You can’t just teach a child out of poverty

Written by Sean Harris and Katrina Morley
Sean Harris – Co-author and Director of PLACE (People, Learning and Community Engagement) at Tees Valley Education. Katrina Morley OBE – Co-author and CEO of Tees Valley Education.
One of the most urgent and complex issues schools face today is the deep-rooted impact of poverty on the communities they serve. For school leaders and educators, this isn’t just about data, it’s about real lives, and the daily reality of hardship affecting pupils and families.
The challenges of poverty extend well beyond the school gates. It influences everything from children’s learning experiences to their long-term life chances, often reinforcing cycles of inequality that are difficult to break.
But poverty and inequality do not have to be an inevitable part of the story we write in schools and communities.
Practice to Page
In Tackling Poverty and Disadvantage in Schools, we set out to create more than just another education book.
This is a collaborative guide, designed to support busy educators and stretched school leaders with practical tools and real-world strategies to help dismantle the complexity of inequality.
It reflects the voices of those working at the frontline, educators, leaders, and organisations who know what it means to walk within communities facing adversity.
This book is built on shared experience. It’s by the sector, for the sector, and with the sector.
It also challenges the rhetoric that the only or best way to tackle inequality is through excellent teaching alone.
‘While research consistently highlights the importance of high-quality teaching, policy and practice too often lean on this narrative to imply that a great teacher alone can overcome deep-rooted inequality. In reality, the schools making meaningful strides in addressing disadvantage recognise that delivering education in their communities requires a far more nuanced and holistic approach.’
Sean Harris: co-author
Director of PLACE (People, Learning and Community Engagement) at Tees Valley Education
No egos, no silos
What makes this project distinct is its collective approach. We brought together perspectives from across the UK and beyond: educators, researchers, policymakers, and thought leaders who are tackling educational inequality every day.
Each contributor brings school-based insight, evidence-informed thinking, and grounded practices. From making classrooms more inclusive and curriculum more equitable, to fostering a culture of social justice across whole-school systems, the book is packed with adaptable and proven strategies.
‘Schools alone are not the solution to tackling inequality, but they are an essential part of it. That’s why it was vital for this book to be shaped by the expertise and lived experiences of schools and organisations that are actively driving change. True progress comes through collaboration. Only by working together can we begin to understand and address the complex, enduring nature of disadvantage.’
Katrina Morley OBE
Co-author and CEO of Tees Valley Education
And let us be clear: while schools play a vital role in addressing disadvantage, they cannot do it alone. Education is only one component part of system change.
Optimism included
This book arrives at a critical moment.
Schools are contending with the lingering effects of COVID-19, the rising cost of living, and increasing poverty-related barriers to learning. We wanted to offer something constructive: a resource that doesn’t just highlight the issues, but offers a roadmap for making a difference.
The book has been written with busy leaders and educators in mind. We wanted to help educators foster environments where every child feels seen, supported, and capable of thriving, no matter their background.
Using the book
We know there’s no one-size-fits-all solution. Schools are diverse, complex places where staff face many competing demands. That’s why we designed this book to be both accessible and flexible.
The content is organised around three core themes:
- Whole-school approaches (e.g. leadership and school culture)
- Classroom practices (e.g. including teaching methods and curriculum design)
- Wider interventions (e.g. mentoring, family support, and industry partnerships)
These strands provide different entry points, depending on where your school is in its journey. Whether you’re a new or established teacher looking for classroom ideas or a senior leader seeking systemic change, we hope this book meets you where you are.
Each chapter follows a consistent and easy-to-navigate format:
Research Recap: We summarise key studies and evidence that help contextualise the topic. It’s rigorous but digestible, with signposts for further reading if you want to go deeper.
Case Studies: Real examples from schools and organisations that have put theory into action. These are not silver-bullets but grounded insights from practitioners who’ve tested and refined their approaches.
Reflection: Tools and activities for applying the ideas in your own setting. These can be used individually or with your team. Plus, we’ve included access to an online hub with templates, planning guides, and reflection exercises to keep the work going beyond the page.
Each chapter also ends with concise takeaway points—perfect for sharing over a quick chat with a colleague (caffeine optional, but encouraged!).
Professional generosity
What truly sets this project apart is the generosity and dedication of our contributors. Everyone involved has donated their time and waived royalties. Profits from the book will go directly to supporting initiatives that benefit children and young people living in poverty, through our work with Tees Valley Education.
This spirit of collaboration and shared purpose is at the heart of everything we’ve created here.
We didn’t want to produce another title that simply restates how hard things are or overcomplicates the problem. Instead, we focused on creating a useful, empowering, and hopeful resource for professionals in education.
Importantly, we’ve also been careful to approach the topic with dignity and respect. Children and young people facing poverty are not “problems” to be fixed. The real challenge lies in the systems and structures that make life harder for them. It’s those systems we must work to change—and we believe schools can be powerful agents in that process.
We hope Tackling Poverty and Disadvantage in Schools contributes something meaningful to the ongoing conversation about equity and education. Our thanks go to every school, leader, and educator who continues to show up, innovate, and stand with their communities.
I Am Not Afraid

Written by Rachida Dahman
Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.
School hallways are noisy. So much simmers in those corridors during breaks, and even more seems to ferment in teachers’ lounges, in the spaces of our schools as a whole. One might call it a festival of unresolved relationships, one that struggles to keep pace with the relentless pressure of coexistence, confrontation, and interdependence. By the end of a school day, we often stand slightly hunched, worn out, with restless legs that refuse to find stillness.
Amid this disorder, schools often become arenas of fear, environments where anxieties are not merely tolerated but systematically nurtured. These fears dance unseen and unchecked while the guardians of order, the teachers and educational institutions stand by as mere spectators. But what if this breeding ground of fear is not simply the result of carelessness or overwhelm, but rather the consequence of constant monitoring, control, and evaluation?
In my own school days, things were not so different. Students were expected to know little, challenge nothing, provoke no one, and certainly not disrupt. Teachers, on the other hand, constantly provoked, carried their small scandals into the school and sometimes even into the classroom. They unsettled us, and when we went home after school, we had little to report. Math, German, English, sports—subjects isolated from one another. Even the teachers lacked unity; how could the subjects possibly converse?
I remember a history teacher who filled gaps in knowledge with half-truths about controversial topics, as though he were a chronicler from another era. His stories brought the past to life, yet within the fog of his legends, the facts remained hidden. In math class, so-called wisdom from “great thinkers” was often reduced to hollow phrases—”Einstein probably said something like this.” These words sounded clever but were no more than glittering packages. In physics, correlation was sold as causation, “The moon and bad weather? That can’t be a coincidence!” Stereotypes were used so liberally that distinguishing between reality and fiction became a challenge.
In sports, fear was a constant companion. Our physical education teacher constructed scenarios of dread, “No training? That could lead to serious long-term damage!” The art teacher presented false dichotomies: “Either you draw like Van Gogh, or not at all.” Where were the nuances? Where was the space for creativity and individual thought? The music teacher, meanwhile, sought constant excuses to shield herself from constructive criticism: “It sounded fine, didn’t it? The acoustics were just bad.” The pursuit of excellence seemed replaced by a need for approval.
Parents observed this strange game, unfolding beyond grades and lesson plans, a struggle for “the best” for their children, though it was unclear what that even meant anymore. The best opportunities, the greatest potential, the most tailored support, concepts they discussed without ever fully grasping, haunted by the question of how much of their desires were genuine and how much were projections of societal expectations.
Children sensed what adults dared not articulate — that this was as much about demands as it was about support. What simmered here weighed on all of us, a pervasive burden whose origins no one could pinpoint but whose presence was undeniable.
This was a time when sports and music icons of the 1990s sparked cultural revolutions. With their bold hairstyles and extraordinary performances, they left powerful impressions that extended far beyond their fields. They influenced not only fashion and trends but also the values and norms of an entire generation, embodying success, individuality, and determination. Yet the school corridors simmered. A cacophony of invisible tensions echoed between the walls, while the daily routines left unspoken feelings like a tangled web between teachers, students, and parents.
Parents understand that children learn as much about social dynamics in school as they do about academic content. The lessons taught in classrooms are only a fraction of the school’s essence. It is the interpersonal relationships and encounters that leave lasting imprints, shaping self-worth. Sadly, this invisible yet essential layer often remains untouched and unformed. Students seem to be molded into compliant chess pieces in the game of knowledge dissemination. But what of their independence, their ability to express themselves, their courage to be authentic?
“Tell me how you speak to my child, and I will tell you who you are to them.” Language shapes our self-perception, and this is especially true in schools. The way a teacher speaks to students often reflects how they perceive their relationship with them. Are the words mere rhetorical phrases repeated out of habit, or is there genuine dialogue? Students are perceptive, quickly recognizing whether a teacher’s words make them feel valued or dismissed.
When communication is honest and direct, it creates a space where students can trust that their thoughts and feelings are welcome in school. Sadly, this is not always the case. Too often, we encounter linguistic “theater tricks,” half-truths, exaggerated dramatizations, or the subtle construction of false dichotomies, “Either you understand it, or you just don’t have what it takes.” Language, however, could serve a different purpose, reducing fear and building authentic connections.
The days of teachers as untouchable authorities, almost divine in stature, are over. This venerable role, where educators not only imparted knowledge but also moral judgments and ethical frameworks, has been increasingly supplanted by social media. Today, it is platforms and influencers, not teachers, that shape the values and norms of our students. Algorithms and digital streams dictate what is right and wrong, eroding the teacher’s role as a moral compass.
When I ask educators, “What do you think was truly happening then, and is it definitively different today?” I rarely receive a clear answer. Perhaps the point is no longer the answers but the questions themselves. Asking the right questions is a form of resistance in this era. Questions that inspire rather than inflame, that touch rather than coerce.
The fear of new technologies like artificial intelligence (AI) may be significant, but the greater threat lies in the erosion of human connections that should form the bedrock of education. True education requires profoundly personal and meaningful relationships, not just to address technological challenges but to renew and solidify the interpersonal foundations of teaching and learning.
Children are acutely sensitive to language. They are deeply aware of repetition, which is why rituals carry emotional weight. As adults, especially in classrooms, how we speak to them matters immensely. Every word, every gesture reflects what we hope for them and believe in them. Relationships cannot thrive in utter chaos; they falter when they cannot take root in fertile ground. We must create spaces where these relationships can flourish, enabling genuine connections and fostering a positive learning environment. It takes courage to step into these spaces of vulnerability and to cultivate an atmosphere where students not only learn but also experience what it means to be part of a community. Every child has the right to sovereignty over their feelings and their story, and these spaces should be defined by openness and respect.
The future of education lies in empowering these voices, breaking rigid structures, and rethinking what is possible. As educators, we must rise to the challenge of creating spaces of vulnerability where students can safely express their fears and hopes, fostering an environment where learning is not only possible but joyful. By engaging in true dialogue, we can transform the corridors of our schools from places of fear into spaces of growth and understanding.
Only then can schools become what they were meant to be, vibrant places of learning where every person, regardless of their background or history, has the opportunity to thrive and find their voice. In honoring children as autonomous beings with their own stories and inalienable emotions, we unlock the fundamental relationships that make learning meaningful and transform schools into places of deeper humanity.
Ramadhan in Schools: building welcoming and inclusive spaces

Written by Maslaha
Maslaha works to change and challenge the conditions that create inequalities for Muslim and Black and brown communities in education, criminal justice, health and on the basis of gender, in a continued climate of Islamophobia, racism and negative media coverage.
For many Muslims, Ramadhan is a time of joy, community and to recharge spiritually. Yet whether it’s choosing to pray at lunchtime or wear a hijab during these days, visible expressions of faith are often met with hostility – expressions of ‘Muslimness’ are treated as a threat. In this way, Ramadhan exposes the Islamophobia that persists throughout the rest of the year.
As educators, we know that when young people feel safe bringing their whole selves to a space, it directly impacts their self-esteem, confidence and sense of belonging. This psychological safety affects not only wellbeing, it directly influences students’ engagement, attainment, and overall success in school.
Young people and families have shared how Islamophobia in schools and policies like The Prevent Duty have left them feeling isolated and led them to self-censor out of fear of judgement or even punishment.
We asked young people and their families what they would like their teachers to know, or do during Ramadhan. We put together what they said into this resource, and share five practical ways to create safe and inclusive spaces for students who choose to observe it: Ramadhan in schools
For more resources to support you build your anti-racist classroom, deliver a culturally-relevant curriculum and nurture safe spaces for all young people, see Education | Maslaha
Preventing Digital and Sexual Violence

Written by Georgia Latief
Georgia is a Content & Marketing freelancer who supports Life Lessons with their content and marketing including social media, blogs, website upkeep, manages our webinar and drop-in sessions and partner school testimonials. She helps multiple business across the UK supporting them with their marketing and content needs with her business Latief Content & Marketing. Before joining Life Lessons, Georgia worked for an education recruitment company and a safeguarding company both based in Wales. She is originally from New Zealand and has a background in theatre and media studies.
Digital and sexual violence is a massive global issue. Teachers need support in order to gain the confidence in addressing these issues and lead discussions on these topics to prevent future violence. Life Lessons has worked in partnership with UCL and Anglia Ruskin University to develop a set of evidence based materials for schools that empower educators to counter digital and sexual violence.
In November 2024 Life Lessons hosted a webinar on Empowering Educators to Eliminate Digital and Sexual Violence. Our speakers discussed the current issue of digital and sexual violence in our society and how best to support educators to have these conversations with their students.
We also launched our brand new Violence Prevention course, developed with UCL and Anglia Ruskin University. This course includes a set of evidenced based materials for schools that empower educators to counter digital and sexual violence.
What is Digital and Sexual Violence?
Digital violence is a very broad term which encompasses any form of violence perpetrated using digital technologies, including:
- Cyber bullying
- Trolling
- Cyber stalking
- Non-consensual sharing of private images
Sexual violence is any sexual act or attempt to obtain a sexual act by violence, coercion, threat or intimidation, or taking advantage of the inability of the victim to give free consent.
When violence is perpetrated or facilitated through digital technologies, it’s known as Digital Sexual Violence and includes:
- Online sexual harassment
- Sextortion
- Cyber bullying with a sexual nature
Statistics Around Digital and Sexual Violence
When we talk about digital and sexual violence is it vital to understand the state of the nation when it comes to this violence in our society and around the world.
Digital and sexual violence has become normalised, with Ofsted’s 2021 report finding that 80% of pupils have seen unwanted comments of a sexual nature. We also see that women and girls experience higher levels of digital and sexual violence than their male counterparts.
Ofcom’s Online Safety Report 2023 found that 53% of girls and young women aged 11-21 reported encountering sexist comments or jokes online and 57% of young women aged 17-21 know a girl their age who has experienced sexual harassment online.
Not only has digital and sexual violence become normalised, but it is also a massive societal problem. NSPCC reports that violence against women and girls accounted for 20% of all reported crime in England/Wales from 2022-23. Women and girls across the world are experiencing digital and sexual violence with 1 girl being raped every 6 minutes in Brazil.
Clearly something needs to be done to prevent future violence occurring.
How Education can Help Prevent Digital and Sexual Violence
Educators are uniquely placed to empower both students and staff to report instances of sexual violence and harassment, and to continuously work toward fostering a healthy school environment where such behaviours are challenged and not normalised.
On the topic on digital and sexual violence, Stephen Morgan, the minister for early education said:
“…There’s probably more we can do around misogyny in schools, and I’m keen to talk to school leaders about what that might look like.”
“The escalatory nature of misogyny means that education plays a crucial role in challenging these attitudes early on. Through relationships, sex, and health education (RSHE), we are equipping young people with the knowledge and skills to recognise and reject harmful content, build empathy, and promote respect for all.”
The 2024 Ofsted Handbook also states that “Inspectors will expect schools to have effective behaviour policies in place regarding harmful sexual behaviour. The policies should include details of appropriate sanctions that should be applied consistently and that reflect and are consistent with the messages that are taught across the curriculum.”
However; we frequently hear from educators that they lack confidence in addressing these issues and leading discussions on these topics. This is what inspired us to create our Violence Prevention Course.
Life Lessons Violence Prevention Course and Resources
This course has been developed in partnership with UCL and Anglia Ruskin University to develop a set of evidence based materials for schools that empower educators to counter digital and sexual violence.
These materials are based on the latest research into digital harms and image-based sexual violence and aims to support educators to tackle this type of inappropriate behaviour.
The course includes:
- CPD for educators and include a certification
5 units which cover:
- Introduction to sexual violence prevention
- Understanding sexual violence
- Educating about gender and sexual violence
- Tech facilitated gender based violence
- Dealing with disclosures and instances of sexual violence
We have also included a free lesson and videos for secondary educators:
- A 1 hour lesson for use with year 10 secondary students. Copy and edit to suit the needs of your classroom.
- A collection of short Life Lessons videos addressing the topics of sexual and digital violence. These videos feature boys discussing the issue, demonstrating openness, and modeling how to engage in meaningful conversations to be part of the solution.
This course is free for educators. Access it here: Violence Prevention – Life Lessons
References:
- Ofsted Annual Report 2021/22: education, children’s services and skills – GOV.UK
- Online Nation – Ofcom
- Violence Against Women and Girls (VAWG) National Policing Statement 2024 July 2024
- Violence against women in Brazil reaches highest levels on record | Brazil | The Guardian
- There’s “Much More To Do” To Combat Misogyny In Schools, Says Minister
- School inspection handbook – GOV.UK
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.
A Groundbreaking Milestone: the UK’s First Nursery to Implement Equal Parental Leave

Written by Claudio Sisera
Claudio Sisera is the Founder and Head of Diversity at Male Childcare & Teaching Jobs. Advocate of Gender Inclusivity in Education.
Eagley School House Nurseries has opened a new chapter for equality in early years education by introducing equal parental leave, a policy that’s the first of its kind in the UK’s early years domain. Spearheaded by Director Julie Robinson, this innovative approach goes beyond mere policy changes; it marks a meaningful step toward true gender equality at work and home. Julie’s leadership aims to inspire other settings in the sector to consider similar policies, sparking a ripple effect in early years education.
Driving Equality: The Vision Behind Equal Parental Leave
Julie Robinson’s initiative to implement equal parental leave at Eagley School House Nurseries reflects her commitment to fostering gender equality in the workplace and in family life. “We’ve long assumed that childcare leave is just the mother’s responsibility,” she says, explaining how her policy addresses the need for change. This fresh approach allows parents, regardless of gender, to share childcare responsibilities without stigma.
Research supports the positive impact of both parents being involved in their child’s early years, showing benefits in cognitive and emotional development. By enabling fathers to participate more in these foundational years, Eagley School House Nurseries highlights the importance of both parents’ roles in childcare, setting a powerful example that values fathers just as much as mothers.
Reflecting Core Values: Inclusivity at Eagley School House Nurseries
For years, Eagley School House Nurseries has been committed to building an inclusive environment, and the new equal parental leave policy is a natural extension of that mission. Julie’s work over two decades has consistently championed gender diversity, with projects focused on supporting boys’ achievements and welcoming men into early years roles. “Inclusivity has been my ethos from the start,” Julie explains, emphasising how valuable male contributions are to early education.
This policy not only aligns with Eagley School House Nurseries’ mission but also strengthens their dedication to providing a workplace that challenges stereotypes. By promoting equal leave, Julie fosters a culture where everyone’s contributions are recognised and valued, irrespective of gender. Her work is a beacon for other nurseries and settings, offering a roadmap toward a more balanced childcare sector.
Impact on Staff and the Early Years Sector
The introduction of equal parental leave at Eagley School House Nurseries is not only a supportive measure for its employees but also a landmark decision for the wider sector. As Julie shares, “Parents shouldn’t have to choose between career and family.” Her policy champions choice, removing societal pressure and ensuring all parents feel supported in balancing work and family.
More broadly, this policy fosters a more equitable early years environment. By making parental roles independent of gender expectations, Eagley School House Nurseries encourages fathers to take on active caregiving roles. Julie explains, “Normalising parental leave for all genders helps break down stereotypes about caregiving.” This forward-thinking approach sets an important precedent and signals a progressive shift within early years education.
Transforming Workplace Culture
Eagley School House Nurseries’ equal parental leave policy is expected to bring positive cultural changes to the workplace, creating a supportive environment for all staff. Julie hopes the policy will strengthen job satisfaction and encourage retention, especially for men entering early years education who may seek balance between family and career. “When we value our dads, we acknowledge the important role they play,” she notes.
This commitment to inclusivity could help attract new talent, reinforcing Julie’s message that every role in childcare is meaningful. Her vision reflects a dedication to creating a workplace where employees feel valued as both caregivers and professionals, inspiring other nurseries to consider similar steps.
A Vision for Change: Julie Robinson on the Importance of Men in Childcare
Julie Robinson’s passion for equality extends beyond policy – it’s about reshaping perceptions in the early years sector. She believes that valuing men in childcare is essential for building a truly inclusive society. “When we respect people for what they do, we elevate the industry and the role itself,” Julie shares.
By supporting men’s involvement in early years, Julie hopes to set a new standard that encourages more men to embrace active parenting. She believes that equal parental leave could inspire men to engage fully in their children’s lives and become role models within early years education.
Looking Ahead
Eagley School House Nurseries’ new policy on equal parental leave sets an important standard for inclusivity in early years education. Julie’s commitment to supporting both mothers and fathers equally not only enhances workplace culture but also encourages a balanced approach to family and professional life. This is a significant shift, one with the potential to inspire change across the sector.
We hope that other early years settings will follow Julie’s example, working toward an industry where staff feel valued and empowered to balance work with family. Together, we can create a stronger, more inclusive future for early years education.
Developing Cultural Intelligence in Education: A Necessity for School Leaders

Written by Hannah Wilson
Founder of Diverse Educators
Cultural intelligence (CQ) is the capability to relate and work effectively across different cultures, backgrounds, and situations:
- Understanding cultural norms: Understanding how cultures influence values, beliefs, and behaviors
- Adapting to different cultures: Being able to work and relate with people from different cultures
- Making informed judgments: Using observations and evidence to make judgments in new environments
The concept of Cultural Intelligence was introduced in 2003 by London Business School professor P. Christopher Earley and Nanyang Business School professor Soon Ang.
In today’s increasingly diverse educational landscape, it is imperative for educators and school leaders to understand and cultivate CQ. This ensures not only the inclusion and success of all students whilst fostering a rich, diverse learning environment, but it is of equal importance to our staff to feel part of an inclusive workplace which prioritises belonging for all stakeholders.
Why Cultural Intelligence Matters
- CQ Enhances Inclusivity and Equity: CQ allows educators to recognise and value the diverse cultural backgrounds of their students and staff. This leads to more equitable teaching practices and policies that support all students and staff, irrespective of their identity.
- CQ Supports Recruitment and Retention: CQ promotes a commitment to belonging. Culturally intelligent employers, workplaces, leaders and teams will support the recruitment and more importantly the retention of people with diverse identities. CQ enables everyone to flourish and thrive.
- CQ Improves Student Engagement and Achievement: Students are more engaged and perform better when they feel understood and respected. Culturally intelligent educators can tailor their teaching methods to meet the diverse needs of their students, thereby enhancing learning outcomes.
- CQ Strengthens School Community: A culturally intelligent school promotes a sense of belonging among students, staff, and parents/carers. This strengthens the school community and encourages collaboration and mutual respect.
- CQ Prepares Students for a Globalised World: By fostering CQ, schools prepare students to thrive in a globalised world where cross-cultural interactions are the norm. This is essential for their future personal and professional success.
How to Apply the CQ Model
I use the CQ framework when I am working with school, college and trust leaders to shape their DEIB strategy:
- Stage 1: CQ Motivation – what is ‘our why’ for developing Cultural Intelligence and how are we communicating it to all stakeholders?
- Stage 2: CQ Knowledge – what data do we have/ need and how are we using it to inform our journey?
- Stage 3: CQ Strategy – what resources do we need, what milestones will we set and how will we evaluate our impact?
- Stage 4: CQ Action – what training is needed, what actions do we need to take and what behaviours do we want to change?
It is a simple but effective approach and helps leaders who are new to DEIB to get their heads around the cyclical process of shaping a strategy to improve the culture for everybody to flourish and thrive. It is also a core them in our Leading DEIB in Schools programme.
Developing Cultural Intelligence
CQ for School Leaders
- Self-Assessment and Reflection: Reflection to understand our own cultural biases and areas for growth. Tools like the Cultural Intelligence Scale (CQS) can be useful.
- Professional Development: Engaging in ongoing professional development focused on cultural competence and CQ is crucial. Training can provide valuable insights and strategies, as can curated reading. Check out the resources in our CQ toolkit.
- Leading by Example: Demonstrating CQ in interactions and decision-making sets a precedent for the entire school. Leaders should model behaviours that reflect cultural understanding and sensitivity. Leaders should also consider methods of communication and how inclusive language choices are.
CQ for Educators
- Ongoing Professional Development: Organising regular training sessions on cultural competence and CQ can help staff develop the necessary skills. Sessions should be interactive and challenging, an ongoing conversation instead of one-off training events. We can facilitate a space to explore a range of different themes.
- Inclusive Curriculum Development: Encouraging teachers to incorporate diverse perspectives and materials into their curriculum expands our knowledge of others. This not only broadens students’ horizons but also shows respect and develops awareness of different cultures. Find out more from our Diversifying the Curriculum toolkit.
- Mentorship and Collaboration: Fostering a culture of mentorship and collaboration where educators can share best practices and learn from each other’s experiences with diverse communities. Reverse mentoring can be a helpful tool to create a knowledge exchange, find out more in our webinar with RVP.
CQ for Whole School
- Inclusive Policies and Practices: Developing and implementing school policies that promote inclusivity and equity. This includes everything from admission policies to behaviour consequences, from interview processes to appraisals, ensuring they are fair and culturally sensitive.
- Student and Parent/ Carer Engagement: Creating platforms for meaningful engagement with students and parents/ carers from diverse backgrounds. This could include cultural events, forums, and regular communication channels for feedback such as surveys and focus groups.
- Diverse Representation: Striving for diverse representation among staff and leadership. This not only brings varied perspectives but also demonstrates a commitment to diversity and inclusion.
Conclusion
Cultural Intelligence is no longer optional in the realm of education—it is a fundamental competency:
- We need culturally intelligent schools and workplaces.
- We need culturally intelligent policies and processes.
- We need culturally intelligent leaders and educators.
- We need culturally intelligent classrooms and staffrooms.
At Diverse Educators we frame all of our training through the 3 Cs of Consciousness, Confidence and Competence. By becoming more conscious of who we are, of our own lived experience and how it shapes our world view, we can become more confident in how we interact with others, in our inclusive behaviours and our inclusive language. We can then become more culturally competent and develop cultural intelligence. School leaders and educators who develop and promote CQ contribute to an inclusive, equitable, and dynamic learning environment for students and staff alike. By prioritising Cultural Intelligence, schools can better serve their diverse populations, better prepare students to succeed in a globalised society and better support staff in their career progression and leadership development.
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If this theme resonates and is of interest, we have a training opportunity in January 2025. Join us for the CQ (Cultural Intelligence) Certification. There are limited places available so they will be allocated on a first-come-first-served basis.
Reflections on the Tragic Loss of Life and the Urgency of School-Based Mental Health Services

Written by Bianca Chappell
Bianca Chappell is a Mental Health Strategic Lead, Cognitive Behavioural Coach and Mental Health First Aider.
Recently, I’ve been deeply saddened by the tragic loss of young life, caused by someone struggling with acute mental illness. It is a stark reminder of how critical it is to address mental health early and effectively. For children and young people, the importance of timely intervention cannot be overstated. Schools, as the daily environment for so many children, are uniquely positioned to play a pivotal role in this.
In the wake of the COVID-19 pandemic, the mental health crisis among young people has intensified dramatically. According to recent data, one in six children aged 5 to 16 now require mental health support, a significant increase from previous years. This rise highlights the urgent need for schools to implement comprehensive mental health services.
Early Intervention and Support: A Crucial Step in Education
Early intervention is key to preventing mental health issues from escalating. Schools can provide a safe space where children can access the support they need before problems become more severe. By having designated mental health professionals on-site, schools can offer advice and support, helping students balance their emotions and manage their mental well-being.
Moreover, these professionals are essential for assessing and identifying risk profiles. By understanding the unique challenges each student faces, schools can tailor interventions to meet individual needs. This personalised approach is crucial in addressing mental health effectively and ensuring that no child falls through the cracks.
The Power of Community and Joined-Up Services
For these efforts to be truly effective, schools must work closely with community services. A joined-up approach ensures that recommendations, resources, and reviews of care are coordinated and comprehensive. Risk assessments should be an integral part of this process, ensuring that all aspects of a child’s well-being are considered.
Community involvement also allows for a broader network of support, including parents, healthcare providers, and local organisations. Together, they can create a robust support system that extends beyond the school walls, ensuring continuity of care and support for children and young people.
Why This Matters: Implementing Change in Education
The implementation of designated mental health services in schools is not just a beneficial addition; it is a necessity. With mental health challenges on the rise, our education system must adapt to meet the evolving needs of students. By doing so, we can foster a generation of young people who are not only academically successful but also emotionally resilient.
In conclusion, the importance of mental health services in schools cannot be overstated. By intervening early, assessing risks, and working collaboratively with community services, we can ensure that every child has the support they need to thrive. It is time to prioritize mental health in our educational system, for the well-being of our children and the future of our society.
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.