Society

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.

Reference: https://malechildcareandteachingjobs.co.uk/blog/a-historic-first-eagley-school-house-nurseries-becomes-the-uks-first-early-years-provider-to-offer-equal-parental-leave/

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.

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.

The one human skill that powers all others: Is empathy the secret to wellbeing, inclusion & the future of work?

Written by Ed Kirwan

Ed Kirwan is the Founder and CEO of Empathy Studios, an organisation using film to develop empathy, a vital human skill. A former science teacher and Head of Chemistry, Ed transitioned into filmmaking in 2018, launching The Empathy Programme in 2020. Ed also founded Empathy Week, the world’s largest empathy festival, reaching over 1.3 million students in 50 countries.

As an educator, you’re often faced with student situations you can’t anticipate. Those situations are almost always personal, nuanced and highly-specific to that individual. They require a human response. They require empathy.

Empathy is the skill to understand another and the ability to create space for someone to reveal their authentic self, whilst reserving judgement.

Empathy is no longer merely a nice-to-have; it’s essential and has been listed as one of the most vital skills for the 21st century. Is vital for conflict resolution, it helps increase creativity) and can even reduce cyberbullying. Empathy can be passed from generation to generation View here and so teaching it has far-reaching benefits beyond the immediate impact.

Neighbourhood diversity has doubled on average in the UK since 2001 and, in some towns, it has increased ten fold. This should be a wonderful opportunity of celebration and learning, yet we know from the UK riots this summer that cohesion and community isn’t a given. It also doesn’t come about from simply teaching students to ‘be kind’ and ‘be tolerant’. Empathy sits at the foundation of the human skills that enable inclusion, communication and adaptability that are crucial in our globalised world.

Since 2020, my team and I have been helping educators give their students the tools needed to develop empathy – and we continuously research the impact, in partnership with Cambridge University . In these last five years we’ve learnt a lot. Our Empathy Programme has engaged 175,000 students and our annual festival, Empathy Week, has reached over 1.3 million students in 50+ countries. But for me, it all started in the classroom.

At the age of 22, I began teaching science in North London at a co-ed state school – something I deeply loved. It taught me a lot about privilege, society and the importance of empathy. It also taught me that humans are complex social and emotional beings.

Much of my motivation comes from having taught the infamous (self-named) “U-gang” – a group of 24 boys who all received ‘U’ grades in their christmas mock exams.

They had a lot of anger and lacked motivation. In their eyes, they were already destined to be a failure. They hadn’t yet learnt how to communicate their needs effectively, or they were misunderstood – in all honesty I think it was both things at once. As I got to know them I realised they were, quite simply, scared young men.

Teaching that group was one of the most rewarding experiences in my teaching career. None of the “U-gang” ended up with a U grade, despite one of my students missing his Chemistry exam because he was in a police cell. They all passed.

Looking back now it’s not because I was the best science teacher, but because I took a genuine interest in them as individuals. Who did they live with at home? What hobbies did they have? What did they aspire to be? What made them tick?

I took as many steps as possible to understand and develop a healthy rapport with the class, including delivering science classes on the basketball court and shifting our practical lessons to be less daunting. I was using empathy, I just didn’t have language for what I was doing yet.

Empathy underpins everything needed to make a child feel seen, heard and understood. Everything that’s needed to make someone feel safe and like they belong and that’s what we’re all really after isn’t it? To belong?

Empathy is not a value or a trait. It is a skill which can be actioned and, crucially, taught. Our pilot research with Cambridge University explores the impact of our term long programme to develop empathy skills in 5-18 year olds. Teachers report a measurable impact to empathy levels – and excitingly they also report improvements to behaviour and increased global citizenship after completing the programme.

Crucially there are three drivers of success that manage to build empathy successfully:

1) Engage and entertain students – A lot of education content can be boring and only serves to transfer information rather than ignite genuine conversation and learning. Our programme and films are a trojan horse for empathy building. They excite students from the very start and in turn lead to conversations and connection.

2) Increase the amount & diversity of experiences of students – We can’t all fly around the world, but we can allow students to experience real life stories through film. From Lipa who talks about the right to wear a Hijab in sport to a Mexican paralympian who is now giving back,, students can gain insight into themes such as culture & identity, disability, bereavement, sustainability & mental health.

3) Skills building can’t be a one-off – Empathy is a muscle and the best results come with sustained and long-term intervention. It’s the schools that build empathy into a golden thread of their school that are seeing the benefits.

As educators and teachers, we need more support to help equip young people with the human skills they need. As the world becomes ever more connected and AI transforms the way we live and work together, it is our human relationships, adaptability and resilience that will allow us to thrive – and empathy is the one human skill at the foundation of this.

LGBT+ Education in School - Having Effective Conversations with Parents

Written by Mel Lane

Mel Lane (she/her) is Head of Education at Pop’n’Olly. She has been a primary school teacher and teacher trainer for nearly 30 years and worked in schools on LGBT+ inclusion policies with thousands of children and school staff. Mel is a co- author of What Does LGBT+ Mean? (Pop’n’Olly, 2021).

When it comes to LGBT+ education in school, parents are often portrayed in the mainstream media as unsupportive and battling with teachers – but the reality is completely different. 82% of parents actively want their children to be taught about diverse families, including those with same-sex relationships. Having worked with over 10,000 children, I have experienced, time and time again, that parents are almost always supportive of LGBT+ inclusion work in school.

However, there are of course still a minority of parents who struggle with, and have concerns, about LGBT+ education. This is why empowering schools and teachers to have effective conversations is important. But how do we do this? Here are some themes that you may wish to include in these discussions:

Ethos and Values

Chances are you already promote equality and celebrate difference in your school. Maybe it’s in your school mission statement? e.g.

‘Brave, unique, caring and kind’

‘Hope, community, respect, love’

‘Respect for each other, Respect for our school, Respect for learning’

LGBT+ isn’t an add-on, it’s part of this whole-school approach. So when having conversations with parents, it’s vital you keep coming back to your whole-school ethos and discuss how LGBT+ education is a part of this.

Children’s Mental Health

We know that children learn better when they feel relaxed and able to be themselves. One teacher was so pleased to share with me how much more animated and engaged a Year 1 child had become after a session on families included two Mums, just like her family. All children benefit from conversations about LGBT+ inclusion because when we celebrate diversity we send a message to everyone that they are welcome in school whatever their uniqueness looks like.

Knowledge and Understanding

63% of 8-15 year olds know someone close to them who is LGBT+ Children are already having conversations about LGBT+ lives and some of them are searching for information online. School is a safe place where children can ask questions of trusted adults to find out reliable, accurate information. UK children all live in a country where being LGBT+ is protected by law and we shouldn’t hide this information from students. In fact, under the United Nations Convention on the Rights of the Child (UNCRC), all children have a right to this information.

Legal Obligations

Helping young people understand and develop positive relationships with people who are different from them is part of UK law and included in the Relationships and Sex Education (RSE) Guidance for Schools

The Public Sector Equality Duty (Section 149 of the Equality Act, 2010) states that schools must have due regard to “the need to eliminate discrimination, advance equality of opportunity, and foster good relations between persons who share a relevant protected characteristic and persons who do not share it.”

Ofsted guidance also states that, “Schools can choose to teach the beliefs of any faith on the protected characteristics. They may explain that same-sex relationships and gender reassignment are not permitted by a particular religion. However, if they do so, they must also explain the legal rights of LGBT people under UK law, and that this and LGBT people must be respected”

Supporting Parents

Sometimes parents worry that life will be harder for their child if they are LGBT+. Sometimes they’re worried about being judged by other parents. Schools often have a lot more experience supporting LGBT+ young people than parents do. A parent of a trans child told me how much better they felt that their child’s school was supportive of their child’s transition – it gave the parent confidence and helped them navigate a completely new and sometimes challenging time.

Conversations with parents almost always eliminate fears, tackle misconceptions and build better relationships. You can find out much more information on how to have these conversations in Pop’n’Olly’s ‘Discussions With Parents’ document.