Empowering pupils to challenge gender stereotypes: A Premier League Primary Stars initiative
Written by PLPS
Premier League Primary Stars helps children to learn through the power of football in more than 19,000 primary schools across England and Wales. Free Premier League Primary Stars resources can be downloaded from www.plprimarystars.com
Gender stereotypes remain a persistent barrier to achieving equity in education and society. They influence how young people perceive themselves and others, shaping aspirations, limiting opportunities, and perpetuating inequality. This is why initiatives that actively address these biases are vital. One such initiative is the new resource from Premier League Primary Stars, designed to help teachers tackle gender stereotyping in schools while fostering diversity, equity, and inclusion.
The importance of challenging gender stereotypes
Gender stereotypes are deeply rooted assumptions about what boys and girls can or should do, often perpetuated by cultural norms, media, and historical biases. For instance, boys might be discouraged from pursuing artistic hobbies, while girls may face discouragement in sports or STEM subjects. Left unchecked, these stereotypes not only limit individual potential but also contribute to systemic inequality, reinforcing societal structures that marginalise certain groups.
By addressing these biases early, teachers can empower pupils to critically evaluate and challenge such assumptions. Doing so creates a foundation for more inclusive attitudes, enabling children to celebrate diversity and develop empathy.
A free resource that makes a difference
Premier League Primary Stars’ new gender stereotyping lesson is a comprehensive, teacher-friendly tool that equips teachers to lead impactful discussions and activities. Designed for Key Stage 2 pupils in England and Progression Steps 2 and 3 in Wales, the resource is both practical and inspiring.
Key features of the resource
- Empowering activities:
The lesson introduces pupils to the concept of gender stereotypes and helps them identify biases they may encounter in school or the wider world. Through engaging activities and thought-provoking discussions, pupils gain the confidence to challenge these stereotypes constructively. - Inspiring role models:
Representation matters. The lesson highlights stories of individuals – both male and female – who have defied traditional gender roles, encouraging pupils to think critically and celebrate diversity. From female athletes excelling in male-dominated sports to male caregivers embracing nurturing roles, these examples inspire young minds to imagine a world free of limitations. - Youth voice film:
The inclusion of a dynamic film amplifies the voices of young people, providing relatable insights and practical advice on fostering inclusion. This multimedia approach helps make the resource accessible and engaging, sparking meaningful conversations in the classroom. - Expertly crafted for teachers:
Developed in collaboration with subject matter experts and practising teachers, the resource is user-friendly and aligned with the curriculum. This ensures that teachers are well-supported in delivering sensitive and impactful lessons.
Real-world impact in schools
Feedback from teachers who have used the resource has been overwhelmingly positive. One PSHE primary teacher in Wales noted:
“This is a very user-friendly and engaging lesson that effectively targets the idea of stereotyping in school and out of school.”
The practical design of the lesson not only saves teachers time but also builds their confidence in addressing a complex topic. For pupils, the benefits are profound. They develop critical thinking skills, inclusive attitudes, and the ability to challenge harmful stereotypes – skills that will serve them well throughout their lives.
A call to action for teachers
Teachers have a unique opportunity to shape the next generation’s understanding of equity and inclusion. Tackling gender stereotypes in the classroom is a crucial step toward this goal. The Premier League Primary Stars resource provides a roadmap for doing just that, empowering both teachers and pupils to contribute to a more inclusive society.
Premier League encourages teachers across the UK to explore this free resource and integrate it into their PSHE or Health and Well-being lessons. By fostering open discussions and providing pupils with tools to challenge stereotypes, we can help dismantle barriers and create a world where all children can thrive – regardless of their gender.
For more information and to access the resource, visit Premier League Primary Stars.
Together, let’s champion diversity, equity, and inclusion in every classroom.
Our identities: A fixed entity?
Written by Becky Shewell
My name is Becky Shewell and I am a Qualified Teacher of the Deaf, graduating with an MSc in Deaf Education with Distinction from The University of Manchester in 2023. I am the creator and founder of The Shewell IntersectionaliTREE, a database of books with positive and incidental role model representation, so children can see themselves to be themselves.
Often, when people think about their identity, the ‘big’ categories spring to mind. Their gender, sexuality, ethnicity, belief systems and so on. Of course, these form our identities, but during my time running workshops and talks as creator/founder of The Shewell IntersectionaliTREE, I’ve concluded that identities are much more nuanced than this. I usually start my workshops asking people to name five words they identify with and what surprised me is that often, people name traits related to their day-to-day lives. Words like dog-lover, vegan, mother, educator, singer and so on. I found this fascinating, as I didn’t expect this, thinking they would choose words that fall into much broader categories.
As for me, I identify as a queer, disabled woman but I do not necessarily identify by those things first. I am also a cyclist, sister, partner, creator and educator. The second set of traits are those which I embody on a day-to-day basis, that I really relate to. They are linked to the fact that I’m a queer, disabled woman because those overarching identities play into the life that I have shaped, and that has been shaped for me by external factors. I am a cyclist, because this is a low impact sport that I can participate in, as I have a form of hip dysplasia that stops me from being, say, a runner. I am a sister, which is a large part of my identity as a woman. A creator, because I have experienced challenges as a queer woman and an educator, because of the privileges of growing up in a loving environment and wanting to give that back. This is what speaks to me when I think about intersectionality and when I develop content to support our intersectional young people, through The Shewell IntersectionaliTREE, a library database of books with diverse, intersectional characters that our young people can relate to.
Our identity is not made up of single, fixed categories, but how these play out to create deeper, more meaningful traits that we really share when we want somebody to know about us and what makes us tick. It is a result of how all these intersecting identities shape us over time, as well as the social factors that have granted us privilege and power or discrimination and marginalisation.
Bronfenbrenner’s Ecological Systems Theory (1977) (Bronfenbrenner’s Ecological Systems Theory) even goes as far to draw into question how much our belief systems are really a choice, and not just shaped by our experiences, such as the family, place and opportunities we are born into. Indeed, our environment has a high impact on us; shaping our world view, choices and how we interact with each other. This was a focus on the PDGipEd/MSc Deaf Education course at The University of Manchester, where we considered differing parental views, to ensure the best care possible.
So, when we think about identity, are we thinking about it in a nuanced enough way? I think now, we are doing a good job of presenting a diverse range of characters on media platforms with d/Deaf and disabled characters on soap shows like Waterloo Road and Eastenders, queer shows like Heartstopper readily available on Netflix and a wide range of storybooks with intersectional representation in the mainstream bookstores. Yet, in a recent Masters project I carried out, participants found that the portrayal of these characteristics, or identities, is very much focussed on the identity trait and usually one identity trait, rather than a more nuanced and intersectional approach. For example, in d/Deaf storybooks, the focus is often on the fact that the character is d/Deaf and how the character could manage this. But being d/Deaf isn’t the entirety of somebody’s personality. They could also be interested in superheroes, or have two mums, or go to India for Diwali each year and this might be just important to them. Being d/Deaf is a part of their experience, which doesn’t necessarily need to form the whole of the plot line and perhaps, could be more powerfully represented as a part of their experience.
There is a rise of books with this type of incidental representation; for example, where the plot may be about a d/Deaf character having adventures as a superhero, and they just happen to take out their hearing aids for bedtime. Does this not give our diverse children and young people a chance to feel normalised, to see themselves reflected in positive, everyday role models for better self-esteem? I think, in our world, we are in danger of polarising and simplifying people too much. Why not recognise that we are nuanced and complex individuals, with a range of feelings, experiences and characteristics; both good and bad? I think this would encourage young people, and wider society, to develop more acceptance and understanding both within and outside of themselves; preventing narrower, polarized viewpoints that, I feel, seem to pervade the current mainstream media.
No child left on the sidelines: ParalympicsGB's Equal Play Campaign and the push for inclusive PE
Written by ParalympicsGB
ParalympicsGB is the UK’s largest disability sports charity and relies on the support of its commercial partners to deliver a world class environment where athletes can achieve their personal best performances and break down barriers for all disabled people. Further details are available at https://paralympics.org.uk/
Physical education (PE) has always offered young people the chance to develop confidence, teamwork, and physical literacy. However, for millions of disabled children across the UK, inclusive and meaningful PE is still largely inaccessible. In response, ParalympicsGB has launched their Equal Play Campaign, a transformative initiative to ensure every child, regardless of ability, has equal opportunities in school sports. This movement comes at a crucial time, aligning with the Government’s review of the national curriculum. With so much at stake, the campaign’s message is clear: action is needed now.
A curriculum review with high stakes for disabled pupils
The ongoing curriculum review holds immense potential to address systemic issues that have long affected disabled pupils and those with Special Educational Needs and Disabilities (SEND). Currently, PE is not considered a core subject, which means it often takes a back seat to academic priorities. Even when PE is available, it frequently focuses on traditional sports, leaving out disabled pupils who require adaptive and inclusive activities.
ParalympicsGB has raised serious concerns that disabled young people are being overlooked in the review. In a society where 1.5 million disabled children are missing out on essential physical activities, this is unacceptable. Alarmingly, only one in four disabled children regularly participate in school sports, denying them the chance to boost their development, social skills, and mental well-being. This is a disparity we can no longer ignore.
The importance of breaking barriers
Disabled pupils face a complex array of barriers that differ significantly between mainstream and special schools. Addressing these challenges requires a comprehensive and inclusive approach. Crucially, we must understand that disabled pupils are not a monolithic group; their needs vary widely. From a lack of specialised equipment to insufficient teacher training, the obstacles are varied but solvable with the right strategies.
ParalympicsGB advocates for a more holistic understanding of physical literacy, one that celebrates diverse ways of being active. This vision moves beyond traditional sports to include adaptive and non-competitive activities, turning PE into a positive and empowering experience. The impact of inclusive PE is profound: it not only improves physical health but also fosters social inclusion, boosts self-confidence, and establishes lifelong habits of well-being.
Transforming the culture of PE
Creating inclusive PE requires a cultural shift in how physical education is perceived and delivered. Currently, the existing model often leaves disabled children feeling excluded or unable to participate meaningfully. ParalympicsGB emphasises the need to reimagine PE, prioritising equity and inclusivity to ensure every student can engage and benefit.
A key factor in this transformation is empowering teachers. Teachers are crucial to implementing change but often lack the resources or training to adapt lessons for disabled pupils. ParalympicsGB stresses the importance of revising teacher training programs to include robust, practical modules on inclusive physical education. By equipping teachers with the right skills—such as modifying activities to accommodate diverse needs—we can ensure that all pupils have equal opportunities.
Representation also plays a critical role. Increasing the number of disabled people in teaching positions can make PE more relatable and inspiring for disabled pupils. Teachers with lived experiences of disability offer unique insights and can act as powerful role models. Seeing someone who shares their experiences and challenges can fundamentally change how disabled children view their own potential.
Practical solutions from the Equal Play Campaign
The Equal Play Campaign puts forward targeted, achievable solutions aimed at building a more inclusive PE landscape:
- Empowering teachers: Providing continuous professional development and resources, such as workshops, guides, and access to best practices, to help teachers deliver inclusive lessons confidently.
- Adapting teacher training: Reforming initial teacher education to include strategies for inclusive PE, ensuring teachers are well-prepared to support all pupils effectively.
- Redefining PE’s role: Shifting the emphasis from competition to physical literacy. This approach makes PE about personal growth, joy, and inclusivity, rather than just winning or losing.
- Boosting representation: Encouraging disabled individuals to become teachers, thus bringing valuable perspectives to schools and inspiring pupils.
These changes are not just aspirational but necessary. By implementing these measures, the Government can take significant steps toward educational equity, ensuring no child is left out.
The time for change is bow
The curriculum review presents a rare chance to set new standards for inclusivity in schools. ParalympicsGB’s Equal Play Campaign underscores that PE should be a welcoming space for all children to experience the joy of movement. This effort is about more than just sport; it represents a commitment to a society that values every member equally.
For those wanting to learn more, visit ParalympicsGB’s website. Teachers, parents, policymakers, and community members all have a role to play in creating an education system that genuinely leaves no child behind.
By advocating for inclusive PE, we are laying the groundwork for a future where diversity, equity, and inclusion are not merely aspirational values but everyday realities. Let’s ensure every child, regardless of ability, gets the chance to play, grow, and thrive.
Addressing the impact of global conflicts
Written by Claire Shooter and Monia Zahid
Claire is Deputy Head Pastoral and DSL with a keen interest in EDI. She changed career and went into teaching 16 years ago after her children were born and has never regretted it. Over this time, she has enjoyed a range of roles including Head of Spanish and Head of Year.
Monia is Head of Equity, Diversity and Inclusion and teacher of Economics at Haberdashers’ Boys’ School. She oversees EDI provision at the school and is passionate in driving change for the whole school community.
If you are to take just one message from this blog, then let it be that schools must always be safe spaces for students, especially in times of global unrest. Over the past year, our school has learned invaluable lessons about how global conflicts can ripple into a school community, affecting students in profound ways.
Our school, located just outside North West London, has a vibrant and diverse community, with active faith and cultural societies, a multi-faith prayer room, and celebrations of key festivals from many religious traditions, including Eid and Chanukah. We would say that our diversity is our ‘superpower’ and our students have ample opportunities to learn about each other’s faiths.
So the immediate weeks following October 7th 2023 threw an unprecedented and emotional challenge.
At our initial assembly following the horrific events of that day, we took a moment to reflect on the events unfolding in Israel and Gaza, honoured the casualties, and reminded students not to engage in divisive political discourse that could lead to conflict or tension within the school.
However, many of our Jewish students felt frustrated and unsupported, feeling that we were minimising their pain by not acknowledging the attack for what it was—a terrorist act. They felt that if such violence had occurred in any other part of the world, it would have been called out more forcefully. Many of our Muslim students expressed their fears about being targeted due to their Muslim identity. They voiced frustration that the suffering of innocent Palestinians was not being acknowledged, while stereotypes and misinformation about Muslims went unchallenged.
Both Muslim and Jewish students were living in fear, be it Zain who worried about his hijab-wearing sister, or Max who worried about wearing his Star of David chain. Both felt nervous to show their identities in public.
This marked the start of a week of difficult conversations as our student body articulately and respectfully voiced their concerns. We quickly found ways to offer support. One of the first initiatives was the student-led prayer service, a daily gathering attended by many students who wanted to reflect, pray, or simply share a sense of community.
At the end of that week our Headmaster addressed the entire school in a special assembly. He acknowledged the emotional toll on our community, quoted students who had bravely shared their perspectives, and provided historical context for the conflict. He reframed our message of unity and respect, encouraging everyone to treat each other with kindness and grace. The assembly ended with a moving moment of reflection led by our Faith Assembly Committees.
Social media was another challenge to address. Algorithms often amplify one-sided views, and young people increasingly rely on platforms like Instagram and TikTok for their news, rather than traditional sources. These platforms often mix fact with fiction, viral conspiracy theories, and disturbing images. We provided clear guidelines on how to navigate social media responsibly, reminding students to think critically before liking or sharing content and to be mindful of the digital footprint they leave behind. When inappropriate posts appeared, we used a combination of education and sanction to address issues.
We also realised that staff members needed support, unsure of how to engage in conversations for fear of being seen as political. Many felt isolated, and simply taking the time to approach another colleague and acknowledge the difficulty of the situation went a long way toward breaking down those feelings. By fostering an environment where everyone, regardless of their political views, could talk openly and with empathy, we began to rebuild a sense of community. It’s not about politics, it’s about humanity.
While we acknowledge that there is still much work and education to be done, we are committed to trying to guide our students through the complexities of the world around them. Our students have voiced appreciation for the fact that tensions are left outside the school gates, and it’s a safe place for all. Whilst we don’t have all the answers, we’re committed to ensuring that:
– Anti-racism efforts also incorporate discussions on both antisemitism and Islamophobia, so that all students, regardless of their background, can become allies in challenging hate.
– We ask the difficult questions and acknowledge the emotional weight of these issues—not to take a political stance, but to show empathy and understanding.
– We create opportunities for students to learn from diverse views, helping them understand that dialogue is not about winning arguments but about hearing other perspectives and learning to ‘disagree agreeably’.
– We recognise that this work is ongoing, and schools need to create spaces for continued dialogue, assemblies, and reflection.
– Above all, we strive to create a safe and supportive space for *all* students, where diversity is celebrated, and the narratives students encounter promote unity, respect, and mutual understanding.
What does it mean to our families when we support bilingual literacy?
Written by Emma Sheppard
Emma founded The MTPT Project, the UK's charity for parent teachers, in 2016 when on maternity leave with her first child. She has 12 years experience as an English teacher, Lead Practitioner and ITT Lead, and now runs The MTPT Project full time.
This is a vulnerable blog to share publicly. If you follow me on LinkedIn, it will reveal the hard work and heartache behind the upbeat and practical strategies around bilingual education that I often share.
Of course, we save our shiniest achievements for social media platforms but over the last few weeks – in the real world – I have felt keenly, the crushing failures of being “immigrant mum”.
For context, I am an educated middle-class British former teacher living in France with my bilingual children and French husband. My children were born in the UK, have been fully bilingual since birth, and now attend French state primary school. I’m a fluent French speaker (and have a state-issued certificate to prove it) work in English and socialise in both languages.
Sounds dreamy, right?
But sometimes, I feel as if I am losing my children – that they are so culturally embedded in the country we live in, that they have no connection to the identity of their birth country. My identity.
This fortnight, we have been learning about Advent in our home-learning English lessons. They don’t go to school on Wednesdays, you see, because it’s France.
My son, who had a year of lockdown education, is au fait with the characters. He was, after all, the donkey in his Reception nativity and plodded along to Bethlehem with Mary and Joseph. He best friend Gabriel was… the angel Gabriel.
My daughter, who has been educated in the secular French system since pre-school, has a vague understanding of the baby, called Jesus. The star? Joseph? Virgin birth? Heavenly hosts? Gold, frankincense and myrhh? Even the word ‘shepherd’ in English? All these cultural indicators so essential to the British primary education experience? Not a clue.
It gets worse: for the last three years, we’ve attended the carol service run by the local American church. I alone in my family know the words to Silent Night. My husband and children are ignorant to the joy of “Glororororororia” or “Fivvvvee go’old ringggsss!” and as such, they can’t sit through a full service. I hissingly insisted my husband remove them (and himself) somewhere between Royal David’s City and Angels in the Realm of Glory and – French and relieved – they went to eat waffles and ride fairground rollercoasters in le marché de noël.
Extended writing – the lovely recipes and stories and letters you’d expect in lower KS3 – simply aren’t required of my children yet in the French state system. Admittedly, their grammatical knowledge is fast surpassing my own, but mostly they are asked to copy, or write short responses to comprehension activities.
They have never been asked to be a Victorian maid or a to persuade anyone to save the rainforest. They have not written a diary entry from a ship in the middle of the Atlantic, or a newspaper article about a volcanic eruption. Maybe creativity, generally, will never be required of them?
The request to write the Nativity story therefore resulted in meltdowns on all fronts: my son can’t bear the idea of more than two sentences and disappears into the ether of his daydreams; my daughter can’t remember how to spell ‘all’, even though it’s been on her spelling list for millennia.
My children are spectacular: there is no need to qualify this with any reasons why. They just are.
But they are not British, and they have no other encouragement to be British than me, their mother. Ensuring they retain a sense of this identity has become a base urge in me. They will know who Shakespeare is. They will eat jacket potatoes. They will understand the culture importance of a Harvest Festival. Failure simply isn’t an option.
But a lot of the time I feel like a lone salmon, swimming against the current. And increasingly, I’m experiencing the anticipatory grief of becoming the mother of two French children.
For the first-generation immigrant parents in our school communities, how keenly is this loss also felt?
Do they, too, look at their children and see huge holes where a shared identity should be?
And as schools, what can we do to support families who might be going through similar experiences?
(Here come those upbeat, practical strategies…)
- Understand, appreciate and acknowledge (if you can) the cultures of your school communities – including the educational cultures
- Value and encourage the use of the home language – never fall into the trap of thinking that one language leads to an inability to acquire another because the opposite is true – languages feed off one another and grow together
- Value languages, and teach them well – from the earliest possible age
- Create bilingual streams if appropriate for your school context
- Introduce Community Language GCSEs and A Levels as far as your timetabling or extra-curricular offer can support – and involve parents in their children’s preparation for these exams
- Research community language hubs and signpost these to parents if you don’t have the capacity to ‘in house’
- Align language with culture – food, traditions, literature, film, history, sports – and take opportunities to celebrate these
- Foster opportunities where parents can make connections and build their own language communities
As cultural diversity in our schools increases, assumptions of monolingualism in our curricula and communities will only become a hindrance. Celebration and practical support for families aspiring to full bi- or multilingualism will bring out the best in our students and support the full complexity of their identities.
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.
Power up your passion: Tomorrow’s Engineers Week and the drive for diversity in engineering careers
Written by Engineering UK
EngineeringUK is a not-for-profit organisation that drives change so more young people choose engineering and technology careers. Our mission is to enable more young people from all backgrounds to be inspired, informed and progress into engineering and technology.
As Tomorrow’s Engineers Week 2024 approaches, we find ourselves at a pivotal moment to ignite excitement and purpose among young people for careers in engineering and technology. From November 11 to 15, EngineeringUK will host this nationwide celebration under the theme Power up your passion, highlighting how personal interests can lead to fulfilling and impactful careers in STEM fields. This initiative is not just about inspiring the next generation; it’s also about breaking down barriers to ensure engineering is accessible and appealing to young people from diverse backgrounds.
Understanding the importance of interest-driven careers
A recent survey conducted at the Big Bang Fair 2024 revealed that 64% of young people are driven by the idea of pursuing careers that align with their interests and passions. This statistic sheds light on a critical point: engagement and motivation in career exploration are heightened when young people can see a clear connection between their personal passions and professional opportunities. More than just a job, a career in engineering can be an avenue for self-expression, creativity, and problem-solving—qualities that resonate strongly with young minds.
However, translating this potential into reality requires us to address significant challenges and misconceptions that still exist, particularly around diversity and inclusion in engineering.
Bridging the diversity gap in engineering
The engineering sector faces a pressing diversity problem. As highlighted by the Science Education Tracker and UCAS Project Next Generation research, only 16% of girls feel that engineering is a suitable career for them, and women still make up a mere 18% of first-year engineering undergraduates. This gender disparity is compounded by the lack of visible female role models and the underrepresentation of people from various ethnic and socioeconomic backgrounds. Furthermore, many young people have limited awareness of the post-secondary pathways into engineering, with 57% of 13- to 17-year-olds admitting they know little about options like apprenticeships or technical courses.
Diversity, equity, and inclusion (DEI) are not just buzzwords; they are fundamental to creating a robust and innovative engineering workforce. The sector thrives when a multitude of perspectives comes together to tackle complex challenges. Therefore, promoting engineering careers must actively consider the experiences of underrepresented groups, including girls, ethnic minorities, disabled people, and students from lower socioeconomic backgrounds.
The role of Tomorrow’s Engineers Week
Tomorrow’s Engineers Week serves as a powerful platform to address these issues head-on by offering resources and experiences that inspire and inform. Teachers, career leaders, and students will have access to free, flexible materials that can be integrated into lessons and assemblies, making engineering careers relatable and engaging for young people.
One of the standout features this year is the Day in the life film series, which provides an authentic look at the daily work of early-career engineers from various fields. These films are designed to be flexible, fitting easily into lessons or form times, and they emphasise the real-world applications of STEM skills, particularly those that draw on creativity and problem-solving.
In addition, the Match your passion panel will bring young people face-to-face virtually with early-career engineers who can answer questions, offer tailored advice, and share how their own passions led them into engineering. This personalised approach is crucial in showing young people the diversity of pathways available and demystifying a field that is often perceived as inaccessible or irrelevant.
Supporting teachers and career leaders
Teachers and career leaders are essential allies in the effort to diversify engineering. Yet, according to EngineeringUK research, they often lack the support and resources to guide students effectively. With only 43% of young people having participated in a STEM activity beyond standard lessons and 46% of career advisers citing funding and time constraints as barriers, there is a clear need for more robust support systems.
Tomorrow’s Engineers Week aims to address these gaps by offering practical, easy-to-use resources that empower teachers. For example, lesson plans, interactive sessions, and career-focused panels can bring STEM subjects to life, making them more appealing and accessible. As Dr. Hilary Leevers, Chief Executive of EngineeringUK, points out, the week’s activities are designed to connect young people with engineers who have turned their interests into rewarding careers, inspiring students to envision their own futures in the sector.
Engineering a more inclusive future
Ultimately, initiatives like Tomorrow’s Engineers Week are about ensuring that every young person, regardless of gender, race, disability, or socioeconomic status, has the opportunity to explore engineering careers. By focusing on interest-driven engagement, the campaign makes STEM more approachable and aligns with the principles of DEI that are crucial to our education system.
For more information on how to get involved in Tomorrow’s Engineers Week, and to access these invaluable resources, visit Tomorrow’s Engineers Week and join the conversation using #TEWeek24. Let’s make engineering a field where every young person sees a place for themselves—a future powered by passion, built on diversity, and driven by a desire to shape the world.
Together, we can power up the passions of the next generation and pave the way for a more inclusive, innovative engineering landscape.
Positive Ways to Talk About Difference, Equality and Discrimination with Children
Written by Pop 'n' Olly
Pop‘n’Olly is the UK’s leading LGBT+ educational resource provider for primary aged children, parents, carers and teachers. The company's resources and books are being used in primary schools across the UK as well as globally in over 70 countries. www.popnolly.com
When I ask children to guess when same-sex marriage was introduced they come up with all sorts of wildly wrong suggestions… ‘The 1950s?’ they say and I indicate it’s a bit more recent. ‘The 1960s? The 1980s, 1990s?’ they throw out. When I tell them it was 2013 they are usually staggered – something that they’ve known all of their lives is so recent!
We live in a country that has not only legalised same-sex marriage but also has the Equality Act (2010) which protects a wide range of people of all ages, including people with different sexual orientations and trans/non-binary people. This is something to be celebrated with children. It’s not just in their school that staff encourage them to see other people as different but equal, but also in the whole of the UK – and that’s enshrined in law!
Prejudice relates to beliefs, thoughts and feelings about someone or a group of people. Prejudice is usually negative. Discrimination relates to actions against someone because of their identity or characteristics.
Discrimination is an action against someone because of their identity or characteristics. It grows out of prejudice, which is a (usually negative) belief about someone. As teachers, our job isn’t to police children’s thoughts, but instead, to help them see the wonderful variety of people who exist and help them not be afraid of these differences.
Using visuals, drop-in references, and explicit teaching we can ensure that children’s view of the world is one where there are millions of ways to be a human and some of these ways look different from them.
Celebrating differences isn’t just about helping all children feel good about themselves but it affects how we see others. When faced with differences we can help children to see those differences as strengths. Whilst we have many things in common, humans have evolved to be widely different across the globe and our experiences living different lives, both in the UK and elsewhere means we have different skills and knowledge. Sharing these differences allows us to learn from each other and to see the world through others’ eyes – sparking new thoughts, new ideas and new perspectives.
Here are some ideas you might try out with your children:
- Actively teach children about The Equality Act (2010). Use our posters, lesson plans and resources to ensure that children understand that treating people fairly and equally is part of the culture and law of the UK.
- Help children understand that people are not treated equally around the world and that change happens because of action. Examples of this might be the Stonewall Riots in the US, and the legalisation of same-sex relationships in the UK – that came about because of the work of Leo Abse MP.
- Instead of ‘Heads Down Thumbs Up’ at the end of the day, get the children to play a game where they partner up and have to find two things the same and one thing different from each other which they then share with others. Children could then try and find others who match (or are different) – or even make up their own rules for the game.
- Learn a ‘Sign of the Day/Week’ to help children understand that communication is different for different people.
- Play Paralympic sports in P.E. such as seated volleyball or goalball with the same competitive enthusiasm as other school sports (these were so popular with my Y6s!)
- Use CBBC’s ‘My Life’ series to help children learn more about other children’s lives, such as ‘When Mum Becomes Dad’ and ‘Mae’s Guide to Autism’.
- Ensure that your classroom displays represent a wide variety of people of all shapes, colours, abilities, genders, etc.
- Discuss scenarios with children about people who are experiencing discrimination. Talk through ideas on how this person may feel and what children could do if they witnessed this on the playground for example.
It is very hard to change the world, but we can make our schools somewhere where everyone is welcome and make our little bit of it more welcoming. We can help all children feel good about themselves by celebrating differences and we can help them to see that difference is not something to be afraid of, but a strength.
You can download our Discrimination, Prejudice and Equality Medium Term Plan, together with all the lesson plans, videos and resources that you need to work with your UKS2 class on this.
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.
Challenging Hair Discrimination Through Racial Narratives, Industry Knowledge on the Economics of Hair and Counter Literacy Equality, Diversity Strategies
Written by Dr Pamela Odih
Pamela is a senior lecturer in Sociology within the Sociology department at Goldsmiths University of London. Her research specialises human rights communication and the significance of me/space to the regulation of subjects and construction of gendered subjectivity with specific regards to organisational analysis and educational policy.
On 27th October 2022 the Equality and Human Rights Commission (EHRC) published new guidance aimed at ensuring that: “Pupils should not be stopped from wearing their hair in natural Afro styles at school” (EHRC 2022). The guidance is supported by resources that are “endorsed by World Afro Day and the All-Party Parliamentary Group for Race Equality in Education” and are designed to assist school leaders in ensuring that “hair or hairstyle policies are not unlawfully discriminatory” (ibid.).
In October 2024, having successfully applied for a British Academy and Leverhulme Trust small grant, I began my empirical study which is entitled “Challenging Hair Discrimination Through Racial Narratives, Industry Knowledge on the Economics of Hair and Counter Literacy Equality, Diversity Strategies”. Research Focus: The proposed research is partly an impact analysis of the application of EHRC resources, into school policies and the responses of school leaders to the suitability and adaptability of these policies.
An additional focus of the study is to envisage the scope and form of guidance on anti-race-based hair discrimination that informs young people as consumer citizens in respect to their cultural heritage of hair sculpture as an expression of racial belonging. I am currently interviewing UK and USA NGOs, charities and human rights legal practitioners to ascertain the impact of their activism in respect to PSHE and citizenship studies educational policy and race equality legislation.
If you have such involvement in this subject area, I would greatly appreciate interviewing you. Please, in this regard, contact me at Goldsmiths University, where I am a Sociology Senior Lecturer. The outcome of the research is scheduled to be disseminated in academic journals and the creation of an open access teaching resource to support consumer citizenship secondary school lessons.
I am also collaborating with the spoken poet Rider Shafique to create three long-form poems for presentation at scheduled multiculturalism festivals within the academy; we also envisage co-creating and illustrating a series of children’s books. I’ll post again as the research progresses and shall provide some interim findings which I hope will be useful for your respective projects.