Acceptance: Still so much work to be done.
Written by Kelly Richens
Programme Director, BASCITT. BASCITT is proud to celebrate diversity and promote equality and inclusivity (see here)
Applying to train to teach is a daunting enough task; the whole construction of your personal statement and how it defines you, all of your work experience, your qualifications and who will be your referees. All wrapped up in the deep emotions of taking this huge step towards becoming a life-changer for young people.
If this wasn’t searching enough in terms of self-exploration and presenting yourself, there is a section that says ‘Criminal Record and Professional Misconduct’ in which an applicant can make any relevant declaration.
I had an email confirming an application in which there had been such a declaration. Imagine my horror when I opened the webpage to view the application and read: ‘I am unsure whether this is a safeguarding issue, however I feel it necessary to raise and protect myself and others from misunderstanding. I am transgender.’
A flood of emotions ensued: rage that this applicant had felt being transgender could be a safeguarding issue; sadness that whilst she wanted to share this information, she had chosen to include in in a section labelled ‘criminal record’; fear that there are groups of people without the psychological safety to just be who they are without recourse of judgement; and the smallest amount of pride that she had actually been brave to share at all.
So rather than my first conversation with this applicant about her potential qualities as a teacher, I had to have a difficult conversation of reassuring and coaching her that she was in safe hands with us. What a shame that we could not talk instantly about her joy of her subject, or why she was applying to us. Her being transgender was a huge distraction from this and that is wrong.
Whilst I reflect on this, and have since interviewed and offered a training place to this lovely individual, based on her merit, I am still left without an answer of how do we stop this happening again? Keep promoting inclusivity? Keep the courageous conversations going? Keep educating and keep that positive momentum going on how we can continue to aim for a world in which an individual does not fear themselves being viewed through a judgmental lens? Instead a place where everyone can be celebrated for who they are and what they have to offer our pupils.
The Fight Against RSE
Written by Ian Timbrell
Ian is an education consultant and trainer, supporting schools develop their provision for LGBT+ pupils and their RSE curriculum. He has worked in education for 15 years; including as a class teacher and a deputy head teacher.
The cursory glance at social media and the internet suggests that UK RSE curricula include suggestions of bondage, is opposed by most people, is queering education and is a risk to safeguarding. But what is the truth behind this opposition?
The backlash
Broadly, objections can be categorised into three areas: secrecy around RSE; developmentally inappropriate materials; the inability to withdraw from lessons; and the ‘queering’ of education.
The secrecy around RSE
A common oppositional narrative is that schools refuse to show what materials they are using. This view essentially accuses all teachers of not safeguarding their children. We’re not asked to show all materials so why is RSE different? If schools were to publish every piece of planning and resource used, the workload would push an already overworked system to the brink of collapse. This is not to say that there is no transparency. Generally, schools will share this information upon request, or through parent consultations.
RSE is developmentally inappropriate
Opponents of RSE claim it contains messages of anal sex, bondage, pornography and self-stimulation at age 4-6. My son is 9 and I would be horrified if he learnt any of these at his age. But he’s not. Because none of it is in the RSE frameworks.
Proponents of this message often use excerpts of preparatory paperwork as evidence for inappropriate content. But these aren’t in the mandatory documents. As part of any curriculum design process, you look at a wide range of documents to find out everything that is out there. That doesn’t mean that Governments use them, or that you agree with them.
I am not saying that no school has ever used inappropriate materials, but critics fail to acknowledge that these mistakes are in the smallest percentage of schools and instead of banning RSE for all, the individual school should take the appropriate action to ensure appropriate nature of the materials they are using in lessons.
The inability to withdraw from lessons
In Wales, parents are not allowed to withdraw pupils from RSE lessons. Being told that we cannot withdraw our children from any areas of their life is bound to put some people’s heckles up. However, the reality is that this is the case for pretty much every other area of the curriculum. Schools would not allow withdrawal from English or Maths, so why should it be allowed from a framework that aims to develop healthy, happy people?
One of the reasons that withdrawing from all RSE lessons is not as simple as some would like you to think, is that effective RSE is primarily not delivered as ‘RSE lessons’. RSE encourages friendships and respect and so it is impossible to withdraw from any lesson that develops these attributes. What the parents here are generally saying is that they want them withdrawn from sex education and/or mentions of sexuality or gender. Withdrawing from RSE frameworks as a whole is impossible, but withdrawing from sections would be a logistical nightmare for schools and is not realistic.
The ‘Queering’ of Education
This phrase is fascinating, especially because it has no agreed universal meaning. Most opponents seem to be using it as a phrase to suggest that ‘Queer Theory’ is now underpinning education. They are conflating the true meaning of Queer Theory with conspiracy theories to suggest that there is collusion in education and health to somehow convert children to become LGBT+. This is rooted in LGBTphobia and is not founded on anything but discrimination and panic culture.
The real reasons for the backlash
The most obvious and largest group appear to be transphobic and homophobic. The reality is that up to 10% of the population are LGBTQ+ and if we do not ever discuss these things, this whole section of society will grow up wondering why they feel different. But also by deliberately not mentioning LGBTQ+ people, we are saying that they don’t exist, which is phobic in and of itself. Inclusion of LGBTQ+ people on displays, in books and in lessons is not going to turn anyone LGBTQ+, but it will make our world a more inclusive and tolerant place.
An argument opponents to RSE also use is that they don’t want sex talked about to three-year-olds. But sex doesn’t need to be mentioned. At that age, it’s about realising that there are different families and challenging gender stereotypes.
The final reason that I will talk about here is religion. A minority use religion as a reason for their children not to be ‘exposed’ to LGBT+ or gender discussions. I follow a number of LGBTQ religious individuals and organisations, and I can tell you that religion does not spread hate, people do.
Conclusion
In 2021, 5 parents took the Welsh Government to court to ban RSE. Unsurprisingly, they lost the court case as many of the disproved views from above were put forward as ‘evidence’.
The fact is, no matter what change happens in schools, there are always opponents and critics. But when you couple inevitable bemoaners with homophobia and transphobia, there was bound to be pushback. But RSE is key to making the UK an inclusive country and the vast majority of us know that it is the right thing to do and trust the teachers to do the best by their children.
“Andrew Tate is a father figure to me” - lessons learned from talking to young people in schools
Written by Bold Voices
Bold Voices is an award-winning social enterprise preparing and empowering school communities to recognise and tackle gender inequality and gender-based violence through the delivery of educational talks, workshops, training and resources for young people, teachers and parents.
On January 3rd, the Bold Voices team arrived for our first staff training of the year. We love delivering staff training in schools, and we were excited to be back, if slightly unprepared for the early start and January rain. The session ran smoothly and the staff were engaged and passionate, all seemed as usual until we asked if there were any questions. Dozens of anxious hands shot up and they all had the same question – “what can we do about Andrew Tate?”
It wasn’t a surprise to any of the team, especially after the most recent news over the Christmas break, but the number of times his name has come up in schools in January has been unprecedented.
Back in July 2022 we began to hear students talk about Tate, and in order to get ahead of what we could see was a growing issue, Bold Voices released our Parent and Staff Toolkits to equip adults with the skills and confidence to have conversations about the ‘King of Toxic Masculinity’ with the young people in their lives. As the education sector catches up with the fact that this popular figure is not going anywhere anytime soon, we have seen a whole range of approaches to dealing with his popularity amongst teenage boys.
One strategy which we’ve seen is the blanket ban – sanctions for anyone who says his name in school. Another approach is whole school assemblies to speak about the harms of his content and messages. The young people we’ve spoken to don’t feel this works; they either say they feel silenced, or that the school is making too much of it. It is completely understandable that this is how many schools are responding. We certainly don’t have all the answers at Bold Voices, and we are always keen to hear back from other educators and parents who have found effective ways to address this issue (please let us know!) but for now we are encouraging schools to focus on one method that we know can have an impact: starting a conversation.
However, the reality is, these conversations are not easy. Here is a snippet of how they normally go:
“Miss, can I ask you a question? What’s your opinion of Andrew Tate?”
“Well, I’m much more interested in your opinion – what do you think of him?”
“He’s a top G miss. He teaches men how to be men. He makes money. He gets females. He’s a fighter. He is a traditionalist. He has four Bugattis. Those trafficking charges are lies. Those things he says? Taken out of context. Miss, it’s the Matrix. He’s a father figure to me.”
These conversations don’t always feel possible, or respectful, because these young people have internalised the message that anyone arguing against Tate is an idiot, hasn’t woken up to the truth, or they’re simply wrong. This makes it much harder to do our jobs – but we have seen success. In a school which had banned any mention of his name amongst pupils, when we opened up a conversation in a classroom, the feedback we received afterwards was: “I thought Andrew Tate was good but I realised what he does and all the hate against women.”
So what can we do to make more of those conversations successful? How can we move from fear of even starting a conversation, and those that go nowhere, to helping young people to choose for themselves if they want to continue to support Tate and his harmful messages?
Our response is three things (and they’re not easy):
STEP 1: TALK ABOUT HIM – BUT DON’T CONDEMN HIM
This can feel extremely difficult when the messages Tate puts forward are so explicitly dangerous and incite violence, but the more we condemn his words, the more we play into a right or wrong binary that pushes defensive teenagers even further away. Narratives around the Matrix incorporate the idea that there is a “great lie” going on, and figures like Tate (and Trump and other populists who brand themselves as anti-establishment) use this condemnation to push the idea: “that’s what they want you to think”. Break out of this binary by opening a dialogue and empowering young people to see all sides and opinions and to have the autonomy to make their own decisions about who they follow and believe. The aim should not be to have our children believe everything we believe because it’s scary when they don’t; we want to raise a generation of critical thinkers who can form their own opinions.
STEP 2 – MAKE ANDREW TATE UNCOOL AGAIN
This ties into avoiding condemnation – when we stand up and tell young people he is dangerous we give him notoriety and power. Andrew Tate has branded himself as the antidote to cancel culture, so his popularity is not tied to his morality. Not only that, his messaging around gender roles mean that he can discredit those who speak out against him with misogynistic myths – case in point, I asked a student if he would stop liking him if Tate was convicted for the trafficking charges and he said “well, the women are probably just lying for money and attention.”
Attempts to laugh at Andrew Tate have been more successful in damaging his reputation than pointing out how dangerous he is. The closest to this that I’ve seen is this twitch streamer’s video and Greta Thunberg’s infamous tweet. What I don’t like about these tactics is that they use old tropes of emasculation to put a pin in his puffed up performance of masculinity. Relying on his tools to tear him down won’t create meaningful change in the long run (we’ll just see a newer version of him spring up to his place).
STEP 3 – ASK THE RIGHT QUESTIONS
This brings us to the most important point – we need to change what questions we’re asking about Andrew Tate – instead of asking “what can we do about him?” we need to ask “what is it about him?” And “what is it about this current climate that allows his version of masculinity to thrive?”
His brand of masculinity is what draws people towards him: words like traditional, realist, role model for how to be a man. To most adults he looks like a cartoon of all the most ridiculous tropes of toxic masculinity; the cars, the money, the ideas about mental health. The alleged trafficking of women, the misogyny. So when we’ve looked at why he’s so popular the next question needs to be, what is the context and climate that means he is appealing?
When having these conversations I like to zoom right in, then all the way out. Instead of arguing his actual points with evidence or debating his intentions, I ask questions about what he represents, then look at the bigger picture, and ask why is that appealing right now?
The context in which boys are gravitating towards Andrew Tate is one in which they feel victimised and powerless. As an educator in the gender-based violence sector this can feel frustrating. But ignoring it and saying, “suck it up”, men have had power since the beginning of time, is not helping anyone.
Conversations around violence against women have completely transformed since I was at school less than 10 years ago. In a way that we can see paralleled with the movement for racial justice, conversations around gender-based violence have been radically shifted by events of the past decade: The #MeToo movement, Everyone’s Invited, Ofsted investigations, Sarah Everard’s death and many more. It’s confusing for young people.
Girls, trans and non-binary pupils have more awareness and knowledge than ever (thank you TikTok) about the ways in which they are victimised within a culture of gender-based violence. And they still suffer many different forms of this. But boys feel under siege too. They feel more under threat of being falsely accused than ever. Andrew Tate offers them a different narrative from the one in which they feel they’ve been cast as the baddies. There are no alternative models of masculinity on offer. We go into schools and tell young people that what Andrew Tate puts forward is an unrealistic stereotype of masculinity that ultimately harms everyone. Sometimes they see that, but when we exist in a system that punishes those who don’t fit a stereotype, we construct a reality where it is preferable to be an Andrew Tate rather than a man who can express his emotions and show weakness and vulnerability.
The quote at the beginning says it all. “Andrew Tate is a father figure”. This is how teenage boys feel when there aren’t any other role models for masculinity that seem valuable in today’s world.
The options are; see the problem with masculinity and try your best to not embody it, or go sit with Andrew, the realist, who can show you how to stop apologising for being a man in a world where stereotypes are just ‘the way things are supposed to be’.
As educators on this subject we can tell you that having these conversations on the ground is hard work. It’s a painful slog that feels unrelenting and sometimes futile. Watching boys copy his physical stance, treat me with suspicion, shout down my logic and questions and cling to their idolisation of him makes me realise something; they are clinging tightly because he makes them feel safe and understood. And taking that away is difficult and can feel cruel when we aren’t offering good enough alternatives. If it was anybody but Tate, I would never question a vulnerable year 9 boy’s father figure and role model. I’m so glad he has that. I wish it wasn’t one who would teach him that depression isn’t real, that he should value women as possessions, and that his worth is measured in what he can win, and how dominating he can be. I want to give him a hug.
LET’S COME BACK NOW TO OUR THREE SOLUTIONS.
1- Talk about him, don’t condemn him. At Bold Voices we will keep going into schools and having these conversations. And if you have young people in your life please use our toolkits to start having these conversations too. This part is the intervention and it’s more necessary than ever. The aim is not to condemn and create a right or wrong, it’s to open a dialogue where there is more than one narrative to choose from.
2- Make Tate uncool – but not him specifically and not through emasculation. Instead through promoting other role models of masculinity who seem more appealing than Tate. We look to people like Marcus Rashford, Stormzy, and Steph Curry (get in touch if you have others you promote!)
3- Look at the conditions that make Tate popular. Ask questions and don’t stop asking.
WANT TO LEARN MORE?
- Toolkit: How to Talk to Young People About Andrew Tate – Bold Voices
- Article: (7 minute read) How to respond to boys inspired by Andrew Tate Mark Roberts – TES
- Article: (5 minute read) Andrew Tate: How schools are tackling his influence Alice Evans – BBC
- Article: (6 minute read) What is going on with this Andrew Tate hand gesture? Sophia Smith Galer – Vice
HOW CAN WE HELP?
Bold Voices is an award-winning social enterprise preparing and empowering school communities to recognise and tackle gender inequality and gender-based violence.
Resources: Activities for the classroom, toolkits, blog posts and lesson plans for discussing gender inequality and gender based violence. Sign up to be the first to hear about new resources we create through our newsletter.
In Person Talks and Workshops: Discover our staff training, pupil talks and workshops, led by experienced facilitators and delivering on key topics relating to gender inequality and gender based violence.
The issue with “high expectations”
Written by IncludEd Diagnostics
IncludED Diagnostics support local authorities, academy trusts, and individual schools with their work to increase inclusion, reduce suspensions and reduce exclusions. More information is available at www.includeddiagnostics.co.uk
If you are sanctioned for failing to meet an “expectation”, it is, in fact, a “condition”.
For a long time I have been interested in why deprivation and poverty are associated not just with academic outcomes, but with behavioural outcomes, and on my journey to understand this I came across a researcher called Sendhil Mullainathan and his work on the concept of scarcity. In his view, scarcity is a much more wide-ranging concept than poverty (an arbitrary threshold of income), i.e. we can have a scarcity of time, health, family support, relationships, cultural input, etc. – all of which can impact our outcomes. In describing the impact of scarcity he uses the analogy of packing into a smaller suitcase, and inspired by the #IncludEd2023 conference today, I’d like to start with this.
Two pupils are going away for a week, one packing into a large suitcase and one into a smaller suitcase. The suitcases can be seen as strict metaphors for disposable income (family income in this example), or in a broader way as availability of lots of different resources… but they both articulate a difference in experience.
The pupil with a smaller suitcase (i.e. scarcer resources) has a smaller capacity for items, therefore…
- They are forced to operate with more conditions
Their items have to be folded smaller and packed away better than the pupil with a large suitcase. They have to make more “either/or” decisions on what to pack, whereas the pupil with the larger suitcase can pack more with less efficiency.
Could you list all the conditions / expectations children must meet to engage fully in your school? When we put pressure on parents/carers to immediately provide a new pair of school shoes, do we consider the scarcity that so many are living with? Less time because of childcare or multiple jobs, the cost and time of travel to get the shoes, the cost of the shoes, and what is the “or”? What isn’t being bought, what isn’t time being invested into?
- Decisions have to be better!
Not only does the pupil packing into the smaller suitcase have to make better, not equal but better, decisions because there are more conditions, but any errors they make will cost more. If both forget their phone chargers, one may buy a new charger with relative ease, one may not. If packing is done badly and an item gets damaged, the same applies.
Living in scarcity means a “lack of slack” for mistakes – we all make mistakes but they don’t cost us or impact us all equally. There is very little flexibility for this within most school behaviour systems as the consequences appear superficially the same – the same detention time is given. The actual impact – socially, emotionally, educationally – may vary widely.
- Triggering reminders of scarcity means we have less “bandwidth” for the process [not our inherent intelligence / cognitive capacity but how much of it is temporarily available]
There is research to support this – using food-related words in word-searches prompted dieters to be significantly slower in finding the following words – and the implications are profound. The implications are that the concentration, focus, and attention needed to actually pack the suitcase is more limited for those affected by scarcity when that has been consciously triggered (i.e. I wish I had a bigger suitcase like other people!) Wouldn’t that make this pupil more likely to make mistakes? Ones which cost more?
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What prompted me to write about this today was hearing from two speakers who have experienced the care system. Consider the conditions we place on children in school, then consider the size of the suitcase a child in care is packing, i.e. the multiple levels of scarcity they may be experiencing. We have conditions on appearance and equipment – coat, black socks, bag, colour of pen, PE kit, pencil-case, etc. We have conditions on behaviour – a consistent requirement to accept adult authority and direction, regulate level of activity, attention, and emotional response. Even peers come with conditions for integration – they could be clothing, games consoles, cultural references, a similar capacity to spend time together outside of school. Some of these may feel impossible for a young person to achieve… Lemn Sissay OBE described it so viscerally today when he recalled “the smell of people with families”.
The speaker before Lemn was Jade Barnett, which is a name you will come across again in the future. Her educational journey travelled via two managed moves, a pupil referral unit, a move into care then a move into a care home at the opposite end of the country. Jade is a model of the most positive outcomes – today she held five hundred minds in her hand purely because she speaks with such intelligence, articulacy and power. But, as a child, she was forced into a situation where she was packing into a small suitcase. And the schooling system places yet more conditions on her, and others like her. Nowhere in her speech did she imply that those conditions were helpful; where many, such as Lemn, feel like they don’t belong already, the consequences of failure to meet these “expectations”/conditions must only reinforce that perception. At their least useful, they make engagement and access to education harder for some of the most vulnerable.
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To return to more typical language of schooling, high expectations can no longer be a cover for just describing a very large number of conditions. And we need to stop painting such conditions as supportive to young people by their mere presence. That is to confuse equality of expectations/conditions with equity, but that isn’t equity at all. In reality, we may be both ignoring the smaller suitcase and expecting more of the child who is packing it.
High expectations of academic progress are crucial to all children fulfilling their potential, and these are genuinely “expectations” because they come without sanction. Without them children may not be taught to their full potential. Alongside that, adult understanding of the difficulties that some children face is a critical factor in making sure children belong and can thrive. For school and education leaders, it is worth considering what is within your control and sphere of influence to mitigate the impact of scarcity. Is the pupil premium grant being used to best effect? Also, please do consider when thinking about the rewards and sanctions in your school how do you make things fair for those living with scarcity?
Why I pretended my dyslexia wasn’t a big deal - my experiences as a dyslexic teacher.
Written by Catrina Lowri
Catrina Lowri is the founder of Neuroteachers and a neurodivergent teacher, trainer, and coach. As well as having 22 years’ experience of working in education, she also speaks as a dyslexic and bipolar woman, who had her own unique journey through the education system.
When I had already been teaching for about 10 years, I met a pair of grandparents at a friend’s barbecue. They had just received some devastating news; their 9-year-old grandson had been diagnosed with dyslexia.
They told me this in hushed voices, as if they were ashamed.
Although, their reaction was not unusual (97% of respondents in one survey viewed dyslexia negatively *), I was taken aback. Did this mean I should be ashamed or devastated about my own neurodivergence?
I did my best to reassure the couple that their grandson would be fine. I told them lots of successful people, like Richard Branson and Tom Cruise are dyslexic. Although he might need extra support, their grandson could get GCSEs and A levels if he wanted. They seemed reassured. Then I told them I was a dyslexic teacher.
Their reaction astounded me even more than the shamed hush had done previously. They were over the moon at my success! The grandfather toasted my talents, and the grandmother gave me a hug. They both treated me like I had just climbed Mount Everest. I couldn’t fathom why.
Until that point, I had never considered my achievements anything special. Yes, I’m a dyslexic teacher who went on to gain a master’s degree but was that out of the ordinary? I knew no other dyslexic teachers, but they must exist. I’ve always disliked it when people say I’ve ‘overcome’ my dyslexia. I haven’t. I’m still as dyslexic as I was the day I was born ( it’s genetic). I’ve just found ways around it. Most of which involve the use of technology.
I used to downplay my attainment in a matter-of-fact fashion. I disliked people who made ‘ a big deal’ of their dyslexia. My dyslexic friend, and I used to joke that we would write a book called ‘So you’re dyslexic? Just live with it!” As if all you had to do was keep calm and carry on.
I have talked before about my experiences at teacher training, where another student commented that he believed dyslexia was a middle class camouflage of a lack of intelligence. That must have stuck because, up until my chance meeting with these grandparents, I had just shrugged off my neurodiversity (ND) and downplayed my success.
After meeting my fellow barbeque guests, however, I changed my attitude. No, it hasn’t been easy to forge my career, firstly as a schoolteacher and now as a private specialist teacher and trainer. Yes, I do find several aspects of the job harder because of my ND. And yes, I am proud of my achievements.
I’m now 23rd years into my career, I’ve met hundreds of colleagues, yet I know very few ND teachers and even fewer dyslexic ones. My next step is to try and find us all support and recognition so that we can be good role models to ND children. And perhaps inspire the next generation of ND educators.
Reference Dr Kate Griggs ‘ The Creative Brilliance of Dyslexia’ https://www.ted.com/talks/kate_griggs_the_creative_brilliance_of_dyslexia
Being the teacher that I never had...
Written by Craig Weir
LGBTQ+ Educator, Consultant and Safeguarding Lead
People often ask why I became a teacher. The answer – to be the teacher that I never had.
My own secondary school experience was tough. I lived in a small town off the west coast of Scotland where social status was defined mostly by what football team you supported: Rangers or Celtic. My lack of interest in either team made me an outcast to the boys in P.E, leading to me being picked last for all sports and seen as less alpha. It was obvious that the boys quickly assumed that I was strange because I didn’t see football as the most important thing at that point. It wasn’t that I wasn’t interested or good at sports; the assumption was that I was different because I couldn’t participate in the locker room “banter”.
This was the start of the multiple years of being bullied for being a “fag”, “gay boy”, “poof” or “bender”. These words were hammered into me daily from what felt like many and most of the boys. Instead of reporting this, I decided to hide my upset for the fear of looking weak and upsetting my family. It was, in fact, my cousin who spoke up when they witnessed the unkindness of their own friends towards me. When my mother finally asked the school to step in and help, they really could not and did not do much. The school were confined by the section 28 legislation that banned the promotion of homosexuality; I still struggle with this now. Unfortunately, the school did not act with speed or strength, which led me to absorb similar abuse throughout most of my school years. In all honesty, I think I’d struggle to write how I really felt at this time. In fact, this is a time that I have lost as it feels better to have “forgotten” what really happened. What I do know is it does – and did – get better.
On leaving school, I trained in musical theatre at a very famous drama school in central London. The fact that I was moving hundreds of miles away from the pain was comforting. I was a real-life Billy Elliot and finally recognised myself and sexuality in others around me. This eventually led to me working in theatre, television and film with some of the biggest names in the industry. I never thought I was going back to secondary school… ever.
Like others, I found the pressures of work got to me and my love for an industry was being destroyed by the conditions I worked under. I was constantly showing poor health and was “blue lit” to hospital after a suspected brain aneurysm which was in fact stress. I hated my job, the hours, and the fact it was destroying one of my biggest loves – the theatre. I also felt too proud to admit that this wasn’t for me. I was worried that I had failed. Again, I was worried that I would upset others and seem weak.
With the support from my partner and my family. I quit my toxic career and retrained as an English teacher. Why? This went back to the hope that I could support someone in a way that was never available to me.
I now work at a comprehensive school in South London. The school has a large focus on sports and it could be said it’s pretty alpha in many ways: competition is very important.
As an English teacher, I went back into the closet and kept my private life private. Some of my colleagues were aware and encouraged me to be open publicly within the school. For some reason, I just could not do it and I didn’t know why.
I now want you to imagine a Wednesday afternoon. I was teaching Romeo and Juliet and Mercutio has just started the “Young Hearts Run Free” scene in Baz Luhrmann’s movie version. My class was overrunning; another class were waiting at the door ready to come in. It was a busy corridor. As I released my class, the popular girl in year 8 was at the door – strange because I did not teach her. This is the girl that can command the attention of her peers in a breath. I’m sure you know the type. Anyway, she knocks on the door asked loudly:
“Sir, are you gay?”
In all honesty, I was shocked by my reaction and shocked by her direct question. She repeated:
“I said sir, are you gay…?
My reply… “no”.
Why did I reply with this?
I then had to teach my next class with a racing heart, struggling to catch my breath, sweat pouring down my face and barely able to think clearly. I was not prepared for the question about my sexuality. I was not prepared to be transported back into the boy who stood in school feeling terrified of the question that I didn’t know the answer to.
After this experience, I thought for a long time about why I had replied “no”. I was mortified and hurt at my response. Why did I go back “into the closet” after 15 happy years out of it?
My colleagues have been brilliant; my leadership have been even better. They understood the pain and allowed me to speak. They allowed me a safe space to decide what I wanted to do.
This year, I decided to tackle this trauma myself. I was going to try to be more forthright. This started with a quick chat about equality with my year 8 class. When they asked me about my wife, I quickly corrected them and said I had a male partner. None of the students had much of a reaction but, for me, the feelings of worry and trauma came flooding back. However, I knew that this time it was on my terms.
I had started to feel empowered and more authentic. I knew that by being in control, my history and identity could be used as a positive rather than negative. So, I and another colleague decided to run the LGBTQ+ club in school. Doing this with another member of staff made me feel safe and supported. The school honoured the decision to have two members of staff on this club as they knew the support we gave one another was important. I could not have done this without her.
LGBT+ History month came round and, as Heads of Year, we both knew that we’d like to deliver an assembly to our year groups on allyship and the history that came before us. Eventually, this turned into a whole school assembly that was delivered to every year group across the week. Honestly, I was terrified. I was ‘outing’ myself to every student and staff member in the school. Starting with the Equality Act, I informed the students that I was delivering this assembly as a gay man. I could feel myself becoming emotional and I’m sure this was obvious to the students too. I was numb and couldn’t speak anymore but the band-aid was ripped off. My colleague was my hero in this moment: in all 5 assemblies she stepped in and swiftly carried on until I could compose myself to continue.
Every assembly got tougher, despite me thinking they’d get easier. I started to see myself as vulnerable again. As the year groups got older, their reactions became louder – particularly the boys, who presented with a mixture of shock, laughter and smiles. This made me feel exposed but my hope was that my pain would be far less than the gain for the students who needed to hear this.
The assembly was received well. Children I’d never met before were saying hello to me. It was positive.
Was there a negative? Yes. I remember a teenage boy stirred up a small anti-ally party in one of his lessons immediately after the assembly. The teacher, of course, had my back and had him removed immediately. Nevertheless, I remember this more than I remember the positives. Recently, I’ve had an experience of another boy miming certain physical acts that he thinks are related to me. Sadly, both obvious negatives here came from boys, boys that are respected and known by their peers. Whilst this could be another trauma trigger… by releasing my pain and worry, I have realised, I’ve gained strength.
Honestly, I have no idea if my experience or honesty has helped anyone at school. What I do know is that I have helped me. Would I have done things differently? Absolutely. However, when we struggle with pain or trauma, I truly believe we can only do our best in that moment. I have amazing friends and colleagues who have supported me in being honest, transparent, and visible. Hopefully, this visibility will help someone else one day.
Desire to study diverse drama and playwrights in schools not matched by current educational landscape
Written by Margaret Bartley
Editorial Director for Literary Drama at Bloomsbury. Since 2002 she has been the Publisher of the Arden Shakespeare and now has editorial responsibility for Bloomsbury's digital platform Drama Online, the Methuen Drama imprint, and the Arden Shakespeare. She is Bloomsbury’s representative on the Lit in Colour Advisory Board and sponsor of Bloomsbury Academic’s Diversity, Equity and Inclusion working group.
90% of drama texts taught at GCSE and 96% at A Level English Literature are written by white playwrights
New research released today by Bloomsbury Publishing, through its Methuen Drama imprint and as part of its Lit in Colour programme, illustrates the popularity and contradiction of teaching drama texts for English Literature at GCSE and A Level in today’s secondary schools in England and Wales.
Drama (excluding Shakespeare) is not compulsory in the GCSE English Literature specification, yet 93% of teachers who responded to Bloomsbury’s survey choose to teach a drama text to a GCSE class. Under 2022 curriculum specifications, drama texts by white playwrights account for 90% of drama texts taught at GCSE and 96% at A Level English Literature. This contrasts with 93% of teachers who said they would like to see a more ethnically diverse range of writers offered by exam boards. This desire from teachers is met with student demand. Of the teachers surveyed, 65% said there was a demand from their students to study more ethnically diverse writers.
Launched in 2020 by Penguin Books UK, alongside race equality think tank The Runnymede Trust, the Lit in Colour campaign aims to support UK schools in diversifying the teaching of English and to increase students’ access to texts by writers of colour and from minority ethnic backgrounds.
Bloomsbury’s Methuen Drama imprint has a world-class play portfolio and playwright relationships that complement and expand on the original Lit in Colour campaign. The programme’s aim is to introduce new plays to the curriculum, offering students access to more diverse, representative and inclusive work, opening up the ways in which all drama texts can be studied, creating new ways to explore plays and contributing to wider discussion and representation in the classroom.
Other findings from the research illustrate the important role drama plays within English Literature at secondary school study:
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- There are currently just 2 drama set texts by Global Majority writers available at A Level English Literature
- With the right support and resources in place, 84% of respondents said they would be likely to choose a new drama text for GCSE English Literature
- We asked teachers about the support they need when teaching drama set texts: the top three resources listed were recordings of performances (67%), model student answers to exam questions (65%) and resources on social/cultural context (57%)
- 66% of survey respondents said they would like more support to teach texts that tackle issues relating to race or ethnicity
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- 0% of students answered an exam question on a play by a Global Majority writer in England in 2019*
- In England in 2019*, 79% of GCSE English Literature candidates answered an exam question on a drama text, 349,337 students (65%) answered a question on An Inspector Calls in 2019 assessments
Margaret Bartley, Editorial Director for Literary Drama at Bloomsbury, commented: “The landscape of teaching drama in English schools has remained largely unchanged. Our research shows that there is real appetite for change and that publishers, theatre makers, examiners and teachers need to work together to deliver change to the curriculum. If we empower teachers to switch texts with confidence, students can continue to benefit from the positive impact and influence of studying plays. In the future, those plays will better reflect the student cohort and ensure students see themselves represented in the texts they study. Bloomsbury is committed to playing our part in delivering this change through our proactive programme of new play text publishing, supported by the resources teachers and students need to study and enjoy them.”
Change is coming – what should the future look like?
Real change is coming. Just two years on from the Lit in Colour campaign, efforts are being made by all five major awarding bodies in England and Wales to diversify the set texts within both GCSE and A Level specifications for English and Drama. By 2025 English Literature students in England and Wales will have the option to choose from 10 new modern play texts by writers of colour at GCSE and A Level.
The importance of live performance
Drama can be more accessible than other genres and many enjoy the interactivity that the format brings. A 2015 curriculum change to English Literature removed the necessity for a student to watch a live production, leading to systemic changes in the teaching of drama texts as part of the English curriculum, which are difficult for teachers to counter.
Teaching drama as an experience through live performance is critical in the successful introduction of new plays. When diverse texts are performed in theatres and included on the school curriculum, more could be done to engage with the playwrights themselves. There needs to be more opportunity for playwrights to talk about their work and context, and for schools and teachers to engage with playwrights directly.
Having access to staged performances through services such as Bloomsbury’s Drama Online, which has collections of filmed live performances including those from the National Theatre and Shakespeare’s Globe, is vital to bringing teaching to life, inspiring debate and illustrating what the author or playwright is trying to convey.
Empowering teachers to take a different approach
The research shows a clear desire among teachers to expose pupils to a diverse range of literature, driven by the need to reflect the student cohort and ensure students see themselves represented in the texts they study. There is also a desire to share diversity of thinking and hear voices other than their own. Importantly, this needs to represent a variety of backgrounds and to portray a range of lived experiences including, but not limited to, race-related issues.
Introducing new play texts to the classroom is a big undertaking and requires time and energy from teachers who are already stretched and time-poor. It is clear that teaching a new text is a significant undertaking for teachers who need to create new schemes of work and lesson plans, and research the text’s critical and performance history. Research responses show that teachers prefer to refer to past papers and evidence of the approach taken in assessment for benchmarking their teaching plans. This understandably means teachers often choose to teach the familiar and reliable options with which they have had positive learning and exam outcomes in the past.
Giving teachers the tools they need will empower them to teach new texts and approaches with greater confidence, helping them achieve the success they want for their students.
Teachers also told us that they have more freedom at Key Stage 3 (KS3) to choose diverse texts, as the curriculum is not limited by exam specifications. Teachers can therefore introduce drama texts from diverse writers at KS3 and build confidence in the teaching of these texts, before being limited by exam specifications at higher key stages.
There is also an opportunity to teach the familiar set texts differently, while they remain on the syllabus, by reframing how they are taught. Alongside new texts from diverse writers, existing texts can be taught through a different lens that resonates more with today’s students, such as gender, identity or class. Given the predominance of plays like this, reframing the way established canonical texts are presented offers teachers and students enriching ways to engage with them alongside newer texts.
Methodology
This report draws on research from multiple sources: a quantitative survey, in-depth interviews, roundtable discussion and desk research. Participation was entirely voluntary. Research was carried out by independent research company Oriel Square Ltd and supported by Insightful Research. The online survey, carried out in June 2022, targeted teachers of GCSE English Literature in England and Wales. Of the 141 respondents, 16.3% identified as Black, Asian or of Multiple Ethnic background, compared to 10.4% of teachers in England. Interviews were conducted with a sample of four teachers, selected either because they were taking part in the Lit in Colour Pioneer Pilot programme, ran in partnership with Pearson Edexcel, or because they had responded to the survey and agreed to take part. As a response to the teacher research, Bloomsbury, the National Theatre and Open Drama UK hosted a roundtable discussion with stakeholders from publishers, awarding bodies, theatre organisations, and practitioners, authors and playwrights to discuss how the drama and theatre community could support schools with the teaching of diverse drama texts.
*2019 assessment data was used in the research as the most reliable data, as COVID-19 interrupted live exams data and 2022 data is just being published
Media enquiries: to Ginni Arnold, Head of Corporate Communications at Bloomsbury on ginni.arnold@bloomsbury.com or 07968730247.
Editors’ Notes
Bloomsbury English and Drama for Schools list includes:
- The popular Student Edition series and GCSE Student Editions and Guides featuring plays for more than 14 core set texts for GCSE and A Level English Literature and Drama such as Blood Brothers, A Doll’s House, DNA, The Crucible, and An Inspector Calls.
- The Arden Shakespeare Third series for A Level and beyond, and Arden Performance Editions for performance and study.
- The RSC Shakespeare series, including The RSC Shakespeare: Complete Works and 36 individual play editions.
- New Mermaids series for classic play editions including Doctor Faustus and The Duchess of Malfi.
- The ever-growing Plays for Young People series which offers age-appropriate plays by a diverse selection of contemporary playwrights for young people to perform and study.
Find out more at Bloomsbury.com/DramaForSchools and @MethuenDrama
About Bloomsbury
Bloomsbury is a leading independent publishing house, established in 1986, with authors who have won the Nobel, Pulitzer and Booker Prizes, and is the originating publisher and custodian of the Harry Potter series. Bloomsbury has offices in London, New York, New Delhi, Oxford and Sydney.
About Lit in Colour
Lit in Colour was launched by Penguin Random House and The Runnymede Trust in October 2020. The campaign aims to ensure English literature better reflects contemporary culture and society, to increase understanding around racial equality and to give students access to a diverse range of authors and books.
Lit in Colour published a major piece of research: https://litincolour.penguin.co.uk/ Diversity in Literature in English Schools in June 2021 which reviewed the current state of play in English Literature education and made practical recommendations for change, carried out by an independent team at Oxford University’s Department of Education.
Find more information at penguin.co.uk/litincolour and @PenguinUKBooks
About The Runnymede Trust
The Runnymede Trust is the UK’s leading independent race equality think tank. We generate intelligence to challenge race inequality in Britain through research, network building, leading debate, and policy engagement.
Runnymede is working to build a Britain in which all citizens and communities feel valued, enjoy equal opportunities, lead fulfilling lives, and share a common sense of belonging.
In order to effectively overcome racial inequality in our society, we believe that our democratic dialogue, policy, and practice, should all be based on reliable evidence from rigorous research and thorough analysis.
@RunnymedeTrust |runnymedetrust.org
Normalising Difference
Written by Amrutha Anthony
Amrutha Anthony is a trainee teacher at Basingstoke SCITT (BASCITT).
Difference is daunting.
There are many differences and mine is that I am not British. I am an Indian who grew up in the UAE. This was not a problem by itself. However, I had decided to train to teach Secondary English.
I would be a foreigner teaching English to the English.
The humour was not lost on me, nor were the apprehensions.
However, I was lucky enough my main placement school is also where I’d gotten to work at as an LSA for a few months before my training began. From the very first day my school made me feel like I had always been part of the school community. From my days since I have realised why.
My school hosts a diverse community of both staff and students. Last year, 56% of the students were from ethnic groups, and English was second language to 31% of the student populace. My school’s diversity has been channelled into an attitude of inclusivity that permeates every interaction that happens here. In response to the Basingstoke & Deane Inclusions and Diversity Partnership launched in 2021, the school set up a Diversity Lead. Under her guidance, around 60 students signed up to be EARAs – Equality and Rights Advocates. They were trained to challenge and be upstanders in a gentle way. They were also responsible for training other students formally (assemblies) and informally (personal conversations). The EARAs proposed and piloted workshops for KS3 students on LGBTQ+, neurodiversity, and race. Historically, students also led a sign language workshop that proved quite popular.
School students support all forms of diversity because their own uniqueness is celebrated here. I remember being in a history class last year when they were learning about Black history in the UK. Whilst Black history in the US has become popular knowledge, the UK perspective was entirely new to me; together with the students, I soaked up this new angle in fascination. I found out later that this lesson was a result of the school wanting KS3 curriculum to reflect the histories of all its students. This commitment to year-round inclusivity made the schools Black History Month celebration so much more sincere.
My school is also twinned with a school in Cameroon, by the Portsmouth Diocese to which the school belongs. When it was safer, staff and students had gone over to volunteer; now the school supports the college through fundraising activities. On Diversity Day last year, staff and students were encouraged to come dressed in traditional attire and to take part in an evening celebration of all the ethnicities in the school. This mufti day was made meaningful when all staff and students donated a pound each to be sent off to Bamenda.
Being a single faith school, my school often faces a question from the outside about how inclusive it is of other faiths. Those on the inside, however, have the answers. Before the pandemic, my school hosted a student-led interfaith question time. The students were supported in preparing their answers by the RE department, yet they took the lead in bringing the answers to the student populace. The school also hosts an annual multi-faith trip where Year 8 students visit a gurdwara, a mosque, and a mandir. They come back with their textbook knowledge improved by a real-world awareness of how different faiths practice their beliefs. This awareness is strengthened by the practical steps the school takes to accommodate all faiths. A prime example would be the student-led Ramadan assemblies that remind students to be supportive of their fasting peers. Staff are also asked to make allowances for fasting students and the school shifts other celebrations to ensure they do not miss out. A group of Muslim students make regular use of an RE space to pray during lunchtimes and plans for a Muslim prayer space next to the chapel are soon to be realised.
It has been heart-warming to hear parents talk about how this level of support makes their children feel safe at school. In addition to racial and religious diversity, the school also supports children with additional needs. Last year this was 8% of all students. As an LSA, I had been in classes with many of these students and it was delightful to see how the other children wholeheartedly accepted the SEND children. When the SEND children behave differently or are given additional support, none of the other children bat an eyelid. I have heard a SEND child screaming outside and I have seen my class calmly continue with their work; no one wanted to look out the window or even seem surprised. This to me showed true inclusivity – not just about understanding differences and accepting them, but having differences normalised.
Here at school, it is perfectly normal for me to be different.
Here at school, it is perfectly normal for me to be teaching English.
Here at school, I can grow and learn and the only thing that affects my ability to succeed is the amount of work I put in.
I write this as a student teacher, but I write this echoing the sentiments of hundreds of children who walk in each day. I write this having been cherished and supported by all members of staff. I have only been here for about half a year, but I have never felt so accepted anywhere else. The ethos of the school guides the community in respecting the innate dignity of all human beings. The school way is to ‘walk with each other’ and this is practiced by everyone from SLT to support staff to students.
What does Remembrance Day mean to you?
Written by Rich Watts
Rich Watts is a qualified teacher with over 10 years’ experience in the classroom, he has an MA in Education from the University of Winchester. He has worked in several roles in schools, including Head of Faculty. Rich left the classroom in 2018 to head up the British Army Supporting Education (BASE) Programme.
When you think of Remembrance Day, what comes to mind? Traditionally, we associate it with wearing red poppies and The Cenotaph. In actuality, it means different things to different people.
So, for 2022 we have developed new, free resources that introduce students to the ways different groups commemorate Remembrance, highlighting diverse voices and experiences. The resources have been designed to encourage students to further explore the vital, unsung role of women as well as members of the LGBTQ+, Sikh and black communities.
The resources have been created for students aged 11-16 across all four nations. They present schools with a fresh and engaging approach to Remembrance Day. Students will learn what Remembrance is, why we come together to commemorate it and the diverse ways that we commemorate Remembrance. Individuals will also develop key skills and knowledge on the topics of similarities and differences.
This year’s resources have been designed to encourage students to think about the parades and memorials they will have seen – perhaps a theatre production too. Students will be encouraged to find out more about The Women of World War II Memorial. It remembers the seven million women who served, either in the armed forces or on the Home Front. And at the Imperial War Museum, visitors can see the Memorial to Black, Asian and Minority Ethnic (BAME) communities who lost their lives to conflicts in the name of Britain’s Empire and Commonwealth.
Students will be asked to think about the different varieties of poppies that are worn to mark Remembrance and their individual significance. Did you know that the Khadi poppy honours the contribution of Indian soldiers to Britain during World War I? And did you know that the purple poppy commemorates the animals that have been victims of war?
Students can further explore subjects touched upon in the Remembrance resources. They will learn about the remarkable contribution of diverse voices standing shoulder to shoulder with Army personnel past and present, including women and members of the black and LGBTQ+ communities. It also includes a Sikh Service pack produced in association with the Defense Network and historian, Gurinder Singh Mann. It allows students to understand the varied contributions of Sikh soldiers throughout the history of the British Army.
Julian James, a design technology teacher in Wales, said: “For too long, assemblies celebrating Remembrance Day have always followed the same outdated format. To mark this year’s poignant event, the British Army is providing schools with a fresh approach to presenting such important, historical information. Its resources feature music, thought-provoking images and stimulate questioning. The Army’s lesson resources are undoubtedly a new way of keeping the tradition of Remembrance Day going, while deepening students’ knowledge of its meaning and relevance to their lives.”
Teachers can download the Remembrance Day resources for free at: https://britishar.my/remembrance
Tackling unconscious bias within UK schools
Written by Sonia Elmer-Soman
Sonia Elmer-Soman has a background in both law and education. She is a qualified law lecturer and has many years’ experience working as a legal practitioner in two prestigious law firms in the City and now within a reputable law firm local to her home town in Essex. She is also a qualified primary school teacher and is a guest writer for professional journals.
This blog was written for the National Association of Primary Education (‘NAPE’) and Primary First.
What is Unconscious Bias?
If statistics are to be believed, the Gov.uk paper on School teacher Workforce – Ethnicity Facts and Figures (2019) revealed that 85.7% of all teachers in state funded schools in England were white British. 3.8% of teachers were from the White Other ethnic group, the second highest percentage after the white British group and 92.7% of head teachers were white British whilst only 65.4% of pupils are from a white British background.
Whether we like it or not, we all exhibit unconscious bias in some way whether deciding which friend to honour a dinner date with when we’ve double-booked or making application shortlists that reflect our own cultural experiences. Unconscious bias is about patterns of behaviour that affect our everyday decision making and which are influenced by shared background, culture, and personal experiences.
Surely it is time to address the implications of unconscious bias within UK state schools? Of interest is how biases drive high turnover and high attrition among black Asian and minority ethnic (BAME) teachers, in a system where BAME pupils do not see themselves represented in the ‘school community’ and the ‘school community’ does not reflect how wider society or ‘Global Britain’ looks today.
Experiences of BAME teachers
- Tereshchenko, Mills and Bradbury (2020) shows us that the proportion of students and teachers from minority ethnic groups is disparate, meaning that BAME students and teachers may not see teaching as a viable option without role models to inspire. Research participants stated that they regularly experienced:
- being ‘passed over’ in senior promotions and hitting a glass ceiling which may not have been obvious at the outset. ‘I look at the people at my school that have been promoted or given opportunities to learn and they’re all white British’;
- a ‘culture of toxicity which took the form of micro-aggressions, covert bias and injustices’. ‘It matters what the culture of the school is, how they view ethnic minorities and if one walks around a school on interview and they don’t see diversity reflected in the pupils or staff’, then they would be ‘more likely to opt for a school which had encouraged and supported this’;
- a revolving door resulting in BAME teachers having to move to more diverse and disadvantaged/SEN schools in London in order to advance their careers;
- feeling that ‘wider social inequalities are mirrored and reproduced in school power hierarchies which underpin and drive BAME teachers’ unequal career progression’.
Examples of Unconscious Bias
However, it is not just in education where we see unconscious bias being played out. Channel 4’s Hollyoaks aired a powerful episode on the subject.
In one scene, Martine, a black woman, attends a cancer diagnostic appointment and is first to arrive at the surgery. Tara, a white British woman, arrives after Martine for the very same reason. The receptionist informs the two women that the appointment has been double booked and that only one of them can see the Doctor that day. Tara begins to cry. Martine awaits the decision in silence. The receptionist chooses Tara and tells Martine ‘Tara is clearly upset’ and ‘Have some sympathy’.
It is not unusual for NHS staff to have to make these decisions against the backdrop of a system which is overwhelmed and underfunded. However, Statistics show black women are twice as likely to be diagnosed with late-stage breast cancer due to systematic racism and misinformation (Morris, 2021). When Martine questions the receptionist, she is told to ‘ take a step back and stop being aggressive’. The writers skilfully make the point that the word ‘aggressive’ like intimidating are so often used against black people and people of colour who have ever dared to stand up for themselves. Seconds later, Martine tries to explain that ‘I have a lump too. I am terrified too’, but the scene ends with Martine standing outside in the cold whilst the two women make their way inside the surgery.
This will not have been the only problematic person or challenging situation Martine will have faced that day. For instance, where could she be in her job she wonders, if ‘it weren’t for so many barriers’. ‘The micro-aggressions are so subtle and covert it is hard to prove’. There is a sense throughout the episode that Martine must be’ strong’ and toughen up. Any injustice she feels must be borne with unflinching humility.
Parm Sandhu was the most senior Asian woman in the Metropolitan Police Force and the only non-white female to have been promoted to Chief Superintendent in the history of the Force. Her book entitled ‘Black and Blue – One Woman’s Story of policing and prejudice’ she tells of a challenging thirty year rise through the ranks of the Force where she faced racial and gender discrimination and spurious claims of misconduct after whistleblowing.
In her nail-biting account, Sandhu observes how persons of colour get the jobs and perform as well as, if not better in some cases than, their white British counterparts, but when they come to knock on that door for promotion or to raise a concern, the path is fraught with complexity and struggle and the rules are very different depending on who knocks.
So, could unconscious bias have played a part in the situation with Megan Markle? In her infamous interview with Oprah Winfrey, Megan spoke of the need to avoid polarising people and she found it hard being blamed for something ‘not only that I didn’t do’, but ‘that actually happened to me’. Megan’s quote ‘If you love me, you don’t need to hate her [Kate] and if you love her, you don’t need to hate me’ is the money sentence and will likely resonate. Megan felt she was often compared to Kate, with Kate usually coming off better because when one is faced with fewer battles to fight, they can concentrate on the battles worth fighting. One is far less likely to miss-step when not constantly on a back-foot.
What can Senior Leadership Teams and Ofsted do to improve recruitment and retention of BAME staff?
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- Diversification of the workforce only occurs if there is an ambition and an appetite to make it happen.
- Look around your school. How many teachers or teaching assistants of colour do you see? Who sits on your leadership team and at the table of the Board of Governors?
- When advertising for teachers, try to advertise in two different demographics and avoid language as ‘will suit someone from the local area’, but rather you could advertise in such a way as to actively source and welcome applicants from the BAME community.
- Consider whether opportunities for training are open to persons of colour. What does that training look like?
- Is there a pattern as to whom you choose for advancement. As one of the participants in the earlier research paper commented ‘First level the playing field and then let’s talk about merit’.
- Move out of your comfort zone. Spend time with people from different cultures and backgrounds and see things from a different perspective. Less diversity means conformity of thought and exclusion.
- Ofsted could revise their reports avoiding language relating to demographic as being eg ‘mostly white British with lower than average children with EAL, a statement of need or pupil premium’ and they could also score schools according to if they have made some attempt to recruit and retain BAME staff.
- Provide opportunities to raise concerns with a diverse team. Use Gary Klein’s “premortem”. Imagine a decision or conflict leads to disaster and detail how it might have happened. Thus, search for overlooked problems.
- Be comfortable talking about matters involving race. Avoid language as ‘She is more English than us’ or ‘I don’t see colour’ as this only serves to invalidate a person’s background.
- Think about what social media platforms you share with your staff. Can you remain objective and professional if Facebook (staff) friends are commenting on every aspect of your personal life.
Conclusion
Schools roll out PREVENT training to staff, but do we really understand that those young people influenced into radicalisation are those who are in search of belonging and identity. However, we ‘prevent’ a sense of belonging when our institutions are not geared up to providing role models as part of a pupil’s lived daily reality. We are very good at teaching pupils about tolerance, equality and diversity, but we don’t show them what that looks like within the school environment.
In the wake of the George Floyd Killing, there was much emphasis on social media about ‘learning from it’ and ‘moving on’. Prima facie, this is an ideal but, in reality, how do you ‘learn’ and ‘move on’ if those uncomfortable conversations about colonialism, slavery and trade are not discussed in any meaningful way? This can leave young, vulnerable people grieving and in a situation which is inexplicable to them.
When we only look to recruit and retain those who conform to our own set of values and perspectives, we risk losing skills within the profession but also, we can inadvertently develop some negative and harmful cultures out of complacency, which can threaten the integrity of structural practices. If leaders only create other leaders in the image of themselves with replicas of models that already exist, what real steps have we taken to progress diversity and integration?
Senior Leadership Teams have a key role to play in making diversification of the workforce happen and in shaping the culture, vision and ethos of the school (see Benjamin Aishnine, who is Head of Equality, Inclusion and Culture at the British Medical Association and Racial Literacy at Integrity coaching).
References:
Aishnine, B. (2021) Aishnine. [Online] Available at: https://www.aishnine.com/
HM Government (2019) School teacher workforce. [Online]. Available at: https://www.ethnicity-facts-figures.service.gov.uk/workforce-and-business/workforce-diversity/school-teacher-workforce/latest
Integrity Coaching (2022) Coaching & Leadership Development. [Online]. Available at: https://www.integritycoaching.co.uk/
Morris, N. (2021) ‘We are not listened to’: Why Black women are twice as likely to be diagnosed with late-stage cancer’, 27 April, Metro [Online]. Available at: https://metro.co.uk/2021/04/27/black-women-are-twice-as-likely-to-be-diagnosed-with-late-stage-cancer-14475521/
Sandhu, P. (2021) Black and Blue: One Woman’s Story of Policing and Prejudice. Atlantic books.
Tereshchenko, A; Mills, M; Bradbury, A; (2020) Making progress? Employment and retention of BAME teachers in England. UCL Institute of Education: London, UK