Decade of Diversity: a cross-industry coalition of organisations and individuals supporting schools to increase diversity and inclusivity

Temi Akindele portrait

Written by Temi Akindele Barker

Inclusion Labs offers a custom programme for schools, grounded in research and best practice, but most importantly on the lived experience of students and families, particularly those from underrepresented groups.

During last year’s global BLM protests, I watched as friends and schools scrambled to find more diverse books to share with the children in their care. It struck a chord with me – the realisation that for many like myself this is a daily practice ignited from the moment you know you are bringing a child into this world.  As a mother raising two ethnically diverse daughters in a dual heritage home, surrounding my daughters with true representation: female empowerment, ethnically and culturally diverse stories and role models, is a necessity.  But I also passionately believe it is just as essential if you are not from an underrepresented group – it is about “windows and mirrors”.

 

When I think of my children, my hope for them really boils down to wanting them to know they have a place in this world.  That they truly belong.  That they are seen for who they are.  But for that to happen they have to recognise themselves in the world they inhabit.  They need to feel represented; they need to see others who look like them in leadership positions.  There can’t be a ceiling to their hopes and dreams.  And whilst I strive to emphasise this at home, I need the wider world to reemphasise this.

 

From my work with Inclusion Labs, I am acutely aware that the influence and impact a school have on a young person is profound, whether it is positive or negative.  And it endures.  From the moment they step into reception until their final day of sixth form, and they carry it with them long after that, shaping their perspective and expectation of the world around them.  Ideas and attitudes are formed simply from who and what is placed in front of them on a daily basis.  This is why representation of every form is vital.

 

The Decade of Diversity initiative is about representation.  It is a bold and ambitious call to action and a way for schools and organisations to plant a flag in the ground on its importance.  It is a visible and vocal commitment to do the work of diversity and inclusion, but significantly it is not an expectation that we do this alone.  This commitment is a two-way one: Inclusion Labs and our partners are committing to supporting and guiding schools that are brave enough to plant that flag.  We reached out to individuals and organisations of every kind and we all connected on this shared purpose and belief that we all have a part to play in the development of young people. “We were all children once – and we are now the parents, grandparents, uncles and aunts of children” (Kofi Annan) and by virtue of that, we must all be invested in their development.  And so, a cross-industry coalition was formed, one to create inspiration and action around the Decade of Diversity pledges: 25% Diverse Literature and Diverse Governing Boards by 2030.

 

We asked ourselves the questions: “what needs to be done?” and “what part can we play in the answer?”  We recognised the work being done by many schools, individuals and organisations and knew we must contribute to making change happen, recognising that together we are more impactful.  It is a long-term commitment, a shared vision of a collective journey over the next ten years.

 

This coalition cannot end with words but must be about actions.  And our founding partners’ commitments cover a breadth of support, everything from creating support materials; workshops and training; access to diverse role models; developing programmes; and so on.  Each and every partner rallied around this initiative and committed to actions with only two stipulations: 1) they must be about diverse literature or diversifying governing boards, and 2) they must focus on supporting students and/or teachers as well as the overall school community.  Crucially, our support will evolve every year in response to what is needed by our signatory schools.

 

To embed diversity, equity and inclusion into every young person’s educational, cultural and personal development, Inclusion Labs focuses in on our four outcomes:

Learning: what they learn, how they learn and who they are learning from; 

Accessibility: having access to a diverse and inclusive community; 

Balance: embedding equity – the different elements of any setting in the correct proportions; 

Society: preparing them to be active participants in the world, including positive representation and interactions with those from underrepresented groups.

 

At Inclusion Labs, we believe that every teacher can have a role to play when it comes to leading DEI in their school.  For us, the literature pledge is the moment where a school librarian can lead, and we have ensured that our partners can support them and their colleagues.  From library management system organisations to independent publishers, booksellers, writer development agencies and authors – we bring them together to inspire, support and guide schools.  And of course, we are fundraising to donate diverse literature directly into our signatory schools.

 

Recently, a student questioned the role of their school governors and why they were invisible to students.  As the conversation progressed, many in the group raised the point that their school governors felt far removed from them as individuals.  Our governing board pledge partners are all working together with Inclusion Labs to increase the diversity of board leadership in our schools, with outreach campaigns across industries, including alumni and families – after all, parents can do more than bake sales! In addition, we are supporting schools to create the optimum environment in which both pledges can thrive for the long term.

 

The Decade of Diversity pledges are for our young people.  They deserve and need diverse literature and leadership, whether they inhabit a state or independent school, primary or secondary, in the centre of a city or somewhere rural.  Our initiative echoes their protest whilst being about ambition and action – “we are tired of talking about this” was a phrase that was aired in many of our focus groups as well as meetings with our founding partners. From these two pledges, we believe much else flows (diverse curriculums, diverse staff, a greater sense of belonging and awareness).

 

We do not claim to be the silver bullet – the truth is, there is no one answer, and no one way to solve these issues.  We have to apply different methods and involve as many as possible to actively work towards breaking down barriers and transforming our world to one that is inclusive for all.

Join our movement for change – let’s turn intent into action!

Find out more about the #DecadeofDiversity pledges and become a signatory school or a partner:

https://inclusionlabs.co.uk/decade-of-diversity/ 

Follow us for updates about this initiative and our partners:

Twitter: @inclusion_labs

Instagram: inclusionlabs

Linkedin: Inclusion Labs

#InclusionLabs #DecadeOfDiversity 


Is the sketch "Gerald the Gorilla" on "Not the Nine O'clock News” racist?

Ninna Makrinov portrait

Written by Ninna Makrinov

Organisational Psychologist with over 20 years' experience in Higher Education. Currently the Chair of Governors at Water Mill Primary School.

Someone I respect, who works in education, recently shared the sketch on a social online meeting as one of the best comedy sketches of all time. My immediate reaction was physical discomfort. It felt totally inappropriate. I strongly believe this material is racist and we need open conversations about why people still find it funny. In this blog, I share the reason for my reaction. My aim is not for you to watch the sketch (although I have added a link below), but to share some points that might help a conversation if you ever find yourself in a similar situation.

About the sketch

Gerald the Gorilla is a short sketch that portrays an interview where a white professor talks about his work on communication with a gorilla. The gorilla is a white man dressed in a gorilla suit. The gorilla acts as a human and acts as more intelligent than the professor acts. The professor dismisses every comment the gorilla makes.

My reaction

I suppose it is useful to know I am white; I was born and grew up in Chile. It is also useful to know that I have been learning about anti-racism for the last 4 years. I should also point out that I share the view that we are all racist because we live in a racist society (if you want to know more about this, explore Critical Race Theory). I am not judging the individual who shared this, but the specific choice to have shared this material. I am quite sure I might have had a different reaction to the sketch had I watched at some other point in my life. I take this as a sign we can all learn to be more sensitive to the lived experience of people of colour.

When I watched Gerald the Gorilla now I reacted with disgust and disbelief. My visceral reaction was so strong that my body ached for an hour after the meeting. Even as I was experiencing this, I doubted myself. Was the material inappropriate or was I being racist for seeing the link between a man dressed as a gorilla and a black man?

My immediate actions

I did not call the sketch out as racist during the meeting. I wish I had. But I did not. Instead, I looked shocked on camera. I also sent a message off meeting to a friend who was also there to gauge if I was overreacting. They did not see anything wrong so I downplayed my reaction and was saved by the bell, as I had to leave for another meeting.

After 1 hour, I was still uncomfortable. So I Googled: Is the sketch “Gerald the Gorilla” on “Not the Nine O’clock News” racist? I did not find a response. I learnt a little bit more about the programme. I also learnt that people seemed to agree it was very funny. This did not sit right with me.

I then contacted two other great friends who are involved in anti-racism. They both thought the content was shocking and inappropriate. I am sorry I did this, as I caused them additional pain. They both have mixed race children. But I am also glad I shared it with them, as their conviction gave me the energy to take the next steps.

 

Why the sketch is racist

Historically, black people have been compared to (non-human) apes. This has been used as an excuse for slavery and genocide. You can find out more in this great article on the Historical Foundations of Race by the National Museum of African American History and Culture. For a more specific example, read the article “The man who was caged in a zoo” in The Guardian.

Black people are still mocked by being called monkeys. The term ‘monkey chanting’ is defined by the Oxford Learner’s Dictionary as “rude and offensive comments shouted at a black player by white people who are watching a contest, especially a football (soccer) match.”

I am focusing my reaction on racism. As this was the most obvious to me. I also noticed homophobic and misogynist comments. I might have missed others.

Being anti-racist

The day after the incident, I took action. I posted a comment on the meeting chat. I said:

Dear all, anyone who saw my face on camera during one of the skits shared yesterday will know I was shocked. I will not explain further here. However, if you want to know more about what I felt, or just drop me a line or call. I did not raise yesterday as I did not feel comfortable about it, but I have been reflecting since and cannot leave this unsaid.

Also, if anyone else felt there was something inappropriate and would like an ally, an informal chat or even a confidential one, please let me know.“ 

This has sparked conversations. At various levels. Mostly very personal. I am glad that I felt safe to share. I also wonder if others, particularly people of colour, felt othered or directly offended; I imagine they might also have felt that they could not speak up. I hope the conversations keep going. I still have questions: What conversations do we need? How can we understand the lived experience of others? How can we be allies?

Moving forward – how can we prevent this happening (again)?

To finalise, my top ideas on what we can do to prevent situations like this:

  1.       Make a point of meeting and understanding people who are not like you, whatever ‘what you’ means to you. I have learnt a lot about how judgemental I could be through my friends. Those who don’t have the same level of education, who come from different places, who look different, who disagree with my views.
  2.   Organise conversations about race. For me, participating in the anti-racist pedagogies forum at the University of Warwick has been life changing. I have since also organised an anti-racist book club with my (white) friends. I am thinking of an anti-racist film club at work, it feels more relaxing. For those who work in Further or Higher Education, this Box of Broadcast curated list on Law, Race and Decolonisation by Dr Foluke Adebisi is a great starting point.
  3.   Ensure your organisation’s diversity policy is clear on behavioural expectations, available support and formal procedures for complaints.
  4.   Let people know that you support antiracism.
  5.   Be an active bystander, I took the step a little later than I would have wanted. I hope next time I will speak on the spot. Think back to occasions where you have acted, what happened? When you did not, what could you to when you experience something similar again?

I thought this video proves my point. You can see a family’s reaction while watching the original sketch. Spoiler alert: they were not shocked. Please beware that the contents might be sensitive (it angered me so much I wrote this blog).


Enough is Enough: Tackling Sexism and Sexual Harassment in Schools

Kate Hollinshead portrait

Written by Kate Hollinshead

Head of Operations, EqualiTeach

The last few weeks have seen an outpouring of grief, fear, concern and anger after the details of the murder of Sarah Everard have emerged. Feelings have run high in the political sphere, on social media and in schools, with more and more women contributing their experiences of sexism, sexual harassment and violence to the wider call for action against these pernicious and pervasive acts. 

In the wake of the Sarah Everard case, the National Education Union have once again called on the government to implement a strategy to tackle sexism in schools, expressing their disappointment at the Department for Education’s action when the NEU’s report into these behaviours was first published in 2017. The report, written in collaboration with UK Feminista, found that almost a quarter of female students at mixed-sex schools had been subjected to unwanted physical touching at school and almost a third of teachers witness sexual harassment in school on at least a weekly basis. The website, Everyone’s Invited, was set up by Soma Sara after her post sharing her experiences of sexual abuse on Instagram caused a huge number of responses from others highlighting similar experiences. In the past few weeks, this website has been inundated with thousands of allegations about sexual harassment at British schools and universities. 

At EqualiTeach, we have seen an increase in calls from teachers who are dealing with these conversations in schools, wondering what to say in response and what resources exist to combat sexism and sexual harassment in their classroom. There have been incidents where girls have been upset and angry and boys have been dismissive of the severity of the situation, suggesting that girls are ‘over-reacting’ or that it’s ‘not all men.’ One school has approached us to share that girls have been expressing their upset at the historic behaviour of some of the boys in their class. In another, a year 6 boy has been internally excluded for making comments about rape. Many of the conversations and incidents here are an extension of those happening on social media or in the press, highlighting that young people are consuming news and need help in dissecting the discussions effectively in a safe and open environment. 

The suggestion that the incidents women are sharing online are overreactions or the dismissal that sexism and sexual harassment isn’t as big an issue as women think comes from a place of privilege; of a life lead without constant fear of abuse in public spaces or of a lack of understanding that incidents that appear ‘small’ or ‘low level’ are often so regular that they build up into a picture of continual harassment for a woman from a very young age. Someone might only witness sexism or sexual harassment of a woman a couple of times in their life, but the same woman may have many experiences of such behaviour, just not within the same line of sight. What is often missing in the response about women ‘overreacting’ is an understanding of how seemingly low-level incidents feed into a societal acceptance of sexist behaviours and sexual harassment, which, left unchecked, can escalate into the levels of violence against women and girls we experience in the UK. According to a 2021 survey from UN Women UK, 97% of women aged between 18 and 24 said that they had been sexually harassed and 80% of all women of all ages said they had experienced sexual harassment in public spaces.

Such a normalisation of sexism and sexual harassment can disguise the true prevalence of behaviours. Sometimes, experiences may simply go unnoticed by targets as behaviours can be so normalised or the expectation that someone will take a complaint seriously is so low. A colleague of mine has spoken about being inappropriately touched throughout her school life, but only realised that this wasn’t acceptable when she was in her mid-twenties. Speaking about these issues can often educate those experiencing the behaviour that the behaviour isn’t something they should have to tolerate. Those young people in schools who are now speaking up about historic incidents of sexism or sexual harassment perhaps didn’t realise that this was unacceptable behaviour at the time or didn’t see the point in speaking up about it. Either way, these incidents should be dealt with seriously and robustly now. They should be investigated, and education and punitive measures should be administered accordingly. It is important for the school to adopt a robust and consistent approach to challenging sexism and sexual harassment in the same way it would approach challenging any other prejudice or misbehaviour.

Whole school education on sexism and sexual harassment is vital to prevent incidents occurring again. This should be comprehensive and woven not just into the PSHE and citizenship curriculum for each year group, but opportunities should be taken throughout the curriculum; in English, RE, History and beyond to highlight and interrogate stereotypes, sexism and sexual harassment within the taught content. Stand-alone assemblies will not do. Education should focus on what sexism is, how it manifests and what reporting procedures are in place at the school for pupils. It should focus on understanding boundaries between people, consent and how to hold others’ behaviour to account if someone witnesses something unacceptable. It should focus on stamping out sexist jokes or ‘banter’, abolishing name calling and the different expectations between girls and boys with regards to sexual behaviour, and showcasing how to be an ally to women in the fight against these behaviours. 

Being an ally is about listening to women’s experiences. All too often the response to women speaking up about such behaviours is that ‘not all men are like that.’ I understand that many men will want to distance themselves from sexist behaviours and sexual harassment, that in itself is a good thing to want to do. However, this is a defensive response which can prevent people from listening. It dismisses women’s reality. Women are aware that not all men are like that but articulating that does nothing to help address the men that are like that.  It allows the conversation to be focused only on the ‘few monsters’ out there, those who have committed terrible crimes, without highlighting how smaller acts by lots of men can contribute to women’s unsafety. As Jameela Jamil put it in a recent Twitter thread:

“Do all men work to make sure their fellow men do not harm women? Do they interrupt troubling language and behaviour in others? Do they have conversations about women’s safety/consent with their sons? Are all men interested in our safety? You don’t get to exclude yourself from the wrong side unless you’re actively fighting on the right side.”

But this shouldn’t be a blame game. Men are a product of societal norms and values, just as women are. The focus needs to be on re-educating people away from sexism and sexual harassment and reforming schemes of work in schools to begin discussions from an early age. Not doing so does a disservice to men, women, everyone. Instead, we want to create a society where everyone feels safe, valued and able to succeed. 

The following resources may be useful to beginning these conversations with young people:

EqualiTeach Outside the Box Guide for Educators: Promoting Gender Equality and Tackling Sexism and Sexual Harassment in Schools: https://equaliteach.co.uk/for-schools/classroom-resources/outside-the-box/

EqualiTeach Outside the Box Workshops for KS2-5: https://equaliteach.co.uk/education/classroom-resources/outside-the-box/

UK Feminista How to Take a Whole School Approach to Tackling Sexism in Schools https://ukfeminista.org.uk/resources/wsa/

Further Reading

Department for Education (DfE) (2018) Sexual violence and sexual harassment between children in schools and colleges: advice for governing bodies, proprietors, headteachers, principals, senior leadership teams and designated safeguarding leads https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/719902/Sexual_violence_and_sexual_harassment_between_children_in_schools_and_colleges.pdf

End Violence Against Women https://www.endviolenceagainstwomen.org.uk/about/data-on-violence-against-women-and-girls/#:~:text=%20Data%20on%20violence%20against%20women%20and%20girls,and%20internal%20child%20trafficking.%20The%20vast…%20More%20

Gender Matters. Toward’s Women’s Equality in Scotland https://gendermatters.engender.org.uk/content/education-training/

Girl Guiding (2013) Girls’ Attitudes Survey https://www.girlguiding.org.uk/globalassets/docs-and-resources/research-and-campaigns/girls-attitudes-survey-2013.pdf

Murray, J (2021) The Guardian. Government still has no strategy for tackling sexism in schools, say teachers. https://www.theguardian.com/education/2021/mar/20/government-still-has-no-strategy-for-tackling-sexism-in-schools-say-teachers

NEU and UK Feminista (2017) ‘It’s Just Everywhere! Sexism in Schools’ https://neu.org.uk/advice/its-just-everywhere-sexism-schools

UN Women UK and YouGov (2021) Prevalence and reporting of sexual harassment in UK public spaces https://www.unwomenuk.org/site/wp-content/uploads/2021/03/APPG-UN-Women-Sexual-Harassment-Report_Updated.pdf

Women and Equalities Committee Report (2016) Sexual Harassment and Violence in Schools: https://publications.parliament.uk/pa/cm201617/cmselect/cmwomeq/91/91.pdf


Doing the Inner Work, to do the Outer Work

Ellie Lister portrait

Written by Ellie Lister

Ellie leads the Big Leadership Adventure programme at Big Education. A multi-academy trust and social enterprise whose mission is to rethink and reshape education.

We have spent the weekend working with our 2020 Big Leadership Adventure group. It is always an energising and uplifting experience – as we learn together as part of their journey as leaders who believe in a ‘big’ education that can change the system. The commitment, passion and dedication of this group of 30 leaders can not be overstated. We salute you all!

 

The overall theme of the two days was Design Thinking – how can we re-imagine practices by using a range of tools which get us to understand problems differently and then go about solving them in new ways? Inspired by the work of Ideo, this powerful methodology has much to offer us in the sector. 

 

As pupils return from lockdown, many more schools are looking to do things differently. Our leaders are all working on Innovation Projects that harness the learnings from lockdown, to help us to rethink and reshape education. 

 

We know that we cannot achieve ‘a big education’ unless our system values and embodies diversity, equity and inclusion. Having some of the sector-leading experts and trainers as part of the cohort gave an incredible opportunity to draw on their expertise and really explore how this is explicitly linked to our work on the programme. We explored the themes of user-centred design, really actually listening to what those with protected characteristics are saying, and creating the spaces where those conversations can happen. 

 

Adrian McLean and Hannah Wilson skillfully created a safe space for participants to learn, challenge and understand. It was so powerful to start with checking our knowledge of the equalities act – what are the 9 protected characteristics and how many can you name? Between the group we got there – but I for one would not have managed to get all 9 on my own. 

 

We were challenged to think about which of these are visible in our organisations. Where are there explicit practices in our organisation in supporting or addressing these protected characteristics? It was clear that for so many of us, there is not an equal balance of focus on each of those within our organisations. There were some fascinating reflections on the ‘emotional tax’ associated with some of the invisible characteristics, for example disabilities that are non visible.  Some areas of practice are much stronger than others, and it was powerful and, at times, very uncomfortable to delve into why this is the case. It was also fascinating to reflect on the difference between what is written in policies and what is actually happening which again can expose some uncomfortable truths. Adrian and Hanah recognised this and urged us to “get comfortable with being uncomfortable.” These reflections and conversations need to happen. 

 

A large focus was on encouraging us to look inwards first. “Doing the inner work, to do the outer work.” This means we need to look personally inwards and consider our own perspectives, privilege and biases before we can meaningfully bring that conversation into our wider organisations. We used the Wheel of Power and Privilege as a tool to consider our own identity and experience and as a way to consider what might be going on for others.

 

We made an interesting link with our concept of ‘making entry’ – the idea that an essential prerequisite of meaningful work together in a trusting relationship, and that this is achieved only through self disclosure and sharing information about ourselves. It raises many questions about what we choose to disclose – how much, about what and to whom. What is clear is that if we do not tell our own story, others will make one up for us.  Some of that story is based on what they can see – the visible characteristics – and some about assumptions they make. Whether we choose to inform them further is our choice.

 

What is also clear, however, is how powerful it is when people are open about aspects of themselves. We heard stories of the impact of staff sharing their sexual orientation with students and the transformation in attitudes this can enable, as well as safe spaces where students were empowered to be openly vulnerable and really challenge a culture of toxic masculinity.  

 

The group all made pledges for actions to undertake and we will hold ourselves accountable for these commitments.

 

Day 2 shifted us into some practical action in developing our leadership skills – what we call developing ourselves as a ‘leadership artefact’. We passionately believe that being able to clearly and effectively deliver a ‘stump’ speech is a tool in the changemaker’s tool kit. The ability to convince others, create a compelling narrative and inspire action is essential. Our leaders revisited their stump speech they had delivered as part of the application process, redrafted it in light of the philosophy of education module they have completed, and delivered it to colleagues in small groups. 

 

It was an incredible experience, for both those speaking and those listening and feeding back. Drawing on the 4 oracy strands as a framework for listening and observing, each leader then received detailed feedback about the impact their speech had had on others in the group. We were all reminded again of the power of feedback – such an important part of developing our self awareness and understanding the effect our behaviour has on others. We referenced the ever useful Johari’s window model as a framework where we consider what is known and unknown to self and others.

 

The energy, commitment and positivity from this group of school leaders, after the first week back at school, was quite a joy to experience. The power of the cohort and drawing on expertise and support from the group could not have been stronger. It is a pleasure to work with this group of leaders and the future feels a little brighter in their presence.

Are you passionate about the need for a holistic education for young people? Applications are open for the Big Leadership Adventure – closing at midnight on the 3rd of May: https://bigeducation.org/bla/


How to Communicate Inclusively

Karen Dempster portrait

Written by Karen Dempster

Written with Justin Robbins. Lifetime communication experts, founders of Fit2Communicate and Fellows of the Institute of Internal Communications. Authors of How to Build Communication Success in Your School: A Guide for School Leaders.

Have you ever been in a conversation when …?

  • You’ve not felt you had a voice or even if you’ve spoken you’ve not felt heard?
  • The language or jargon being used has made you feel like an outsider or confused?
  • Worse still the language used has been insensitive and upsetting simply because the other person did not put themselves in your shoes?

You may even have done this to someone else, without even realising. However, these common experiences are simply not inclusive. And they are absolutely avoidable if you consider these points when you communicate.

Listen first to understand

Firstly, it’s important to recognise that you listen through filters, which shape what you hear. They are built up through life-long conditioning and create bias. It’s important to practice regular self-reflection and question your bias, supported through on-going education.

In addition, there are different levels of listening. Some we all do instinctively, for example when we jump to conclusions, are impatient to share our views or listen to surface details.

Inclusive listening takes a little more work but will take your listening to another level. For example, it requires you to acknowledge there are two conversations going on at any one time. The first being what you hear from the person in the conversation, the second is the chatter that naturally happens in your head. To listen fully, consider asking yourself the following questions internally:

  • Do I fully understand what they are saying?​
  • What can I sense from their energy, body language and facial expressions?
  • Am I showing them that I am listening?​
  • What could I ask to help me understand better?​

Now consider asking questions as part of your conversation with the other person to better understand their perspective, such as:

  • I heard you say … is that correct?
  • Can you give me an example to help me to understand better?
  • Can you tell me more about that?​
  • Can I do anything to help?

This will help you to stay present and fully listen. As a result, people will see that you are focused on them, what they are saying and that you value their opinion and ideas.

Watch your words

The words you choose clearly have a huge impact on how inclusively you communicate. The wrong, insensitive words can have catastrophic effects – often simply by not thinking before speaking.

It’s sometimes tricky to know what words to use when is comes to protected characteristics. However, through ongoing education and talking with the right people and groups, you can stay respectful and inclusive.

Also, consider you can be more inclusive by using words that mean something to those around you. Certain phrases or words that you use quite naturally with friends or colleagues, may not be understood by others. For example, those from a certain part of the country may talk about ‘going around the Wrekin’. The same applies for jargon, acronyms and highly technical language. 

It may seem innocent enough but speaking in words that mean nothing to the person you are communicating with can at best confuse them or worst annoy and alienate them.

Recognise that people communicate differently

Without recognising that people communicate differently based on their behavioural and communication preferences, communication diversity cannot be considered. Psychologist, William Moulton Marston, created a personality profiling tool called DISC, to understand these preferences.

Simply speaking, people communicate based on four preferences that are explained below. Everyone is a mixture of these, they are situation dependent, but will have a stronger preference for one type. Which one do you believe is closest to you?

  1. Are you outspoken (extroverted) with a focus on getting things done? Do people sometimes consider you to be direct, blunt, decisive, competitive, assertive and often impatient? If so, you may have a red communication preference.
  2. Are you outspoken (extroverted) with a focus on people? Are you considered social, confident, optimistic, inspiring, collaborative and often emotional? You may have a yellow communication preference.
  3. Are you reflective (introverted) with a focus on people? Are you considered to be calm, co-operative, patient, good listeners, deliberate and often stubborn? You may have a green communication preference.
  4. Are you reflective (introverted) with a focus on getting things done? Are you considered to be independent, systematic, diplomatic, reflective and often detail focused? You may have a blue communication preference.

Each colour has a different filter through which they communicate. If you are red speaking with someone who is green (who are opposites), it could literally be like talking to someone in a different language.

However, there are simple things you can do to spot preferences and adapt your style to communicate inclusively. It takes practice at first but it’s worth the effort to enhance your communication and relationships.

Find out more about your DISC preference (and those of others) here [What’s your communication colour? (fit2communicate.com)].


When You’re Accustomed to Privilege, Equality Feels Like Oppression

Wayne Reid portrait

Written by Wayne Reid

Professional Officer & Social Worker

Black History Month has passed but we must not stop ringing the alarm on racism in social work.

The level of inaction from many within the profession’s establishment is both deafening and revealing. To quote US novelist and activist James Baldwin: “I can’t believe what you say, because I see what you [don’t] do.”

Being ‘let in’

I write this article from both personal and professional perspectives. I do not speak on behalf of all Black and ethnic minority people or social workers as we are not a homogenous group. Also, I refuse to be the tokenistic ‘Black voice’ of BASW. I’m one of many Black voices in the profession. I realise that I’ve been ‘let in’ (to some extent) to express my views because, to quote Black historian and TV presenter David Olusoga, I “won’t scare the horses”: I am supposedly well-spoken and middle-class or so I’ve been told.

For the record, I’m not aspiring to be a ‘nice guy’ when it comes to combating oppressive regimes and systems. ‘Niceness’ is often weaponised against people of colour. My motivation is not for career ambition or financial gain. It’s for the cause, not applause – and the cause is Black Lives Matter.

My narrative is based on my lived experiences and those of other people who are routinely judged on the basis of their skin colour. 

Minimisation Street

The prevalence of anti-black racism and the stealthy manoeuvres to gloss over our contributions and downplay our legacies is discombobulating. Some of us learn to live with the burden of our exposure in white spaces, even though it punctuates the rhythm of our everyday lives, and some do not. 

Most Black and ethnic minority people recognise early on that we are forced to try harder and tolerate multi-layered oppression for our endeavours and to be recognised. This is evidenced by the tiny number of Black people honoured with a statue or trophy name; the groundswell of racism aimed at Marcus Rashford for campaigning to provide meals for disadvantaged children and the avalanche of complaints and relentless racism targeted at Ashley Banjo for leading a BLM-themed dance

Interestingly, some people have likened Black actor John Boyega being cut out of the Chinese launch of a perfume advert to a photo tweeted from a Guardian Social Care Lives 2020 event in which I was cut out as a panelist.

People must make their own minds up about any similarities. The reality is the list of minimisations and omissions (accidental or otherwise) for me and other Black people is endless and normalised.

Critics argue that politics is for politicians and Rashford should ‘stick to football’ and Banjo should ‘stick to dancing’. These modern-day revolutionaries are accused of ‘playing the race card’ by some. Reducing our life experiences to a game of cards serves only to undermine the importance of what we say.

This minimisation strategy disturbingly correlates with attempts to de-politicise social work policy, practice and education. Have social workers been ‘dumbed-down’ to simply become agents of the state? This debate has continued for decades to a point where social workers are now regarded by some as agents of social control. Being politically and socially aware is essential to promote social work values and ethics – otherwise, surely, we are just automated robots.

To quote Black activist Guilaine Kinouani: “Any attempt at portraying [social work] (or any scholarly discipline) as an apolitical, decontexualisable and ‘neutral’ field of knowledge production which can operate outside of the realm of politics and ideology is not only ill-informed, it is naïve.” 

Does the automation of tasks that social work has become in some places stifle this type of critical and free thinking? I’d argue it does and that there has been a silent (but deliberate) shift to devoid social workers of their political nous and social activism.

I’m not talking party politics here, but all the local and national activities through which people make, preserve and amend the written and unwritten rules under which we all live. The activities associated with making decisions for groups, power relations between individuals and the distribution of resources or elevated status by central government.

From this perspective, politics is inextricably linked to the phenomena of conflict, cooperation, fairness, social justice and human rights.

It’s a bad state of affairs when those in power use the media to corrupt our societal world view, so that to be ‘woke’ or to ‘do-good’ is considered something to sneer at. Accusations of ‘virtue signalling’ and ‘victimhood’ do not evoke compassion or humanity, but provide an insightful measure of their sensibilities.

For those politicians of colour who deny ‘white privilege’ and denounce critical race theory, ‘Skin folk ain’t always kinfolk’ is an apt mantra from my upbringing.

Nowadays, I take the view that some white wolves exist in Black sheep’s clothing. Let’s be clear, these people are cleverly disguised gatekeepers and handlers. White supremacy is often more palatable when it is communicated by people from Black and ethnic minority backgrounds. Of course, the incentives of money and power are enough to seduce most human beings regardless of their ethnic background.

I’m Black all year round not just for one month 

Black History Month (BHM) is not really a celebration of Black history. It’s more a filtered window of remembrance to pacify us. If those in power were serious about Black history, they would integrate it into all aspects of mainstream education. 

There is a very real danger of BHM, the BLM movement and anti-racism all being caricatured and side-tracked by the insidious multi-dimensional forces that exist to suffocate them. Namely, different manifestations of white supremacy and institutional ‘whiteness’. 

This is why we have ‘bigger fish to fry’ than Rule Britannia or whether Adele should have her hair in Bantu knots! Examples of this suffocation in social work include: racial harassment, gaslighting, and marginalisation. When white people attempt to police the dialogue and language of Black and ethnic minority people (based on what they view as palatable), this is how the ‘psychosis of whiteness‘ is socialised and teaches perceived entitlement and superiority over Black people. An example of this can be seen in the responses to rap music and Black culture.

Also, there are attempts to derail, discredit and devalue Black lives through social media, including through auto-generated ‘bots’ which is deeply sinister. The mission to educate, equip and empower hearts and minds on anti-racism has never felt more urgent in my lifetime.

The mainstream media and politicians think BLM is old news. However, since the resurgence of the BLM movement, BASW has been at the forefront of anti-racist social work activism. BASW England has championed anti-racism in social work on a scale unrivalled by any other organisation in the profession.

As an organisation, we also realise that we are not immune to the perils of white supremacy and institutional ‘whiteness’. However, BASW has shown a willingness to address and tackle these issues internally and in the profession more broadly.

Cringe position statements, feeble blogs and noteworthy silences

Since my last article in Community Care on promoting anti-racism in social work, there have been some decent position statements from some organisations and prominent social workers. However, there have also been some cringe statements, some nauseatingly feeble blogs and some noteworthy silences. 

Unfortunately, there remains a scarcity of cast-iron and explicit actions and/or commitments to anti-racism. Lightweight placatory comments like: “we are against racism and oppression in all its forms” is just not good enough anymore. Also, shamelessly flogging a blog from the only non-white staff member is a glaring attempt to tokenise the issues at hand. This is semi-skilful subterfuge to avoid addressing the real-life cause and effects of racism in social work. 

What message does this really convey?  Far from transformative, this approach is performative allyship or lacklustre window dressing at best.  You know it, I know it – we all know it. 

To quote Kinouani again: “When organisations perform anti-racism, it does not take long for the mask to fall… When performative committees are formed, they soon give themselves away. Justice is actually hard to fool.” Less fakery and more authenticity please.

Here is a reminder of the three typical organisational responses to racism that you might want to cross-reference with the white identities table by social work academic Gurnam Singh. How does your organisation match up?

  • Keep silent, keep things the same and hope all this Black Lives Matter (BLM) ‘stuff’ just blows over. This kind of inaction and paralysis of fear correlates with and reinforces perceptions of ‘white fragility’, ‘white privilege’ and white supremacy for some Black people. Such an organisational response usually commends staff for being resilient and deflects attention away from the essential redesign of systems that routinely make people suffer.

 

  • Publish lukewarm organisational statements that recycle and regurgitate previous rhetoric on workforce unity with predictable (and borderline offensive) platitudes – often proposing only superficial changes. For example, publishing a sympathetic, but non-committal brief statement; possibly delegating responsibilities to an already overworked equalities officer or proposing minor changes to already vague policies and procedures on ‘valuing diversity’ with little or no accountability. Approaches at this level are usually well-intended, but tokenistic and overlook the nuanced obstacles and pitfalls Black people face every day. Unfortunately, this response is common.

 

  • Publish an authentic anti-racism action plan, outlining significant reforms that commit to specific, measurable, achievable and realistic targets (suggestions below). Examples include publishing a strong mission or position statement condemning George Floyd’s murder and racism in all its forms and committing to the British Association of Social Workers’ code of ethics, anti-oppressive, anti-discriminatory and anti-racist practice. This approach interlinks with the Anti-racist Commitment Framework. It sees white allies fully involved in challenging, deconstructing and dismantling racist systems in solidarity with Black people.

It is fantastic that Brighton & Hove Council are recruiting a lead practitioner for anti-racist practice on a permanent contract. My hope is that other social work employers will follow suit. At BASW England, we hope to work with employers to promote these types of innovations.

Equally fabulous news is that De Montfort University have developed a fully-funded PhD Studentship on BLM, which seems like a pioneering opportunity. Also, the progress being made on Frontline’s Racial Diversity & Inclusion Action Plan is encouraging. Social work organisations must build on this impetus and swiftly (and proactively) embed anti-racist strategies into how they operate.

BASW England are pleased to be working in partnership with the chief social workers for adults and various cross-sector stakeholders in developing the Workforce Racial Equality Standards for Social Care (WRES). The aspirations for the standards and interest from local authorities is promising. At this juncture, I’m unaware of any national provisions in the pipeline specifically for children’s services.

Dr Muna Abdi, a leading anti-racism educator, says: “The work of anti-racism is to fight racism wherever you see it… even in yourself. The struggle cannot be found in the pages of a book. You can’t read yourself into activism. Sooner or later, you’ll have to make a choice…  Do what is safe or do what is right.”

I will continue with my own activism. If my contributions remain that of a muzzled, side-lined agitator, on the fringes, throwing rocks at the throne – then I’ll just continue to be authentic and stay true to myself.

 I do not want to appear ungrateful, but I can live without the acclaim, the ‘likes’, ‘retweets’, plaudits etc. I want revolution! So, brothers, sisters and allies – if you know your herstory, if the ancestral spirits live within you, if you know right from wrong – then now is the time to show and prove yourself. What have you done to enforce anti-racism and promote Black liberation lately?

Let’s not forget the saying, “when you’re accustomed to privilege, equality feels like oppression”. The only real enemy of progress is ignorance and ‘wilful blindness’.

‘One world, one race… the human race!’

[This article was originally published by Professional Social Work magazine on 11/12/2020:https://www.basw.co.uk/resources/psw-magazine/psw-online/%E2%80%98when-you%E2%80%99re-accustomed-privilege-equality-feels-oppression%E2%80%99


To make change, we must learn to listen

Donna Burkert portrait

Written by Donna Burkert

Primary school teacher living and working in Essex.

There is an inherent danger in judging others before we know them, in excluding before understanding, in condemning before listening, and yet it happens all the time.  

It wasn’t until the Laurence Fox scandal hit the headlines that I really became aware of the title ‘white privilege’.  A title that Toria Bono recently discussed in her podcast ‘Tiny Voice Talks’ when talking with Shuaib Khan.  A title, that like Toria, I have to own.  

I am white privileged and I have realised this means that, although I try to use diversity, equity and inclusion in all that I do, I may not always be truly aware of the wider picture.  

It is only through listening to experiences and questioning my own actions that I can begin to understand how to become more diverse, more inclusive, to bring more equity to my classroom and the way I conduct my life.

It was whilst attending a #BrewEdEssex event in June 2019 that I heard Pran Patel speak.  Pran was talking about descriptions, judgement and social equity in a way that I had never considered before.  He addressed bias, privilege and the damages of the ethno-centric curricula. His words made me stop and reassess what I was teaching in my class.  

Pran talked about the need for children to see role models of their own culture, background or religion and so I set about ensuring that I had examples from across the world, throughout history and today, to represent the broad spectrum of difference within my own class, the impact was immeasurable.  It opened up discussions between children who were now questioning moments in history that had specific impact on their lives today.

It was whilst listening to podcasts of Desert Island Discs that I was given a tiny insight into the lives of Bernadine Evaristo, Professor of Creative Writing at Brunel University and Booker Prize winner for her novel: Girl, Woman, Other; and Baroness Floella Benjamin DBE – A Trinidadian-British broadcaster, writer and politician, that I learned of the struggles that they and their parents faced, the lack of equity, the lack of inclusion felt.  

Sue Perkins: An hour or so with David Harewood – the first black actor to play Othello at the National Theatre and David Tennant does a podcast with George Takei – Star Trek icon, similarly opened my eyes to the struggles so often felt by others that I was simply not aware of.

I reflect back to the focus of Toria Bono in her podcast with Shuaib Khan where she accepts the title of ‘white privilege’ with the acknowledgement that she cannot change that this is what she is, but that we can develop our understanding with the constant need to question and push for diversity, equity and inclusion.  That by continuing to have conversations with a broad range of people we can all gain a better understanding of others that will influence our decisions and actions.  

The conversations I have with my own three sons about the effects of sexism in order for them to have some understanding of the barriers often faced by women are as important as the discussions I have with the children in my class about their own struggles, my colleagues and the wider communities that I am part of through Twitter and other forums.  I am aware that I need to have continued discussions with a broad spectrum of people, beyond my immediate circle, to ensure that I am being as diverse and inclusive as I can be.  

I need to accept that I may not always term my questions correctly but that the only way to learn about the constraints that restrict me, and others, is to ask the questions; and to break down the barriers that hold us back from being truly diverse within our own practice.

It is only through widening our circle, through talking and really hearing what others’ are saying, in taking action where needed, that we will truly begin to move forward.


Say My Name

Raisa Shaikh portrait

Written by Raisa Shaikh

English Teacher, Head of Key Stage Five English, Diversity and Inclusion Co-Chair

Despite it being an absolute classic (tune…banger…whatever else my students call it), this isn’t a piece about the Destiny’s Child song. 

It’s about how your name is the gateway to your identity. Think about it. 

Your name is the first thing you reveal to complete strangers in any scenario. Not only that, but it brings with it many layers including your heritage, family history, language and meaning. 

To learn a person’s name is to acknowledge and engage with who they are at the most basic level, with the hope of forging a strong, meaningful relationship as time goes on. I believe the exact same ethos applies within education whether it be fellow staff or students.

However, pre-Covid I was reminded that this is not always the case. 

This reminder came in the form of being put on last-minute cover (the joys) for a Year Nine English class. Once the students had settled in the classroom and were reading in silence, I began taking the register and read the name “Adua” out loud. The serene silence was broken by a flurry of hushed whispering amongst the students and after asking what the matter was, a boy raised his hand and said to me:

“It’s nothing bad Ma’am, just that it’s the first time someone’s gotten Adua’s name right”. 

He was seated next to Adua, who smiled at me in a way that read “Thank you, but can we also all stop looking at me right now”. I didn’t linger on it for much longer and mentioned to her that I’m glad I’d gotten it right, but it did make me think: 

  1. They’re in Year Nine, is this really the first time someone’s said her name correctly?
  2. Do others ask her before-hand how to pronounce her name? 
  3. Would she or any other student feel confident correcting a mispronunciation? 
  4. What’s the right way to even tell someone that they’ve mispronounced your name? 

A similar thing occurred when I found out that I’d been saying the names of one of my Year Eleven students incorrectly for a while without even realising. When I apologised to them, they said with a very dejected tone that it ‘didn’t matter’ and that I could ‘call them whatever’ I wanted because ‘nobody gets it right anyways so it’s just easier’.

Strangely, my attempt to comfort them came out as a loud “NO!”, followed by a rapid explanation in response to their raised eyebrows that names are important and that teachers need to get the basics right with their students. Upon further reflection, I also began thinking about growing up with my own name as a student and throughout my teaching career so far. From having a co-worker tell me that “Ray” would be much easier for them to say, to a university professor combining my name with a classmate’s name and addressing us both with that ‘new’ name multiple times, I realised that the gateway to my identity had not always been acknowledged. 

So why didn’t I say anything? 

In the past when I tried to correct people’s mispronunciations or misspellings, I would be met with a barrage of laughter followed with the all-too-familiar “It’s just a joke”, “Take a bit of banter”, “Stop being prissy” or was just ignored altogether. It became incredibly hard to say something only to be met with dismissal or the feeling that you were being the difficult, awkward one by drawing attention to yourself instead of just “getting on with it”.

This is not to say that those who repeatedly mispronounced or misspelled my name were automatically racist. Rather they displayed a sense of laziness, ignorance and a profound unwillingness to accept that their actions made another person feel devalued and invisible simply because it was not their “intention”. However, with the discussions and actions that are taking place amid the global outcry against injustice last year it is clear that a person’s intention does not automatically equal exoneration. There is no excuse anymore. 

Sometimes as teachers we forget how much power we actually have in the classroom and that our words and actions carry permanence. When it comes to pronouncing and spelling names of our students there is nothing wrong with taking the time to ask. Instead, it provides students with the agency to establish communication and assert their individuality from the outset.  

The exact same can be said of the workplace. Staff members deserve agency just as our students do and we can all afford to take that extra two minutes to make sure we get it right. Nobody should have their name morphed into something else by someone else and then be made to feel as though they have to capitulate to that person’s ignorance (regardless of intent), in order to avoid being labelled “difficult”. 

Your name is the gateway to your identity. 

Own it. 

Say it. 


Reflections on My First Term as D&I Lead

Jami Edwards-Clarke portrait

Written by Jami Edwards-Clarke

Director of D&I at Hurstpierpoint College, Housemistress and PE Teacher

As I sit and reflect on my journey so far as Director of D&I at Hurst, I am overwhelmed with positivity, hope and joy. What has been achieved since March 2020, is something Hurst’s community should be extremely proud of. Every initiative has been fantastic and that’s down to our pupil platform. They have been the engine throughout this journey and the work they have put in to ensuring its success, is phenomenal. It’s evident that there has been a visible amount of real, meaningful and immensely valuable progress and I am so proud of what has been achieved. 

  

Upon returning to the college in September, the platform began arranging our first big event: Black History Month in October. As curricula still all too often erases Black existence and achievements in history, we wanted to encourage students to engage with this annual celebration as a starting point for learning outside the curriculum. We put up posters just about everywhere and kicked each week off with an email full of resources like books and films which could help students learn about Black history. 

 

The next date on our agenda was the UN Disability week in December, with the theme ‘not all disabilities are visible’. Students often receive little education about disability and how to treat people with disabilities. We started to change that, with daily emails containing videos or articles that we hoped would broaden people’s understanding of disability. A shout out to Luke Morris and Mrs Naumann for heading this up, the work you put into making this a success was superb. 

 

As well as celebrating such events, Hurst pupils have been inspired by several speakers. Outside speakers include polymath Sophie Cook, the first transgender woman to work in football’s Premier League; Abdi Omar, a motivational speaker and Youtuber who lives with cerebral palsy; and Siya Twani, who was imprisoned for speaking out against injustice in South Africa – to name but a few. Additionally, members of the D & I group have delivered assemblies to the Shell and Fifth form on the aspects of Diversity & Inclusion that the platform hopes to promote across the college. The D & I group also created a PowerPoint slideshow, like the assemblies, to be presented to Year 7 & 8 by the D & I pupil ambassadors in the Prep School – who’re equally as keen and motivated to enact change in the college as those in the senior school.  

 

We have not been deterred by lockdown either, with Teams Q&A sessions with figures like Harry Hitchens, an ex-Hurst pupil who is now a key figure in the fight to Ban Conversion Therapy in the UK, and Devin Ibanez, a USA rugby player who is openly gay despite the stigma which remains in the sport. In fact, one advantage of online talks has been that parents can tune in too: 57 families watched Jude Guiatamacchi’s talk on their experiences as a non-binary model and campaigner. These thought-provoking talks have been incredibly valuable in giving students, parents and staff an authentic and ‘real life’ perspective on such important topics. 

 

D& I’s weekly Friday lunchtime meetings continued remotely and have also provided the opportunity for more talks – this time by teachers within the school. Highlights include Miss Cave and Miss McNeill’s talk on mental health, and Mr Cuerden’s frank discussion of his experiences at the time of the HIV/AIDS pandemic. Additionally, Mrs Watson-Saunders delivered a powerful speech during the staff inset on her experience of being a person of colour in the UK. This teacher engagement with D&I is incredibly exciting – HoDs have been encouraged to reflect on their department’s curriculum to make it more inclusive; the History department have done a talk reflecting on Black London, hosted by Olly Ayres, the Drama department is planning to put together an LGBTQ+ themed monologue and the Art department have had a Black Lives Matter focus; a sign of change across all levels of the school. 

 

D & I have also been looking for ways to engage not only pupils but also parents. That’s why we have teamed up with Hurst’s Climate Awareness Group to create the Engage for Change newsletter, a monthly newsletter, sent to all Hurst pupils and parents. It contains articles written on a broad range of issues, from pollution to body positivity – all written by Hurst pupils from Shell to UVIth under the direction of Ms Lewis, Mr Jordan and Mrs Edwards-Clarke. The newsletter includes think pieces, advice, and interviews with pupils, staff and parents. Look out for the third volume in your inbox next month!  

 

The READI group (Rainbow Education Alliance of Diverse Identities / Individuals), a subsection of D & I, also began meeting during a Monday lunchtime towards the end of the second Half of Michaelmas term. The aim of this sub-group was to provide a safe space to talk about the experience of being LGBTQ+. In the first meeting of the group, we introduced ourselves, with those who were confident talking about their experience of being LGBTQ+, something which allowed people to overcome barriers – if individuals thought they were previously alone in their experience of being LGBTQ+, they knew that this was no longer the case. Something that came from this group was conversation over ‘identity and gender’. This got us onto the development of a gender-neutral uniform for the college. This takes time to get right, and there have been numerous meetings with SLT and discussion groups between staff and students to ensure pupils feel heard. However, we still have a bit of work to do in this domain, as we do not want to rush this process. We want all voices heard and a plan that suits all. We are hoping for some changes to come into place for September 2021. 

 

Lastly, I think it would be completely outrageous if we didn’t talk about what we are celebrating throughout February, so far, I would say it has been our biggest success. Hurst has thrown itself into celebrating Pride History Month with a push from the pupil platform and our marketing team. Planning started in January, with guest speakers taking the stage (Teams) for whole school tutorials. These events saw up to 500 pupils all tuned in for very exciting Q&As. The month started with a Prep and Senior School wide video made by a range of staff and students responding to what ‘pride’ meant to them, and why it’s important we celebrate this month. It was fantastic to see the prep school speak alongside senior school – feeling like a true moment of community during online learning. The weekly emails sent out by the amazing Ms Lewis highlight a few media options for staff and students to engage with and this has been well received. There have also been some initiatives for students to get involved with, like an Art department creative challenge to produce a timeline of events in LGBTQ+ history. Additionally, we offered LGBTQ+-themed books to any students and staff who wanted to get involved, sharing their views after the half term in a book-club session and even a PHM Bake Off! The involvement is going well and hopefully we can make this an annual initiative. Something that I personally enjoyed was connecting with OJs ( some dating back to 1979!) on their own LGBTQ+ memories back when they were at the College. It’s safe to say, that the work we are doing presently, has brough much joy and it’s evident that huge progress has been made. I really do hope we can form a stronger bond on all things D&I in the future with our Hurst Foundation programme, as it’s all about creating a strong relationship of past and present to really encapsulate the ‘community’ feel.  

 

What has easily been the highlight of the month is the fantastic tutorial talks we have had. Speaking from a pupil, staff and parent point of view, the feedback and engagement has been first class. The range of experience and viewpoints from Jude (a transgender, non-binary activist and model), to Harry (a gay, male activist) to Sarah and Leah (professional athletes, competing for GB and Wales in hockey). The eloquence, respect and genuine interest the student-body has reinforced why it’s important we as a school engage in celebrating LGBTQ+ History month. We are really proud at Hurst to be taking such a lead in celebrating all things diversity and inclusion, and we appreciate the active support the parent-body has shown us this month. Something that has really resonated with me from all of the online CPD sessions and Q&A discussions is how effective having a positive presence of allies and role models. Typically, people get inspired to do something when they see others like them do it and I believe as educators we have a huge responsibility in supporting, guiding and listening to everybody as the individuals they are, both academically and pastorally. We also have a significant responsibility in challenging those who do hold adverse opinions. Standing up for respect and kindness is something I stand by and with our mantra #Be #Yourself at Hurst at the forefront of this initiative, I will continue to do my absolute best to make sure every pupil and member of staff feel that they can stay true to just that.  


February is UK LGBT+ History Month and the theme this year is ‘Body, Mind, Spirit’

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

Different groups of people have been impacted in different ways through Covid-19 and lockdown. There are growing concerns about the mental health wellbeing of our LGBTQI+ young people who may not be a safe space to show up as their authentic selves.

Here are 10 things you can do as a teacher, a school leader or as a school to get involved, from resources to events, from training to awards to help to raise awareness and increase understanding:

1. Schools’ Out have a directory of fantastic free resources for schools here:

https://lgbtplushistorymonth.co.uk/resources/  and you can download the free posters here: https://lgbtplushistorymonth.co.uk/resources/lgbt-history-month/  

2. The Proud Trust have a free downloadable resource pack for schools:

https://lgbtplushistorymonth.co.uk/wp-content/uploads/2020/09/LGBT-History-Month-Pack-2021.pdf

3. Check out all of the organisations listed on the Diverse Educators’ website under the Protected Characteristic of Sexual Orientation:

https://www.diverseeducators.co.uk/sexual-orientation/   

4. Diverse Educators partner with the Carnegie School of Education, Leeds Beckett, home to the LGBTQ+ Centre for Inclusion in Education, find out more about their research and their Schools’ Award:

https://www.diverseeducators.co.uk/centre-for-lgbtq-inclusion/  

5. Read and share a #DiverseEd blog about the lived experience of a LGBT teacher, Jared Cawley, and understand how to support the wellbeing of our colleagues:

https://www.diverseeducators.co.uk/my-wellbeing-as-a-lgbt-teacher/

6. Dual Frequency have created an interactive digital calendar for all things Diversity, Equity and Inclusion. Download and start using your copy here:

https://www.diverseeducators.co.uk/dual-frequency/

7. Diversity Role Models have released season one of Role Model Stories that includes six episodes, with stories from Vicky Jane, Simeon, Mon, Barry, Richy and Simon, packed with inspiring personal stories covering a range of topics from history, intersectionality, faith and LGBT+ inclusion, gender identity, different families and more. Each video comes with a downloadable teacher resource.

https://www.diverseeducators.co.uk/diversity-role-models/

8. Diversity Role Models have also recently published a report: ‘Pathways to LGBT+ Inclusion: Report’ revealed only 20% of secondary students learnt about LGBT+ identities and HBT bullying at school, while only 27% of secondary students said their school would be safe for a fellow student to come out as LGBT+.

9. #LGBTed have recently published a book: Big Gay Adventures in Education and they host a weekly twitter chat:

https://www.diverseeducators.co.uk/lgbted/

10. Find out how your LGBTQI+ staff feel about your workplace culture with Edurio’s free EDI survey:

https://home.edurio.com/edi-review

Reflections:

  • If we believe in a whole education to develop the whole child, how are we enabling our staff to bring their whole self to school too?
  • How can we be inclusive allies to support our pupils and students, staff and governors, parents and carers, in feeling physically and psychologically safe in our schools? 

As a tangible action for change we recommend that you check out the Queer Knowledge Organiser created by David Lowbridge-Ellis in our Cross-Curricular resources drive and review your provision.