of ADHD and all of them report frustration with the restrictions placed on them by the education system.
Neurotypical heads undoubtedly experience this too – the difference is that people with ADHD view this as intensely impossible to work around.
Coaching women with ADHD is generally focussed on how to achieve their massive, exciting, propositus goals despite external barriers such as Ofsted, the National Curriculum and prescriptive working practices. Mostly they are successful once we work out how to embrace the difference.
People with ADHD are 60% more likely to be dismissed from a job, and three times more likely to quit a job impulsively (Barkley, 2008). This is a great loss to society and I hope we can reverse this in schools so that we can secure a way forward that serves young people.
2. Broken system – needs radical change
If you work in a school, I don’t need to tell you the system is broken:
- A widening gap between rich and poor educational outcomes
- Fewer resources
- Greater mental health needs in our young people
- Fewer services to support children and families
I believe that we need a different type of school leadership, a different kind of teacher.
Teachers and leaders are still trapped by the exam treadmill, still unable to have in-depth curriculum discussions or spend proper time collaborating.
Imagine if we flipped the story and leaders and teachers were designing the curriculum, to better match modern societal needs with an intelligent approach to assessment alongside it.
I suggest that neurodivergent thinking is a great way to flip any story.
3. Creative thinking
Take impulsivity, one of the main symptoms of ADHD. The studies suggest it might lead people to have more original ideas. That’s because people with ADHD often lack inner inhibition. This means they have trouble holding back when they want to say or do something.
Many of my neurodivergent clients have found a new voice and new priorities, including giving attention to staff wellbeing and rethinking the micro-management that characterises so many schools. But achieving this small-scale will not have the impact we need it to have and they often do this at the cost of risking their career.
Women with ADHD, in my experience, tend not to fear the truth and make brilliant cases for what new approaches might look like when systems are broken. More importantly, they often have the drive to see it through. This can appear radical, stubborn even, but for us it’s just about doing what makes sense.
In my book, the Unhappy Headteacher, I explore ways we can still have influence and find joy in the role – because I believe we can. I also believe the system needs drastic change with an uncompromising model of implementation. To me, it is clear that neurodivergent women have a valuable part to play in this.
And gender does matter here. According to Association for Adult ADHD (AAD) men with ADHD are likely to develop aggressive and defensive behaviours in response to being misunderstood, Whereas women with ADHD are more likely to mask and experience self-doubt. This self-doubt can be a gift in headship as with support, it is the place where growth and empowerment can be found.
What all adults with ADHD do have in common, in my experience is inner steel. We find EVERYTHING hard and to find fulfillment and do the stuff that lights us up – like pursuing excellence for a school – we have to accept that we will face tremendous amounts of challenge. Mostly because others often misunderstand our intentions. We share a bounce-backability that is unique to neurodivergent leaders and has prepared us well for the current state of affairs. When everything is hard anyway, dealing with the funding crisis seems surmountable somehow – leaders with ADHD believe there is a way to do the impossible, we just need to find it and we know we can
4. Representation
And let’s not forget the importance of representation in all of this. I have a client who has a diagnosis for autism and fears being open about this with her seniors because of her perceived risk of not being considered for promotion. This saddens me when I think about how far we still have to go in exposing our students to the talent and capability of people with ADHD. Our young people deserve to see examples of adults like them leading schools successfully yet as a culture we still shy away from celebrating the gifts of ADHD – these ‘gifts’ scare us rather than inspire us – what message does that give our young people with ADHD and what potential are we stunting?
Neurodivergent students need opportunities to learn ways to manage the challenges associated with serial rushing and extreme procrastination – what better way to do this than having high-performing leaders with ADHD modelling this around them.
My son has an EHCP and was recently interviewed by an Ofsted inspector in his college who asked him why he thought he’d been so successful at 6th Form, after performing below average at all other stop-off points. Lucas cited the single most important factor as being taught by a maths teacher who is autistic and comfortable with it. Could it be true that to become a mathematician, Lucas needed to see someone like him in the role first? And if so, what does this say about representation among our teachers and leaders in schools?
So how can we utilise neurodiversity in shaping the future of schools?
- Create a climate where neurodivergent school leaders feel free to be unapologetically themselves
- Celebrate neurodiversity in schools and society
- Recognise behaviours associated with ADHD and get excited about them as a sign that creative thinking is taking place
- Follow women with ADHD – they have survival mechanism we need right now in schools
Open-mindedness: The most important thing we can teach young people
Written by Liselle Sheard
Liselle is an experienced Diversity, Equity, & Inclusion professional, driving change in organisations of all sizes including global ftse 100 companies. Liselle is passionate about having a positive influence and encouraging others to do the same.
In a study by Mind UK (2021), 78% of young people said that school had made their mental health worse. 70% of young people who experienced racism in school said that it had negatively impacted their wellbeing. These stats are expected to increase further for minoritised young people. At such a critical age, children are internalising negative beliefs about their differences, and are questioning their place in society. Can we expect young people to achieve top grades and sail through school when the environment is excluding underrepresented groups and shaving their confidence at the very beginning of their journey into adulthood?
Complex data analysis and strategic models have a necessary place in the fight to drive systemic change, but are we overlooking the power of fundamental traits such as curiosity and open-mindedness? Can educational institutions model these traits to drive inclusion, and teach young people to follow suit?
Open-mindedness is the willingness to actively search for a diverse range of information, perspectives, and solutions when navigating through life. It’s the ability to admit that we always have more to learn, and that our experiences shape our perspectives.
In the education industry, open-mindedness can drive an inclusive environment for young people, whilst also encouraging them to be a catalyst for change themselves. In this sense, open-mindedness is about encouraging individuality whilst forging togetherness in the process.
Open-mindedness and finding identity:
Navigating the education system as a young person can bring about complex emotions. Systemically, individual differences and needs have been left out of the conversation, with a holistic service delivered in the same way to everyone. Young generations have expressed feeling stripped of their individuality and self-expression, making it difficult for students to find out who they really are, and grow confidence in their own identity.
To overcome this, self-exploration must be encouraged and welcomed wherever possible, and students should be given the power to consider what is important to them. When this culture is embedded into schools and colleges, it’s embedded into the outlook that young people have on life, increasing their respect and empathy for those around them.
An open-minded education system would fuel a culture of acknowledging the positives of our differences, giving young people the tools they need to support one another.
Open-mindedness can break down the stigma and shame attached to diversity and begin to replace this with pride. However, achieving this culture shift requires commitment from everyone, from industry bodies to individual teachers.
On one hand, it’s crucial that we take steps to increase the diversity of leaders in the education system so that representation is visible to young people during their childhood. On the other hand, we also need to be working to diversify the content covered in the curriculum so that young people are educated on different cultures and perspectives. Students should be able to learn about their own histories in school, as well as uncovering the histories of people with different identities to themselves.
Open-mindedness and finding purpose:
A wealth of research highlights the link between happiness, success, and purpose (Harvard Business Review, 2022). Rather than mapping out young people’s lives for them and pushing them to follow a rigid process, students should be taught the importance of finding their own purpose.
Young people should be supported in finding a purpose that will give meaning to whatever they do. By adopting this mindset, we can encourage students to create their own opportunities, and be ready to explore anything that comes their way.
With an open-minded outlook, young people are more likely to engage in information from a diverse range of creators, encouraging them to build connections with those who have different backgrounds to themselves, and expanding the opportunities that become available to them. Young people should be encouraged to remain curious and enjoy the journey of growing older. This journey is inevitably more educational and colourful when diversity is embraced.
Open-mindedness and its impact on others:
Being open-minded not only helps individuals to increase their understanding of the world and access opportunities, but it also helps young people to make more well-rounded and empathetic decisions that support others.
Open-minded young people bring a future of more inclusive friends, colleagues, innovators, and leaders. As the future of the planet and society becomes ever more uncertain, it’s fundamental that we support young people to build a future where everyone can thrive together.
If we look at many of the most widely recognised thought leaders across the world – from storytellers to artists, to activists – a key trait shared amongst them is their own open-mindedness, and their ability to open other minds to new ways of thinking. The most influential art, music, films, books, and speeches are those that stimulate; blurring societal boundaries and questioning norms.
As younger generations become increasingly more attached to the mission of driving wellbeing and inclusion, they themselves should be empowered in the education system to offer reverse-mentoring and share their ideas for change. Welcoming diverse young perspectives will build the confidence of students and teach them how to find their own power. Opening opportunities for students to be the ‘teachers’ would help to highlight how young people feel, where improvements can be made, and what actions can be taken to drive a more inclusive education system.
Is there a hierarchy of protected characteristics?
Written by Hannah Wilson
Founder of Diverse Educators
One of the questions we regularly ask in our DEI training for schools, colleges and trusts is which of the protected characteristics are visible within your context.
This question is deliberately wide and can be interpreted in a couple of different ways:
- Which of the 9 PCs are visible? i.e. which ones can we see as some are hidden/ invisible.
- Which of the 9 PCs are visible? i.e. which are present in our community and thereby which are missing or do we not have/ know the data to confirm they are present.
- Which of the 9 PCs are visible? i.e. which are being spoken about, invested in, have we received training on.
Often people ask do we not mean – which is a priority? And we emphasise to focus on visibility and explain the gap between intention and impact as there is likely to be some dissonance between what is happening and how it lands.
The reflections and discussions across a full staff will surface some of the disparities of what is being paid attention to. Moreover, it will also highlight the difference in perspectives across different groups of staff – groups by role/ function and groups by identity.
A key thing for us to reflect on, to discuss and to challenge ourselves to consider is that there are nine protected characteristics – so are we thinking about, talking about, paying attention to all of them simultaneously? Are we balancing our approach to create equity across the different identities? Are we taking an intersectional lens to consider who might be experiencing multiple layers of marginalisation and inequity?
We encourage schools to lean into DEI work in a holistic and in an intersectional way, as opposed to taking a single-issue approach as our identities are not that clean cut. We worry that some organisations are focusing on one protected characteristic per year, which means that some people will wait for 8-9 years for their identity to be considered and for their needs to be met. This is also a problem as we generally spend 7 years in a primary context and 7 years in a secondary context so all 9 would not be covered in everyone’s educational journey.
Trust boards, Governing bodies, Senior leader teams do not sit around the table and decide that some of the protected characteristics are more important than others, but there will be a perception from outside of these strategic meeting spaces that there is a hierarchy. i.e. different stakeholders will have differing opinions that in this school we think about/ speak about/ pay attention to/ deal with XYZ but we do not think about/ speak about/ pay attention to/ deal with ABC.
Another thing to consider about the perceived hierarchy is regarding which of the protected characteristics we are expected to log. If all 9 of the protected characteristics are equal, why do schools only need to log and report on two of them for the pupils’ behaviour and safety – we are expected to track prejudiced-based behavioural incidents of racism and homophobia? Does this mean that transphobia, islamophobia, ableism and misogyny are less important? Does this mean we are holding the student to account but not the staff?
One solution to this specific imbalance is to move from a racist log and a homophobia log to a prejudice log. A log that captures all prejudice, discrimination and hate. A log that captures all of the isms. A school can then filter the homophobia and racism to report upwards and outwards of the organisation as required, but the organisation’s data will be richer and fuller to inform patterns of behaviour and intervention needs.
CPOMs and other safeguarding and behaviour software systems enable you to tailor your fields so see what capacity yours has to add in extra fields. You can then log all prejudice and track for trends but also target the interventions. We have been working with a number of pastoral leaders and teams this year to grow their consciousness, confidence and competence in challenging language and behaviour which is not inclusive and not safe. We are supporting them in making their processes and policies more robust and more consistent to reduce prejudice-based/ identity-based harm in their schools.
Another consideration alongside the student behaviour logging and tracking is to also consider the logging of adult incidents. Do our people systems capture the behaviours e.g. microaggressions and gaslighting that the staff are enacting so that these patterns can also be explored? Do our training offers for all staff, but especially leaders and line managers empower and equip them to address these behaviours?
So as we reflect on the question: Is there a hierarchy of protected characteristics?
Consider how different people in your organisation might answer it based on their unique perspective and their own lived experience. And then go and ask them, to see how they actually respond so that you become more aware of the perception gap – if we do not know it exists, we cannot do anything about it – and the learning is in the listening after all.
Safeguarding Inclusion: Nurturing Diversity in Educational Settings
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.
The reality of being black in Durham - a diversity deficit
Written by Charlotte Rodney
As an undergraduate student currently pursuing my law degree at Durham University, I am an advocate passionate about Human Rights, hoping to propel into a career at the Bar. Public speaking, debating, and writing have always been passions of mine, placing conversation at the forefront of my passions. With a willingness to better understand intersectionality that is necessary but often lacking in educational institutions, I continue to pursue ventures that raise awareness on the topic of racial injustice. Writing for Durham's student publication, Palatinate, and immersing myself further into the legal field as a Durham University Women in Law Mentor, as well as being a mentee of a leading Professional Negligence barrister myself, I hope to always remain immersed in academic and working practicing fields.
467.
That is how many Black students there are, including those of a mixed background, who attend Durham University as of the 2020/2021 academic year. What’s more, that is 467 students out of roughly 22,000. Whilst, as a Black student myself, I am not shocked to see that only 2.3% of Durham is Black, this may seem low to others when considering that this is well below the national university average of around 8%, and the Russell Group average of 4%. What then is causing this? In conversation for a second time with the newfound community for Black women in Durham, Notes From Forgotten Women (NFFW), we have gone further into sharing the experiences of what it is like to be Black in Durham, delving to the root cause of the problem.
Co-founders of NFFW, Chloe Uzoukwu and Subomi Otunola gave their opening remarks on what their experiences have been like as Black women in Durham. Subomi discusses coming from a largely white background having studied in Bath, and how “I got to Durham and it seemed like that same cycle was going to continue where I barely had any black friends”. Subomi then goes on to describe her experience as “disheartening” being one of the only Black people in her History and Classics modules. “Even within my college, if I wasn’t placed with black people, I would not have spoken to them because the majority of my other friends and the people I’ve met within my college have been either people of colour, broadly or White.” Chloe echoes much of Subomi’s sentiment, describing her experiences growing up in Switzerland. “I would say that my experience in Durham has actually been arguably a big improvement from what I’m used to.”
…we ARE still here
One of the key points our discussion led us to was the difficulty of Black people coming together and finding one another at Durham. Chloe describes struggling in having to reach out to others of a similar background during her early time at the University. Whilst there is a general experience shared by all university students of having to reach out to others in your new environment, Chloe emphasises how other White students have the luxury of not needing to further search for people that look like them. “I actually really had to go and branch out on my own to find other Nigerian people… which is something that, you know, white people don’t necessarily have to do.” Sara Taha, NFFW’s social media manager, added her remarks on what she believes the key issues to be. Firstly, Sara highlights that “a lot of black people feel pressured to assimilate into a traditionally English culture”. Whilst Sara emphasises that this is not to say there is no place for Black people in a traditionally English culture, “the assimilation that a lot of black individuals feel they must do is at the expense of ever talking about their culture, heritage or race again”. Secondly, the discussion led us to the opposing point that in creating Black communities within Durham, with the hopes of bringing people together to share cultural experiences, this may in fact only help perpetuate stereotypes within the Black community. Sara adds, “ACS is a crucial society in many universities, just as it is in Durham…But, ACS does cater to certain people. It is usually led by a certain demographic.” What then is Durham not getting right about diversity at university, and perhaps more importantly what is going on within the student community that leads to these two polarising cultures?
Many readers might be familiar with a recent ranking that the University received via The Times, where we placed last out of 115 other institutions on the measure of social inclusion. Whilst this is an internal factor that many students may be aware of, it feels as though Durham aren’t doing enough about it. Chloe explains that “this reputation it has for not being socially inclusive, hasn’t affected them in the slightest. And if it hasn’t really affected them in the slightest, why would they care about changing?” As Sara would put it, “Durham has a certain aesthetic it has garnered over the years.” She explained that she believes that, “rather than try to seem integrated and diverse (like so many other universities), Durham values its inherent whiteness above all else.” So, with a socially exclusive culture that evidently does not prioritise Black students, what is Durham left with?
… Durham values its inherent whiteness above all else
To address the ever-metaphorical elephant in the room, it wouldn’t be fair to discuss diversity at Durham University without talking about the diversity in County Durham, and the North East as a whole. The Office for National Statistics has revealed that County Durham is 0.3% Black as of 2021. Nonetheless, the University isn’t made up entirely of students from the North East; in fact “Durham’s recruitment has not traditionally focussed on the local area, with large numbers instead coming from outside the North East”. So why is this University continuing to fall below the national average for Black students who attend university?
Durham University published their Access and Participation Plan, a 5 year plan set to conclude in the 2024/25 academic year. Within this plan, their section dedicated to all Black Asian and Ethnic Minority (BAME) students explains that Durham’s BAME proportion of all domiciled UK students remains below the UK national average because “there are geographical factors at work. Durham’s position is consistent with its regional context. The population of the North East Region is not very ethnically diverse, and this is reflected in the ethnic diversity of the NE universities…”. Furthermore, they raise the issue of having “a particular issue around the proportion of black students, which we have begun to address…” and this is a point we will return to later. For now, this is what the response has been. Sara comments that, “as a northerner, I know that there is a significant lack of black people here than down south. However we ARE still here.” Subomi added her remarks on the wider experience of what it means to be a student in higher education. “The very stereotype of what it means to be a student in the first place is to be white and to be of a certain privilege standing… we’re going to have to seek out these places to actually create a space for ourselves.” This is why, as Subomi remarks, there are no societies dedicated for white people. It is acknowledged that black students are in a minority, and hence communities are set up to facilitate a sense of belonging that doesn’t automatically exist like it does for white students. The sentiment may be there, yes, however it perpetuates a system where Black students are put in a space of being reminded they will always be disadvantaged. Afterall, you are perceived Black before you’re a student.
When asked for a comment, A Durham University spokesperson said: “We’re building a diverse, safe, respectful and inclusive environment where people feel comfortable to be themselves and flourish – no matter what their race, background, gender, or sexual orientation. “We recognise we have more progress to make in attracting black and other under-represented student groups to Durham, to ensure they feel welcome and to support their development while they are here.
“In making progress, it’s important to identify and develop solutions with our students, drawing on their lived experiences, as well as working with partners and specialist advisers. As part of this, we are consulting with student groups on the development of our new Access and Participation Plan. “We are also hoping to get a deeper understanding of the lived experiences of our racially minoritised students through our upcoming Equality, Diversity and Inclusion Survey which will open on 5 February. We encourage our students to respond so we can build as accurate a picture as possible – further details of how to get involved will be shared very shortly.”
Whilst statistics are great, and plans towards diversifying the University community may be well-intended, one can’t help but get a feeling that this isn’t an active priority for Durham University. For instance, their five year action plan “intends to add 100 UK domiciled black students by 2024/25”. That would be less than 0.5% of the student community. Sara expressed her disdain of the wording of a following paragraph which reads “Durham is not based in an area of the UK with a great deal of ethnic diversity and students with low aspirations are often unwilling to move significantly from their local area.” Sara explains that “I find the label ‘low aspirational’ to be offensive and based in racist stereotypes that black people ‘are not trying for a better future the way white people and other races are’.” What’s more, she calls for more compassion from the University in acknowledging the intersectionality of this issue.
I now call each and every reader to a point of reflection. As a Black student, would you find yourself recommending Durham University as an institution? The differing responses I have had perhaps speaks to the complexity of the issue. Chloe explains that, “I hate that we have to feel like we need to downplay ourselves simply because we’re afraid of stepping into white spaces. I don’t think that’s fair on us. And so I would 100% recommend the University to other Black students…but not without its warnings.” On the other hand Sara notes, “I am not likely to recommend Durham to fellow black students/friends, if they are used to a certain standard of diversity. First year, first term, was one of the most isolating periods in my life because my college was not diverse in any sense of the word.” What then are we left with considering the space, or lack thereof, there seems to be for Black students in Durham?
The very stereotype of what it means to be a student in the first place is to be white and to be of a certain privilege standing…
The University may have a lot to answer for in terms of tokenised efforts to add a mere 100 Black students by 2025, but the issue goes beyond that. We are immersed daily in a culture at this University where Black people are invisible. And in efforts to make us more visible, we are confined to our black spaces that very much have their own shortcomings. What might there be for us? The answer is simple: plenty. There is as much at this University for a Black student as there is for a White student, and every other ethnic background in between. Although it may not look like it, because the diversity is not fairly representative at all, we are still here and calling for the University to make more substantial efforts at diversity, beginning with tearing down the harmful association with Black students and low aspirations. So, the next time Durham University ranks comically low in what are extremely important areas of social inclusion, ask yourself who that benefits, and think of the number 467.