My Becoming
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.
Once upon a time, in the 1980s village of Woolton, Liverpool, my educational journey began at Notre Dame, a Roman Catholic Grammar School with a simplicity and homogeneity that defined the era. Diversity, an unfamiliar term, seldom found its way into our vocabulary. Inclusivity, if acknowledged at all, meant conforming to a narrow mould. The notion of an EDI Lead was beyond imagination, and conversations about inclusion were but a whisper in the wind. I will definitely one day take a trip down memory lane and share my experiences.
Fast forward to the present day, where the quaint village experience meets the vibrant landscape of Beaconsfield High School. Here, I am privileged to be the school’s EDI Lead. Over the years we have witnessed an extraordinary transformation. Our school, once bound by conformity, now embraces the range of backgrounds, cultures, and identities. Diversity is not just acknowledged; it is a cause for celebration. This celebration of diversity and citizenship was ignited during our inaugural Global Citizens Week celebration. Inclusion is not just a buzzword; it is consciously embedded into the very aspect of our educational system.
The positives of this transformation are as abundant as the perspectives, worldviews, and lifestyles our students now encounter. They merge a rich foreword thing, diverse and inclusive learning experiences, the invaluable lessons of empathy, respect, and the strength derived from unity in the face of diversity. We are not merely preparing them for a world where these qualities are admirable; we are preparing them for a world where these qualities are essential. Yet, as we bask in the glow of progress, the journey towards true equity and inclusion continues. Barriers, some dismantled, others still standing, remind us that our work is far from over. As the EDI Lead, I recognise the need for more diversity among our educators and leaders. Our curriculum must reflect a global perspective, ensuring every student feels seen and heard.
The concept of an EDI Lead, once unimaginable, now stands as a beacon. It should not be a rarity but a standard that is imperative at the core of our education system. I believe that EDI and Safeguarding share common ground promoting a safe and secure environment. Our aim is a society where uniqueness is embraced, where every student sees themselves reflected in their education, and where equity is not just a distant goal but a living reality.
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.
A Groundbreaking Milestone: the UK’s First Nursery to Implement Equal Parental Leave
Written by Claudio Sisera
Claudio Sisera is the Founder and Head of Diversity at Male Childcare & Teaching Jobs. Advocate of Gender Inclusivity in Education.
Eagley School House Nurseries has opened a new chapter for equality in early years education by introducing equal parental leave, a policy that’s the first of its kind in the UK’s early years domain. Spearheaded by Director Julie Robinson, this innovative approach goes beyond mere policy changes; it marks a meaningful step toward true gender equality at work and home. Julie’s leadership aims to inspire other settings in the sector to consider similar policies, sparking a ripple effect in early years education.
Driving Equality: The Vision Behind Equal Parental Leave
Julie Robinson’s initiative to implement equal parental leave at Eagley School House Nurseries reflects her commitment to fostering gender equality in the workplace and in family life. “We’ve long assumed that childcare leave is just the mother’s responsibility,” she says, explaining how her policy addresses the need for change. This fresh approach allows parents, regardless of gender, to share childcare responsibilities without stigma.
Research supports the positive impact of both parents being involved in their child’s early years, showing benefits in cognitive and emotional development. By enabling fathers to participate more in these foundational years, Eagley School House Nurseries highlights the importance of both parents’ roles in childcare, setting a powerful example that values fathers just as much as mothers.
Reflecting Core Values: Inclusivity at Eagley School House Nurseries
For years, Eagley School House Nurseries has been committed to building an inclusive environment, and the new equal parental leave policy is a natural extension of that mission. Julie’s work over two decades has consistently championed gender diversity, with projects focused on supporting boys’ achievements and welcoming men into early years roles. “Inclusivity has been my ethos from the start,” Julie explains, emphasising how valuable male contributions are to early education.
This policy not only aligns with Eagley School House Nurseries’ mission but also strengthens their dedication to providing a workplace that challenges stereotypes. By promoting equal leave, Julie fosters a culture where everyone’s contributions are recognised and valued, irrespective of gender. Her work is a beacon for other nurseries and settings, offering a roadmap toward a more balanced childcare sector.
Impact on Staff and the Early Years Sector
The introduction of equal parental leave at Eagley School House Nurseries is not only a supportive measure for its employees but also a landmark decision for the wider sector. As Julie shares, “Parents shouldn’t have to choose between career and family.” Her policy champions choice, removing societal pressure and ensuring all parents feel supported in balancing work and family.
More broadly, this policy fosters a more equitable early years environment. By making parental roles independent of gender expectations, Eagley School House Nurseries encourages fathers to take on active caregiving roles. Julie explains, “Normalising parental leave for all genders helps break down stereotypes about caregiving.” This forward-thinking approach sets an important precedent and signals a progressive shift within early years education.
Transforming Workplace Culture
Eagley School House Nurseries’ equal parental leave policy is expected to bring positive cultural changes to the workplace, creating a supportive environment for all staff. Julie hopes the policy will strengthen job satisfaction and encourage retention, especially for men entering early years education who may seek balance between family and career. “When we value our dads, we acknowledge the important role they play,” she notes.
This commitment to inclusivity could help attract new talent, reinforcing Julie’s message that every role in childcare is meaningful. Her vision reflects a dedication to creating a workplace where employees feel valued as both caregivers and professionals, inspiring other nurseries to consider similar steps.
A Vision for Change: Julie Robinson on the Importance of Men in Childcare
Julie Robinson’s passion for equality extends beyond policy – it’s about reshaping perceptions in the early years sector. She believes that valuing men in childcare is essential for building a truly inclusive society. “When we respect people for what they do, we elevate the industry and the role itself,” Julie shares.
By supporting men’s involvement in early years, Julie hopes to set a new standard that encourages more men to embrace active parenting. She believes that equal parental leave could inspire men to engage fully in their children’s lives and become role models within early years education.
Looking Ahead
Eagley School House Nurseries’ new policy on equal parental leave sets an important standard for inclusivity in early years education. Julie’s commitment to supporting both mothers and fathers equally not only enhances workplace culture but also encourages a balanced approach to family and professional life. This is a significant shift, one with the potential to inspire change across the sector.
We hope that other early years settings will follow Julie’s example, working toward an industry where staff feel valued and empowered to balance work with family. Together, we can create a stronger, more inclusive future for early years education.
Developing Cultural Intelligence in Education: A Necessity for School Leaders
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.
The Diversifying the Curriculum Conference 2025
Written by Bennie Kara
Co-Founder of Diverse Educators
At Diverse Educators’ Diversifying the Curriculum Conference, Hannah Wilson started the event by reminding us all that the work on ensuring curriculum is deep, broad and diverse is not done yet. Our speakers certainly reminded us just how much we can do to make sure that we are constructing a curriculum for all.
Christine Counsell’s opening keynote was joyful to listen to, not least in part due to her incredible depth of awareness and knowledge about the humanities curriculum. She connected effective learning to effective curriculum design and spoke about how thoroughness is possible and how thin unconnected content does not serve the needs of our children. She reminded us that the humanities are replete with story and that each lesson should have children longing for the next one. In her keynote, she recognised the need to work hard to deliver unfamiliar content but also how that hard work pays off when students have experienced language, symbols and narratives repeatedly throughout the curriculum from year 3 onwards in her words meaning comes from relationships with everything else and that the curriculum should be a series of constant bursts of energy fueled by indirect residents and anticipation.
In Emily Folurunsho’s session, we were treated to an in-depth look at Black British history and how important it is to ensure that British students learn about Black British history and not just the history of Black Americans. She was clear in her message that the first time that students encounter a black figure from history should not be through the lens of enslavement. She talked us through three themes that allow us as educators to give a fuller picture of Black British history as possible. She talked about figures from the pre-Anglo-Saxon past, from the Tudor age and from the Victorian age. It is important, she said, that we study Windrush and its legacy, but that we also contextualise Windrush in light of broader race relations in the mid 20th century. She talked compellingly about how Black British history has a connecting influence in terms of providing representation and presence for black students, touching on her own history in Britain and how she personally learned about Black history. She went on to explore how Black British history is challenged in its presence and its validity. To ensure that Black British history is truly embedded into the curriculum, we must seek sources from Black voices and we must refer to Black historians.
In David Bartlett’s session on the global boyhood initiative, we learned about the need for healthy masculinity and healthy emotions in boys and how that goes hand in hand with healthy gender expectations. He explored what healthy gender expectations look like and how to facilitate young people in breaking free from limitations. In his session he explored gender differences and gender stereotypes, asking: what is nature and what is nurture? He highlighted the idea of pink and blue roles in the development of gender identity and responsibility.
Dana Saxon’s session on roots and relevance started with Dana’s personal experience of history as a subject. She talked about how history was not for her in her early experiences and how she felt that her history had been erased. It was only as an adult that she started family history research and that gave her a sense of personal ownership of her story and the ability to create and curate the family archive. She explored the disconnect in history teaching, asking who decides which histories are more important and invited us to consider who is remembered and who this suggests matters. She was clear in her message that history has been distorted, disfigured and destroyed and that erased histories disempower people. She stressed the need to find untold stories and the stories of migration because there are empowering stories hidden deep in our archives. It is a way, she said, of connecting the dots and answering the questions: how did we get here and why does it matter?
Samantha Wharton spoke about Black British literature. She referenced her work and resources on Leave Taking by Winsome Pinnock. Focusing on this text, she explored the context of Pinnock’s play and how teachers can take a cross curricular approach in delivering lessons on it. The text, according to Wharton, is a valuable insight into shared immigrant experiences, family dynamics, the generation gap and matriarchal figures, as well as themes of education and what is deemed sub normal. She encouraged us to go beyond the classroom when exploring literary texts like Leave Taking. She referenced the work of Lit in Colour, outlining the statistics on representation in literature and explored how a simple audit activity can develop thinking about diversity in the curriculum.
Krys McInnis’ session touched on the journey between diversifying the curriculum and decolonizing the curriculum. He asked us to consider positionality in approaching this process, stressing that all people have lived experience and we all have different starting points when undertaking curriculum reform. He spoke compellingly about redistributing power, centring the voices of the colonised and challenging the notion of who holds knowledge and how we make space for marginalised voices and epistemologies. He told us that unlearning is needed and that we need to be willing to adjust, not just approach the process of decolonization as a road map or a checklist so that we can say we are done. In essence he asked us to rethink knowledge and also how language is used today to define power and perspective.
I finished my day listening to Shammi Rahman talking about how RE can help us embrace unity. It was shocking to hear that 500 secondary schools report delivering 0 hours of RE and that led Shammi to ask the question: what is the value of RE for staff, for students, for communities and for parents especially when it can prevent misunderstandings and misconceptions around people and their faiths. Shammi helped us understand that children may be missing out on the opportunity to talk and listen as it is such a central skill in RE and that, in doing so as teachers, we can help them avoid generalisations about groups of people. She stressed that it is difficult to have broad knowledge but that we do need to make time to read and to become comfortable with being uncomfortable in delivering certain aspects of RE. We cannot let our fear of offending people or getting names wrong prevent us from teaching RE lessons that are outside of our own experiences. She went on to talk about what difference it may have made to her peers if they knew about the contributions of her community to the national story. She stressed the need to use quality resources, referencing the work of Mary Myatt and also the work of Nikki McGee. McGee’s work on Black history tours to enrich the curriculum is an excellent source of support for teachers. She finished by reminding us that the beauty of RE is in its intersections.
David Lowbridge-Ellis’s closing keynote reminded us that working in diversity, equity and inclusion is often an unpaid, frustrating and thankless job. He also reminded us that we need to articulate our commitment to the work and to keep bringing about the message of why this work is important. He referenced the work of Dr Rudine Sims Bishop in 1990 on the importance of windows, mirrors and sliding doors as a key metaphor. He pointed out that the choices we make in the resources and examples we put in front of our students may result in students feeling like they belong in the classroom. That it is crucial to make sure that there are windows into the world outside of students so that they are developing a broad cultural capital. He too referenced the work of Lit in Colour. But he returned to his driver and one that perhaps we should all pay attention to, the need to have children we are serving to have a better school experience then we did. It is incredibly important that our values show that we are committed to this work. And it is not just about the curriculum, he spoke about accountability and how some people have the opportunity to shape and influence recruitment, to shape development priorities and equality’s objectives. This is a large sphere of influence.
It was not possible to attend every single session, as much as I would have liked to. But there were common threads and I hope that you can see them in this summary. The Diversifying the Curriculum Conference remains as relevant as it did five years ago because as we said at the start, the work is not yet done.
At The Reverse Mentoring Practice, we want to have BIG, game-changing conversations
Written by Stacy Johnson MBE
Chief Scientific Officer and Founder of The Reverse Mentoring Practice. Stacy is a leading voice on the frontier of justice, inclusion and belonging work. She helps organisations to re-imagine, re-engineer and reset their culture. Her groundbreaking work on reverse mentoring and practice supervision is making waves. Stacy is #TriniToDeBone
We want to talk about reverse mentoring in situations where you’re trying to improve inclusion, as an approach to retaining staff, and who may also be dealing with barriers to inclusion, who may find themselves in tricky situations and circumstances related to their protected characteristic. We do not want to have superficial conversations.
We want to celebrate the lived experiences of people through the magic of reverse mentoring, whether it is informal or formal, whether it’s programmatic in your organisation, or ad hoc.
We want to help you listen differently, to spark change in your organisations by empowering you and your senior leaders to move forward with cultural humility to ignite equitable action.
We sat down with Stacy Johnson MBE, our Chief Scientific Officer & Founder at Reverse Mentoring Practice who shared her insight and research on reverse mentoring. In the online seminar Stacy also held a question-and-answer session where one member asked:
Q: How can we get the people that would benefit from a mentoring relationship interested?
Stacy: Whether you are a very senior person or a junior person, you should periodically pause and assess.
Ask yourself: Am I being mentored? Am I mentoring anybody else? And if one of those things is not true, you need to make that right. You should always, at any point whether it’s formally or informally, be mentoring or being mentored.
It’s about reminding people on both sides of the equation that there is benefit from being a mentor and being mentored.
As far as those who are already converted, we should be more open about what mentoring is.
For example, the way I got a reverse mentor was because an amazing young man said to me, “will you mentor me?” And I actually felt a bit of horror. In fact, I remember saying to him, “I’m a terrible mentor! Let’s just meet and have some coffees!”
And then eventually, after several of those meetings, I said, “actually, will you reverse mentor me?”
I guess that’s because I had never been formally trained as a mentor. Some people have the impression that you have to be really knowledgeable, and you have to have all the answers. The idea of being formally asked to be a mentor is probably quite intimidating to even the most amazing leaders.
For me, I just want to have interesting conversations with this amazing young man and share ideas about things that had worked for me, things that I’d seen had worked for other people who were similar to him, or different to him. As soon as he labelled that mentoring, I panicked. So, it might be the same the other way around.
Maybe for the people who are not yet converted, it’s about offering it up as an informal relationship and connecting with somebody who is more junior to you, or more senior to you. Maybe that pulls them in, they begin to see the benefits and then they can happily then label it mentoring. They will be extolling the virtues of mentoring, and you won’t have to convince them.
If you want to know more, join us at the Diverse Educators webinar where we will explore how we unlock the potential of reverse mentoring and cultural humility in driving personal growth and organisational success. The recording will also be available to playback afterwards.
The Battle for Inclusive Education: A Glimpse at the Frontlines
Written by Rachida Dahman
Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.
“It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders”. Rachida Dahman
The question of inclusive education for all remains a central theme that presents us with challenges while simultaneously offering opportunities for change and progress. Amidst this multifaceted scenario, we witness an unprecedented battle on all fronts. From the classrooms to the corridors of power, there is a struggle to shape the educational landscape and pave the way for a fairer future.
A Reordering of the Education System
The good news first: schools do not have to remain in permanent crisis. Despite limited resources and the need to address the needs of children and families with special requirements, there is a growing demand for a fundamental restructuring of the education system. This restructuring transcends mere resource reallocation; it demands the deconstruction of antiquated paradigms and the reconstruction of an educational system that fundamentally empowers students to question prevailing norms, resist conformity, and actively redefine the contours of their world. From parents to teachers to students, there is a push towards developing individuals who can make decisions with integrity and zest for life.
Key Factors in Transformation
School infrastructure: The modernization of teaching and learning materials, along with the integration of innovative technologies, is crucial and must be driven by a fundamental rethinking of what education should achieve. Additionally, forming smaller classes is necessary —not merely as a logistical improvement but as a means to foster genuine dialogue between students and teachers, allowing for personalized learning that respects and celebrates diverse linguistic and cultural backgrounds. This approach may also serves as a countermeasure to the homogenizing effect of standardized tests, which too often serve to enforce conformity rather than inspire excellence.
Conditions of School Buildings
A thorough analysis of school buildings is essential not just to meet the high standards of safety, accessibility, and educational quality, but to reimagine these spaces as the physical embodiment of our educational ideals. Renovating and modernizing existing infrastructure is imperative, yet it must go beyond mere compliance with regulations. We need to envision schools as dynamic environments that inspire learning, creativity, and a sense of community. This requires an architectural revolution, one that not only considers the physical space but also how that space interacts with the psychological and emotional wellbeing of students and educators alike. By crafting buildings that are not just functional but transformational, we pave the way for an education system that nurtures the full potential of every individual.
Environmental Awareness
Integrating environmental topics into the curriculum and implementing measures for energy efficiency plays a central role. Heightened environmental consciousness contributes to reducing the ecological footprint of schools. Integrating environmental topics into the curriculum is more than teaching students to recycle or save energy. It is about fostering a profound connection to the planet they inhabit. The measures for energy efficiency must be implemented with an urgency that reflects the precariousness of our environmental situation, making schools not just places of learning, but sanctuaries of sustainability. This heightened environmental consciousness is not merely a contribution to reducing the ecological footprint of schools; it is an act of rethinking how we coexist with the natural world. By embedding this awareness into the very fabric of education, we are nurturing a generation that understands stewardship as an essential part of their identity, a generation that sees the care for the Earth as inseparable from the care for their community and their future.
Ensuring Accessibility
All students must be able to participate in the educational process, regardless of their backgrounds or circumstances. This imperative extends particularly to children and families traumatized by the ravages of war, who not only face the direct impacts of conflict but also endure the humiliation it inflicts. Such individuals require special attention and support to overcome the challenges they face in accessing education. This necessitates not only structural measures but also the provision of dedicated resources and tailored interventions to address their unique needs. For it is within the sanctuaries of our schools that we must mend the shattered spirits of those broken by conflict, transforming these halls into spaces where dignity is restored, dreams are rekindled, and the seeds of a just and peaceful future are sown. Only by ensuring inclusivity and support for the most vulnerable members of our communities can we truly uphold the principles of equitable education for all.
Career-Oriented Programs
A better connection between school and the professional world facilitates the transition into the workforce and provides practical insights. In this context, education must do more than just prepare students for the workforce – it should also embody egalitarian values and act as a powerful equalizer. To achieve this, such programs need to be developed with meticulous care. By embedding inclusivity and gender equality at their core, these programs ensure that every student, regardless of background, has the opportunity to pursue careers in fields traditionally dominated by men. Thoughtfully bridging the gap between school and the professional world, these initiatives foster a strong sense of purpose and social responsibility in students, motivating them to use their skills to drive meaningful, positive change.
Advancing Digitalization
The utilization of digital technologies offers opportunities for an enhanced learning environment but also necessitates training for teachers and the promotion of digital literacy. Advancing digitalization presents an exciting frontier for transforming our learning environments, offering unprecedented opportunities for innovation and engagement. However, it is crucial to recognize that harnessing these digital technologies demands more than just integration; it requires a fundamental shift in how we approach education. Teachers must be equipped not only with the technical skills to navigate new tools but also with the pedagogical strategies to effectively incorporate them into their teaching. Furthermore, promoting digital literacy among students is not merely about using technology but about fostering critical thinking and ethical awareness in an increasingly digital world.
Community Engagement
Local communities play a crucial role in promoting education. Collaborating with local organizations and businesses opens various avenues of support. They are pivotal in advancing education, offering far more than just supplementary support. Collaborating with local organizations and businesses transforms these entities into active partners in the educational process. This partnership is about forging meaningful connections that invigorate and expand the learning experience. By leveraging community assets— from mentorship programs and real-world internships to innovative local projects—education becomes a shared endeavor that reflects and responds to the needs and aspirations of the community. It fosters a culture where education is not just a responsibility of the institutions but a collective mission, driving social change and collective growth.
A Call to Action for Decision-Makers
The transformation of the education system requires a long-term strategy and committed collaboration from all stakeholders. Particularly at the institutional level, a shift in mindset and active communication are essential. Only when all actors understand their roles fully and work together constructively can we achieve inclusive education for all. Decision-makers must urgently champion a shift in mindset and prioritize transparent, heartfelt communication at every level of the institution. This is a passionate call for decisive leadership and unwavering unity. It takes every stakeholder to fully grasp their vital role and work together with genuine commitment to break down barriers and create a path to truly inclusive education.
Building Productive Relationships in Education
In the midst of pervasive and pressing challenges, the importance of fostering harmonious and fruitful relationships cannot be overstated. It is crucial to establish and sustain these relationships over the long term, working collaboratively with schools, teachers, and families to anchor and stabilize structures that provide environments where children can thrive and develop undisturbed. The integrity of educational structures hinges on solid relationships, which provide a foundation of support and stability for students. By fostering open communication and mutual respect among all stakeholders, we build a framework that supports not only academic success but also holistic development.
Securing the Involvement of all Stakeholders
It is essential, in my opinion, to ensure the engagement of all relevant stakeholders to create such an environment for children. In times of ubiquitous and pressing burdens, it is crucial to establish and maintain productive relationships for the long term, to collaborate with existing schools, teachers and families to anchor and stabilize structures so that children can find environments in which they can fully unfold, undisturbed.
Unfortunately, in my experience, schools often do not thoroughly evaluate their internal weaknesses. Instead, these issues are frequently ignored or passed off as someone else’s problem, which prevents meaningful resolution. Addressing these weaknesses honestly is crucial for understanding and resolving conflicts effectively.
The Importance of Dialogue and Collaboration
It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders. In my view, building bridges between various stakeholders—parents, educators, policymakers, and community leaders—is essential for creating an inclusive educational environment. By fostering open dialogue and collaboration, we can address the diverse needs of students and families, thereby promoting a more equitable and supportive educational system.
To truly advance the cause of inclusive education, it is imperative to deeply engage with and integrate insights into the evolving dynamics of working with children and families. This means actively seeking out and understanding the root causes and far- reaching effects of our educational practices. Engaging in meaningful dialogue with all relevant stakeholders—parents, educators, policymakers, and community leaders is fundamental. Building robust connections between these diverse groups remains a necessity for crafting an educational environment that genuinely supports and includes every student. Such collaboration requires a profound commitment to open, honest, and strategic dialogue. Through this collaborative effort, we can address the varied and complex needs of students and families, creating a more equitable and nurturing educational framework. Our collective aim must be to forge these critical alliances, leveraging our shared insights and experiences to dismantle barriers and drive systemic change. By uniting our efforts, we pave the way for an educational system that not only acknowledges but embraces diversity, ensuring that every child receives the support they need to thrive. This is not just a vision but a necessary evolution towards a truly inclusive future.
Conclusion
The battle for inclusive education is a complex endeavor that encompasses many fronts. Yet, despite the challenges, there is hope. By working together on solutions and embracing the diversity of our society as an opportunity, we can create an educational landscape that is accessible and fair for all. It is clear that no single entity can address the challenges alone. It requires a concerted effort from all stakeholders to create environments where every child has the opportunity to thrive. By recognizing the importance of productive relationships, engaging in meaningful dialogue, and working collaboratively, we can pave the way for a brighter future in education—one that is inclusive, supportive, and responsive to the needs of all learners.
Are the Right People Sitting at the Table?
Written by Dr Fatima Bailey
Dr. Fatima Bailey is the Chair of the Department of Teacher Education and Teacher Leadership at the Sharjah Education Academy, in the UAE. Dr. Bailey worked in Pre-K-12 education as a director, school principal, vice principal and teacher in the UAE and US. Dr. Bailey also serves as a mentor in the Ta’Alouf Program for Career Based Teacher Development at the Al Jalila Foundation. Prior to her tenure at SEA, Dr. Bailey served as an advisor on high-level UAE national initiatives and projects. An avid researcher, Dr. Bailey is also the recipient of the prestigious Gordon Allport Prize Award for Outstanding Papers.
Originally published on the Sharjah Education Academy (SEA) website on 30/12/23: https://sea.ac.ae/are-the-right-people-sitting-at-the-table/
Authentic and Sustainable Leadership for Leading and Improving 21st Century Schools
The UAE has designated 2023 as “the year of sustainability” (1). The country continues to take leaps and bounds, inventing and forging new pathways of sustainable practices across all sectors, including education. Towards this end, a specific type of viable leadership is required for creativity and longevity in schools.
Sustainable and authentic leadership is one possibility. School leaders are entrusted to make changes and reform happen at their schools. Many are moving away from making pledges and commitments to creating meaningful and long-lasting change through sustainable strategies and authentic practices. The need to continuously improve schools has made it increasingly clear that it is time to accelerate our thinking, innovate new approaches, and adapt our actions. Through revolving conversations, we see school leaders collaborate, meet, and sit with members of their learning community to create pathways forward.
Welcome to the Table
School leaders are entrusted to create change, implement those changes, and find ways to maintain longevity. Sustainable and authentic leadership are two buzzwords I’ve heard come up at meetings, symposiums, and in research literature around current trends. Being invited to a meeting and sitting at “the table” is an opportunity to share and exchange ideas and build collective intelligence around paramount issues. It provides a platform to be heard and to listen.
Those invited to school leadership meetings typically use a level of influence. They leverage their credibility and expertise to make decisions, drive initiatives forward, initiate policies, and create change. School leaders come to the table often, at different intervals, and for different and distinct reasons. They must carefully think about who they invite to the table to help build collective intelligence, address complex problems, and arrive at solutions that will not only work short-term but long-term as well. The needs of schooling today are dynamic and complicated.
The Survey Says
Upon reflecting on conversations and dialogues I had with school leaders about the challenges they face to create meaningful reform and lasting change in schools, I was inspired to read about nuances and trends in leadership. Interestingly, I found one blog by the Center for Creative Leadership (2023) with a survey and poll. The question was about the most powerful communication skills that today’s leaders should demonstrate. When I first looked at the poll question, I thought, “Oh, this is easy.” In my opinion, I felt the number one and most powerful skill needed is “trust” or to be “trustworthy”. However, trust was not one of the four options.
I completed the poll using the possible answer choices provided. Poll respondents were given four choices: 1) authenticity, 2) setting clear expectations, 3) encouraging input, and 4) simplifying and being direct. I reflected on my reading and experience. Later, I returned to view the results of the poll. I was intrigued by all the responses. The response that was generated by over 55% was “setting clear expectations”. I disagreed and wondered why this response generated such a high percentage.
Making the Case
In my view, trust should have been one of the options and responses. But it was not, and I wondered why. Back to “sitting at that table” and why I thought that trust is so important. More questions came to my mind. What does it mean to be trusted? Why is that important? How does trust evolve? Can leaders do their best work if they are not trusted to do so or if they are unable to trust others in their team? Does the trait and characteristic of being trustworthy lead one to being authentic? How can one do this with longevity?
Leading Authentically
I then had an “aha” moment about the type of leader who is authentically trustworthy and how this can position one’s leadership. “Authenticity” is about consistently being true to yourself and your values and not pretending to be someone you’re not. School leaders should demonstrate authenticity. When they are genuine, consistent, and authentic, those who depend on them can sense it, see it, and are more likely to trust them because they feel their school leaders are not hiding anything or trying to hurt or manipulate them. Teachers, parents, and students might feel rest assured by school leaders who demonstrate “how they are truly, genuinely and intentionally committed” to caring about learners in schools and improving the learning journey for children.
Leading Sustainably
School leaders are responsible for changing lives by changing education. They should lead in authentic ways that can be sustained. Sustainable leadership is about leading others toward consistent, actionable, impactful, and long-lasting change. Sustainable leaders focus on making decisions that are rooted in strong moral and ethical principles and values and are committed to ensuring social responsibility. (2) They are mindful of how they interact with others, present their ideas, and share their thought processes through open dialogue with others. They galvanize and mobilize efforts for school improvement. They reset standards and reshape the tone. Schools today require principals, vice principals, middle leaders, teachers, parents, and students to be sustainable leaders, all serving vital roles in helping schools continue onward and upward. (3)
Take The Leadership Challenge: Tomorrow Starts Today
I encourage school leaders to think about what this means to them and how they might incorporate authentic and sustainable leadership in their work to help their learning community thrive. Are you ready to take on a new leadership challenge?
I invite you too! If asked to “sit at the table” and join a meeting to share your insights, expertise and/or experiences …consider whether you are the right person and ask yourself how you will do so. Because how you decide to “sit at the table” … will speak volumes about your leadership. It might shape decisions, actions, and future outcomes. The way you choose to “sit at the table” today might impact who “sits at the table” tomorrow. Happy sitting!
Citations and Footnotes
(1) Year of Sustainability. https://uaeyearof.ae/ accessed on November 15, 2023
(2) Liao Y. (2022). Sustainable leadership: A literature review and prospects for future research. Frontiers in psychology, 13, 1045570. https://doi.org/10.3389/fpsyg.2022.1045570
(3) Özkan, P. (2022). School Principal as An Environmentally Sustainable Leader, Journal of Educational Leadership and Policy Studies, 6(1)
Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing
Written by Haji Prempeh
Haji Prempeh is a dedicated professional with extensive experience in secondary education, with a keen focus on children's and adolescents' mental health and wellbeing. She has a strong background in Design & Technology, having taught the subject for several years and held leadership roles across multiple schools, where she successfully led projects on pastoral care, diversity, inclusion, and safeguarding. Currently, she is pursuing an MSc in Children and Adolescents Mental Health and Wellbeing.
As educators, we wear many hats. We are not just teachers; we are mentors, counsellors, and sometimes even the primary source of support for our students. Over the years, I’ve observed the growing challenges that students face, especially regarding their mental health and wellbeing. This observation is what motivated me to create “Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing.”
Why I Created This Guide
The role of a Head of Year (HOY) is pivotal in any school setting. HOYs are often the first line of support when students encounter difficulties, whether academic, social, or personal. However, despite their importance, many HOYs are not given the specific training or resources they need to effectively address mental health issues.
After speaking with colleagues and reflecting on my own experiences, it became clear that there was a significant gap in resources tailored specifically for HOYs who are focused on supporting mental health. I wanted to fill that gap with a comprehensive guide that provides not only the theoretical knowledge but also practical tools that HOYs can use immediately in their day-to-day interactions with students.
The Importance of Focusing on Mental Health
Mental health is no longer a topic that can be side-lined or treated as an afterthought in our education system. The pressures on today’s students—from academic performance to social media—are immense, and these pressures are showing in increased rates of anxiety, depression, and other mental health issues among young people.
When mental health is compromised, it affects every aspect of a student’s life, including their academic performance, relationships, and overall happiness. Schools must be proactive in creating environments where students feel safe, supported, and able to seek help when needed. This is why the role of a Head of Year is so crucial; they are often the bridge between students and the support systems available to them.
What the Guide Offers
“Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing” is more than just a manual; it’s a toolkit designed to empower HOYs with the knowledge, skills, and resources they need to make a real difference in their students’ lives.
Understanding Mental Health: The guide starts with the basics, helping HOYs understand the different aspects of mental health and the common challenges students face.
Essential Skills: It emphasizes the core skills needed for this role, such as empathy, communication, and conflict resolution, ensuring that HOYs are prepared to handle difficult conversations and situations.
Practical Support: With ready-to-use templates, referral forms, and checklists, the guide makes it easy for HOYs to implement support strategies right away.
Professional Development: The guide also encourages continuous learning and growth, providing resources for further training and development.
Inspirational Content: I included motivational quotes and reflective exercises to keep educators inspired and focused on their mission.
The Impact I Hope to Make
By creating this guide, I hope to empower HOYs to feel more confident and capable in their roles. When HOYs are well-equipped, they can create a ripple effect throughout the school, fostering a culture of care and support that benefits not just individual students but the entire school community.
Ultimately, I believe that when we prioritise mental health in our schools, we are not only helping students succeed academically but also helping them develop the resilience and emotional intelligence they will need throughout their lives.
You can find the guide here to Becoming an Effective Head of Year – Specialising Mental Health and Wellbeing here.
Committing to a queerer future in the university
Written by Alex Baird
they/them
Before moving to the Higher Educator sector seven years ago, I worked in various schools for over twelve years, latterly as Director of Sport. At the University of Bedfordshire I am a Senior Lecturer in Sport and Physical Education, an EDI Lead, and the Vice Chair of the LGBTQ+ Alliance staff network. I have just finished an EdD at UCL and the research I write about here constituted my EdD thesis.
In the process of moving from teaching in schools to lecturing in Higher Education (HE) and then embarking on a doctorate, I have been encouraged to read, reflect, and write more. I have gravitated towards my LGBTQ+ lived experiences and perspectives and I find myself increasingly motivated to carry out LGBTQ+ themed research. Being a LGBTQ+ researcher encompasses treading a different and uncertain path. In anticipating a few negative reactions to my research or worse still not being heard at all, I will attempt to speak calmly and clearly in order to bridge a connection and appeal to the shared interests that we might have between us.
LGBTQ+ leadership has often been excluded from UK HE, HE leadership research and wider leadership research, meaning leadership is narrowly understood (Lumby & Moorosi, 2022; Thomson, 2017). The individualistic, fixed, and binary conceptualisations of leadership, also enable and maintain prevailing power structures and inequalities (Ferry, 2017). For this reason, I was excited to hear about a proposed LGBTQ+ leadership development programme within the specific context and current climate of UK HE and further still when I was given access as a researcher to query leadership and leadership development.
The LGBT Leadership Development Programme I attended was delivered within one post-92 university and consisted of three formalised classroom days and individual mentorship. I had not anticipated, since I was not employed at the host university, being a participant as well as observer on programme days. However as soon as I arrived on day one, attendees drew me into the group and session activities. I tried to extend a reciprocal level of openness about my personal and professional experiences while balancing my role of observer, being interested without becoming too active. I learnt to wait a while and let other attendees ask a question before I did. I was invited to attend five further socials and three LGBTQ+ network events which brought me even closer to attendees’ lives. Attendees willingly engaged in interviews and I became aware of how their voices were entangled with other voices, the atmosphere of the programme’s queer space, their perceptions of the wider university, and their loyalty to the programme and its survival.
The energy, lightness, and freedom of the programme’s queer space produced new ways of thinking about, seeing, and enacting leadership. The community of LGBTQ+ attendees who came together (which included both academic and professional staff) facilitated intergenerational queer knowledge sharing amongst LGBTQ+ staff and offers an example of how distributed leadership and discussion works in practice. LGBTQ+ leadership was conceptualised as listening to, valuing, and developing people, and challenging inequalities by voicing an alternative perspective. A form of leadership which is relational, collective, creative, temporal, and offers some resistance to the negative pressures of neoliberalism. Enacting LGBTQ+ leadership was seen as being different (at times) from management rather than the two being interchangeable terms; attendees sheltered their team from or utilised market forces in UK HE to support inclusion and recognised that leadership did not necessarily require an authority role.
I know of three attendees who were promoted during or shortly after attending the programme however this overlooks the longitudinal, curvilinear, and wider outcomes for both attendees (mental wellbeing, career satisfaction, and career direction) and the organisation (development and retention of diverse talent). Instead of assimilating or conforming to normative versions of leadership, LGBTQ+ lives were attached to leadership with growing pride and joy. Crucially, though, the attendees in this queer space reflected upon and redefined the meaning given to authenticity (Fine, 2017), which was viewed by some attendees as beyond an ‘outness’ (recognising the nuances involved in this act), rather knowing oneself (an ongoing process) and embracing this. Whilst Authentic Leadership Theory (Avolio et al., 2004) fails to consider the complexities of relational and contextual factors, the attachment of this concept to the LGBTQ+ leadership development programme offered personal benefits to LGBTQ+ attendees’ wellbeing and leadership potential (Fletcher et al., 2024) and encouraged qualities in their leadership, which have been identified as being essential to UK HE (Spendlove, 2007; Bryman & Lilley, 2009).
The programme and LGBTQ+ mentorship readdressed feelings of powerlessness in the wider university, and nurtured and developed LGBTQ+ staff talent (and the university’s emerging leadership). This included mentors offering support when mentees applied for specific jobs during the programme’s duration and mentors explaining pathways for academic staff (which for some had been previously obstructed); clarifying the university’s systems and structures; and advising mentees to network with colleagues within HE. Attendees gained confidence to walk their own paths and voice alternative viewpoints. Attendees also spoke about the ‘softer’ merits of the programme, for example friendships continuing to blossom. Attendees viewed leadership development as a continual process of learning from and reflecting upon their leadership and life experience. It was also noted that progression was not always available, nor should it be the only aspiration, given the risk and limitation involved.
In sharing these findings to stimulate future versions of LGBTQ+ leadership development programmes I have been asked why a LGBTQ+ leadership development programme should be prioritised over other protected minority groups. I am not suggesting that LGBTQ+ staff have a superior need to others rather that this research indicates there is a value to leadership development programmes which have a specific focus and membership. However a LGBTQ+ leadership development programme would be particularly meaningful at this moment in time, when LGBTQ+ staff and students may be feeling less safe given the backdrop of a ‘culture war’ in the UK and a global ‘moral panic’ surrounding trans people. HE should be at the forefront of leading the way to positive societal change. I hope my research makes a valuable contribution to guiding future LGBTQ+ leadership development programmes and their accompanying research.
References
Avolio, B. J., Gardner, W. L., Walumbwa, F. O., Luthans, F. & May, D. R. (2004) ‘Unlocking the mask: A look at the process by which authentic leaders impact follower attitudes and behaviors.’ The Leadership Quarterly, 15, 801-823.
Bryman, A. & Lilley, S. (2009) ‘Leadership Researchers on Leadership in Higher Education.’ Leadership, 5(3), 331-346.
Ferry, N. C. (2018) ‘It’s a family business!: Leadership tests as technologies of heteronormativity.’ Leadership, 14(6), 603-621.
Fine, L. E. (2017) ‘Gender and Sexual Minorities’ Practice and Embodiment of Authentic Leadership: Challenges and Opportunities.’ Advances in Developing Human Resources, 19(4), 378–392.
Fletcher, L., Pichler, S. & Chandrasekaran, L. (2024) ‘Songs of the self: the importance of authentic leadership and core self-evaluations for LGBT managers.’ Journal of Managerial Psychology, 39(2), 131-145.
Lumby, J. & Moorosi, P. (2022) ‘Leadership for equality in education: 50 years marching forward or marching on the spot?’ Educational Management Administration & Leadership, 50(2), 233-251.
Spendlove, M. (2007) ‘Competencies for Effective Leadership in Higher Education.’ International Journal of Educational Management, 21(5), 407–417.
Thomson, P. (2017) ‘A little more madness in our methods? A snapshot of how the educational leadership, management and administration field conducts research.’ Journal of Educational Administration and History, 49(3), 215-230.
#AllTheThings
Written by Helena Marsh
Helena is a WomenEd co-founder, mum of three and experienced school and Trust leader. In her ninth year of secondary headship, Helena has also held the role of MAT CEO. An advocate of flexible working, Helena co-wrote the ‘Flexing our Schools’ chapter in the first WomenEd book and has been an active supporter of the Flexible Working Ambassador Scheme and the MTPT Project.
Spending the day among some incredible inspiring women at the ‘Breaking the Mould’ event on 9th March at Milton Road Primary School, Cambridge, was a fabulous way to mark this year’s International Women’s Day.
Hannah asked me to contribute to the event when we met for an after work mocktail in May 2023. At the time, having this little spot of feminist joy to look forward to on the horizon really uplifted me at a particularly bleak moment in my leadership career.
Several months later, I was not disappointed. Featuring amongst a programme of kick-ass women gave me a real sense of personal and professional rejuvenation.
My session, entitled ‘What’s the point of cake if you can’t eat it?’, focused on my experiences, as a mum of three, of gendered perceptions of leadership. In my 15 years as a senior leader, I’ve been conscious of women stepping away from the profession, and their leadership potential, citing selfishness and a pragmatic need to focus on their families, as the reason.
To coin a phrase by Summer Turner, I questioned: ‘Are the boys also worrying about this?’ Do men perceive becoming a dad and maintaining their career as ‘having it all’?
Gender pay gap research reveals that they don’t. The Fatherhood Bonus, in stark contrast to the Motherhood Penalty, rewards men for becoming fathers. While women are stepping down or away to focus on caregiving and accepting the inevitability of this pause/permanent freeze in their professional journey, men are, statistically, enjoying promotion and pay progression when starting a family.
My presentation focused on the factors, institutional, societal and personal, that lead to women feeling as though progressing professionally is not a viable choice once becoming a mum. I concluded that wholesale changes to sector expectations of leaders is necessary. As Jill Berry wisely observes, if having a job and a life isn’t achievable, there’s a problem with the job.
The other inputs to the day complemented this theme. Particularly Niamh Sweeney’s rousing cry to tackle the injustices within the profession that inhibit and preclude. Niamh’s anecdote from her recent trip to the States chimed with many of us in the audience. The audacious goal of winning ‘all the things’ spoke to a refreshing cultural ambition. Meanwhile, many of the other talks highlighted the importance of acknowledging feminine leadership traits and valuing the benefits of diversity in leadership teams.
I left the day reflecting on how often ‘having it all’ is misunderstood for ‘doing it all’. My Mother’s Day stash of gifts that I received the following day from my little ones included various iterations of listing pads. As a fan of organisational stationery, I was chuffed with my haul. However, it did make me recognise how much of my sense of success as a mum and leader is measured through my accomplishment of ‘stuff’. Many women that I have worked with pride themselves on getting all the sh*t done and to an exceptional standard, often at the expense of their personal health and wellbeing.
As I acknowledged in my IWD talk, the weight of the mental load that mums carry, let alone mum leaders carry, is immense. It’s important that having #AllTheThings doesn’t necessitate us doing everything but having our fair share of whatever it is we strive for, whether that’s cake, career development opportunities or childcare responsibilities.