Inclusion

26,000 Voices Reveal the True State of Inclusion in Schools

Dr Nicole Ponsford portrait

Written by Dr Nicole Ponsford

Dr Nicole Ponsford is an award-winning teacher, EdTech innovator, and doctoral researcher focused on equity and inclusion. She is the Founder and CEO of the GEC (Global Equality Collective)—a global movement of 20,000+ changemakers and 400+ DEI experts. Her research has informed GEC’s survey of 26,000+ students and staff (to date) on intersectional inclusion, shaping policy and practice. Recognised as one of Europe’s Top 50 Women in Tech, a National Diversity Awards 2024 finalist, and Computing Magazine’s Role Model of the Year, Nic also serves as Co-Head of Education at Microlink, championing inclusive learning through innovative design.

For the first time, 26,000 students and staff from over 350 schools and trusts have shared what inclusion really feels like—from corridors and classrooms to leadership, policy, and curriculum.

Published by the GEC, 26,000 Voices is the world’s largest and most intersectional study of inclusion in education. This report does more than highlight gaps—it hands leaders a blueprint for systemic change. At a time when education is at a crossroads, it offers something we’ve not had before: a real-world picture of how students and staff experience school—and what we can do to make things better.

More Than a Report: A Framework Built From the Inside Out

Inclusion is often treated as either a reporting requirement or a pastoral initiative—rarely both. That binary is holding schools back. Inclusion isn’t about box-ticking or reactive interventions. It’s about culture, systems, and leadership.

That’s why the GEC Platform was created. Developed by teachers, researchers, and inclusion experts—alongside five UK universities—it enables schools and trusts to see the full picture and act on it. At the heart of this approach is a new methodology: Kaleidoscopic Data.

Kaleidoscopic Data captures the intersectional, lived experiences of people in schools, revealing what traditional metrics can’t. By combining quantitative trends with qualitative depth, it ensures the voices of marginalised students and staff are no longer invisible—and that interventions are designed with, not for, those communities.

What the Data Reveals: Students

The student voice in this report is clear: many young people do not feel safe, seen, or supported in school.

  • 64% of students say they don’t feel safe at school
  • 30% of students from single-parent families have missed school due to safety concerns
  • Just 18% of students with mental health needs feel supported to achieve
  • 1 in 3 (33%) students with invisible disabilities say their needs are not understood in class
  • Only 21% of LGBTQ+ students feel their gender identity is respected

What Helps: GEC Inclusion Actions for Students

  • Collect anonymous student voice data to understand the needs of underserved groups. This should include how relationships and physical spaces affect students’ sense of safety and belonging.
  • Use coaching circles and peer mentoring to rebuild trust and empower students to lead inclusively within their own communities.
  • Equip staff with identity-informed coaching skills so they can support students with invisible disabilities or mental health needs more effectively.
  • Use staff surveys to identify bias across the organisation. Provide LGBTQ+ inclusive training through structured, reflective CPD that centres student voice.
  • Co-design safe spaces and coaching frameworks with students from single-parent households and marginalised groups to ensure solutions are rooted in lived reality.
  • Adopt a trauma-informed, relational coaching model across all year groups—so inclusion becomes part of how teaching and support are delivered every day.

What the Data Reveals: Staff

Staff voices also reveal urgent inclusion challenges:

  • Only 60% of staff feel they can be their authentic selves at work
  • 62% of parent/carer staff feel excluded due to caregiving responsibilities
  • Only 46% feel represented in school leadership
  • 41% of staff with mental health or neurodivergent needs do not feel safe reporting issues
  • Two in five staff say they need flexible working—or will consider leaving

What Helps: GEC Inclusion Actions for Staff

  • Use anonymous staff surveys to surface the full spectrum of lived experiences, especially around identity, flexibility, and psychological safety.
  • Create ‘safe spaces’ —both 1:1 and group, both anonymous and identified —where staff can reflect, share, and build self-advocacy skills.
  • Offer inclusive leadership coaching to all line managers and management, focusing on belonging, identity, and equitable career routes and decision-making.
  • Train all staff through structured CPD and coaching on flexible working, reasonable adjustments, and inclusive communication, especially for working parents and carers.
  • Review representation in leadership pipelines through an intersectional and equity lens. Coaching can be used to build visibility, confidence, and sponsorship for underrepresented staff.
  • Normalise mental health and neurodiversity conversations through coaching-led supervision, reflective practice, and wellbeing frameworks that go beyond tokenism.

Report and Support, Not Either/Or

The 26,000 Voices report offers:

  • National benchmarks on inclusion
  • Clear, actionable priorities for school and trust leaders
  • Sector-specific recommendations for primary, secondary, FE, MATs, and AP settings
  • A research-informed model for identifying and closing inclusion gaps

The GEC Platform builds on this by providing:

  • Real-time dashboards showing inclusion patterns
  • Contextualised reporting aligned to Ofsted and DfE frameworks
  • Co-designed surveys developed with researchers and school leaders
  • Action planning tools, CPD pathways, and measurable progress tracking

This isn’t about being told what to do. It’s about being supported to lead meaningful, sustainable change—ethically, strategically, and systemically.

Built by the Profession, for the Profession

This work comes from inside the system. As a former English teacher, senior leader, and now inclusion researcher and EdTech founder, I know how hard it is to turn good intentions into lasting impact. That’s why the GEC Platform doesn’t add to workload—it reframes it. With the right insight and support, inclusion becomes the foundation for improvement, not an add-on.

Start Next Term as You Mean to Go On

Want to see how the GEC Platform can support your setting?

Let’s turn these 26,000 voices into lasting, inclusive change.

by Hannah Wilson

Reflections on an Unseen Mind: Rethinking Education Through a Neurodiverse Lens

Angel Hinkley portrait

Written by Angel Hinkley

Mathematics Teacher & facilitator of the Anti-Racism Society at Drumchapel High School.

Just finished watching Jamie Oliver’s programme on dyslexia, and I’m left with so many thoughts—questions buzzing in my mind, especially as someone who is dyslexic myself. These questions feel so fundamental — yet perplexingly remain on the periphery of our educational discourse. 

Why, truly, is early diagnosis not treated as an absolute, non-negotiable priority? What kind of training will teachers actually receive—training that helps them recognise dyslexia, nurture different minds, shift their understanding, reshape their approach, and see the brilliance beneath the difference? Who writes these programmes? Who decides? And crucially—will any of the architects have walked this path themselves, peering through the same fog, navigating the same hidden gaps? 

Before I started school, I felt… normal. Confident. My dad said I knew my own mind. I was curious, chatty, and bold.  Part of growing, of course, is the necessary challenging of that self-assurance, a healthy friction. But what awaited me was not friction, but an unhealthy shift, a fundamental reordering of my landscape that would cast long, often difficult, shadows. 

The first chill of difference settled in a primary school classroom. Something about the learning – the way letters danced, the way sounds refused to anchor themselves to symbols – felt intrinsically wrong. I’d just been given glasses, and I recall my father’s anxious voice, wondering aloud if these new lenses were the problem: “My daughter has turned thick!” Harsh words, yet spoken not in cruelty, but in the fear of a parent watching his child struggle, change, her spark dimming and not knowing why. 

My dad sought answers at a specialist centre. I remember the tests vividly. Not the content, but my desperate strategy: to outsmart them. To answer not as I would, but as I imagined a ‘normal’ person would. I didn’t want to be me. And then came the diagnosis: dyslexia. I felt it. Deeply. They told my dad that the good news was I had worked so hard in the tests, I might one day be “average.” 

Average. 

The consolation? That the effort I’d exerted in trying to conform was ‘outstanding!’ With such effort, they predicted, I might one day become ‘average’! I knew that ‘average’ was no comfort to a father’s hopes. I felt broken and flawed. The implication was clear: my inherent way of thinking was a deficit, my ‘normal’ was unacceptable, and the highest aspiration offered was mediocrity measured against a standard I could never truly meet. What I didn’t yet understand was that I was navigating not my own failure, but the failure of a system that couldn’t see me. 

But that very day, my dad turned it into joy. We did what Londoners, rushing headlong through their own lives, so rarely do: we became tourists in our own city. We paused before landmarks we’d never really seen—Parliament, the Tower, the Thames, the Changing of the Guard, St Paul’s with its whispering galleries. To this day, I still love to go there, with such fond memories in my mind—fun, love, comfort and self-assurance; forever etched my heart. It was, I think, the seed of the resilience I would come to need. Because school didn’t get easier. 

The remaining primary years unfolded with a particular kind of quiet humiliation. My books contained few words—simple stories, devoid of the depth that excited my curious mind, hidden under the desk in shame. I was taken from the classroom for ‘special lessons’, but I couldn’t tell you what I learned—only how it felt to leave the classroom: different, embarrassed. 

Education became a world where I was perpetually misunderstood. Learning was relentlessly dumbed down. Later choices only compounded the frustration: English Literature was replaced with Typing (a cruel irony for any dyslexic!), and Classical Studies replaced Latin — a subject I now realise could have helped me, through the understanding of word structure and roots: morphology. 

Dyslexia, I have come to understand, is complex. It is, fundamentally, a different way of learning. It is also, undeniably, a disability. Even typing that word, owning it, is hard. I say it with reluctance. Mainly because of the world’s ongoing inability to understand it without seeing it as something lesser. People still judge. 

But the truth is, navigating the world through a different lens brings unique strengths. And yet, within our education systems, we remain anchored to the standard measure. 

It’s taken me decades to learn that some of my struggles—like not hearing certain phonetic sounds—were neurological. I’ve had my hearing tested countless times. Turns out, it wasn’t my ears—it was my brain. No one told me that. I found out from a documentary. If diagnosed early, those sounds could’ve been taught, reshaped in my brain’s formative years. That early window—so often dismissed—matters. It could have spared the burden I carry every day. 

For me, this auditory gap is profoundly disabling. Because when you can’t hear a sound properly, you can’t pronounce it. And when you can’t pronounce it, you can’t spell it. The cycle repeats.

Correction becomes constant—and even well-meaning correction starts to sting. Sometimes, the correction offers a fleeting clue. Mostly, it washes over me, leaving only a residue of quiet despair. Negative thoughts creep in. Do they think I simply wasn’t paying attention? Do they think I’m stupid? Beneath the surface lies a persistent whisper: I am stupid. I know I’m not. But feelings rarely ask permission from logic. It reinforced that deeper feeling of a system not seeing me. Only my mistakes. I mask it well, most people would never guess. 

Yet, amidst these shadows, glimmers of hope emerge. Remarkable work is being done—work that focuses not on forcing the dyslexic brain into a neurotypical mould, but on teaching it in the way it learns best. I’ve discovered morphology— the structure, origin, and meaning of words. Learning to break down words into roots, prefixes, and suffixes has eased the burden of spelling and pronunciation. It’s been a quiet revelation. As an adult, time is limited, and progress is slow but undeniable within the safety of my own home. But out in public, where my confidence falters, the words still come out wrong. Had this been the way I was taught in school, it would have ignited my mind and my pronunciation and spelling would have improved.


 I also discovered SQR (Survey, Question, Read) —a structured strategy to navigate dense texts. First, you survey the text (titles, headings, summaries). Then you question—what do I want to learn? Finally, you read actively to find key ideas. This gives reading structure and purpose—an intellectual pathway I wish I’d known earlier. 

How many classrooms teach strategies like these? How many teachers even know they exist—or are given the time to explore them? What else is out there, still undiscovered? 

The concept of “mixed abilities” feels ripe for reimagining. It shouldn’t merely be about different paces on the same track, but about genuinely exploring how we learn differently, how our diverse strengths can weave together to create a richer understanding. It should expand our notion of intelligence, not constrain it. 

I work with many neurodiverse young people, including those who are autistic, those with ADHD, and those whose paths diverge from my own. Each day, their unique lens on the world — their capacity for empathy, their brilliant insights — deepens my understanding — my passion for life. I listen. They teach me how to teach. They show me how wide the world truly is. Yet I, too, must navigate it—stuck within the rigid constraints of education itself. And it’s a constant balancing act. But I see the cost. I see the toll it takes on these young people—the strain on their mental health, the erosion of their resilience, the crushing weight of perfectionism; a common trait in those who feel they don’t belong but are desperately trying to. The fear of imperfection is ever-present. 

I hear the echoing mantra of ‘raising attainment.’ And then I think of what Jamie Oliver’s programme reminded us: we, the neurodiverse, make up around 25% of every classroom. One in four. That’s not a problem to be fixed. That’s a revolution waiting to happen. And still… we lose too many. Bright minds stranded on the shores of a curriculum that never saw them. Children who think they are broken, simply because the mirror they’re shown is cracked and narrow.  I see it and feel it in them. 

And what is attainment measured by? Tests designed for neurotypical processing? By curriculum that value rote learning over deep structural understanding or creative insight? 

So, I write this for them. For the children still sitting in classrooms thinking they are less. For the educators who are trying—but feel unsure, overwhelmed, or simply don’t have the time to learn and explore. For the architects of future programmes: please, build with us, not just for us. 

We are not broken. We are not failed versions of a system that was never built for us. We are different minds, with different strengths, waiting not to be fixed, but to be seen.

by Hannah Wilson

Ten years of ‘No Outsiders’ assemblies: driving inclusion at a whole school level

Andrew Moffat portrait

Written by Andrew Moffat

Andrew Moffat has been teaching for 25 years and is currently PD Lead at Excelsior MAT. He is the author of “No Outsiders in our school: Teaching the Equality Act in Primary Schools” and “No Outsiders: everyone different, everyone welcome”. In 2017 Andrew was awarded a MBE for services to equality and diversity in education and in 2019 he was listed as a top ten finalist in the Varkey Foundation Global Teacher Prize.

No Outsiders assemblies are 10 years old this month! Hooray! This is amazing – it’s gone by in a flash and I can remember each one like it was only yesterday … all 693 of them and with over 300,000 views.

The point of a No Outsiders assembly is to make the ethos real. The No Outsiders scheme is based on 43 picture books with a progression of lesson plans written for children in Reception to Year 6. The picture books are great; I’m using some wonderful authors and classic reads in there. Some of the picture books are based on real life stories, but it’s still different to discussing a photo taken of a real person in the last week. 

I realized in the early days of introducing the scheme in my school, that the lesson plans were not enough. You can’t build a whole school ethos on 6 lesson plans in each year group spread over the year; you need a weekly inclusion injection. Assemblies are the way to do this – everyone together discussing and driving the inclusive narrative. My aim was to find interesting current pictures to discuss with children and find ways to reach a ‘No Outsiders’ conclusion: “That’s why we say there are no outsiders here- everyone is welcome.” The assemblies became a key driver in our effort to develop the inclusive language and understanding. Everyone attended the weekly assemblies, and I encouraged staff to comment and relate to their own experiences in front of the children. Furthermore, as all the teachers were in the assembly, they would be referencing it throughout the week with their class.

I was worried when I first started doing the assemblies that we were summarising with the same sort of conclusion every week and I was reflecting whether children might get bored and start blandly replying, “No Outsiders” to every question, but it never happened. Even so, I started thinking about better questions and discussions; foster empathy skills and critical thinking; get a debate going with the children- ‘why does that person think that?’ and give them space to consider new and different ideas to their own. 

Oracy changed everything. I remember attending an oracy inset at my school in about 2021 and it was a game changer. The oracy lead at the time suggested we worked together and used No Outsiders assemblies to teach oracy and it was a perfect solution to both our aims. 

The aim in oracy is to teach children to speak; to use sentence stems and articulate their feelings; to agree and disagree. Disagreeing is ok as long as you disagree respectfully. This was key for No Outsiders because I could put in to practice this idea that different opinions were ok as long as you voiced them with respect and non-judgement. The ability to hold two points of view and balance opinions has always been central to a no outsiders ethos- I’m not teaching children what to think; rather I am teaching children to think. Now, using oracy, I had strategies and literally scripts (sentence stems) that I could use to encourage children to see other points of view and articulate those points of view in a reasoned manner, without necessarily agreeing with those points of view.

The first No Outsiders assembly was published on June 27th 2015. Looking back at my first attempt., it’s very different to the No Outsiders assemblies I am publishing today. It’s short, there are few questions and there is no attempt at recognising different points of view. Still, it’s a good first attempt and interesting to see how far we have come since June 2015.

Here it is (June 27th 2015): https://no-outsiders-assembly.blogspot.com/2015/06/assembly-picture-1-british-values.html

The picture shows a hand holding an old photo at chest height of an army squad. The focus is on the photo and the medals pinned to the jacket of the person holding up the photo. We can’t see their face.

Our activity:

Sword Beach, France Normandy veteran Alan King, from the Norwich and District NVA, holds a photo of himself (front second left) and his comrades from B Company taken on VE Day 1945, as dozens of British veterans made a cross-Channel pilgrimage to Normandy to honour the legacy of comrades killed in the D-Day landings 71 years ago. Photograph: Jonathan Brady/PA

  • Who is this man?
  • Why does he wear medals?
  • Who do you think is in the photo he holds?
  • What happened on June  6th 1944?
  • Why does Alan King want this photo to be seen?
  • What do you think are his feelings about that time?

The obvious change over the last 10 years is the development of questions. I would still use the photo today but if I were writing this assembly in 2025, the questioning would be completely different. Here’s a plan using the same picture but ten years on. The questions to ask the children use italics. 

Our activity:

  • What do you see in the picture? What do you think this story is about?
  • There are two pictures here, how do you think they are related?

The photo shows Alan King who is a France Normandy Veteran.

  • What is a Veteran?
  • What does “France Normandy” mean – what famous event happened on the beaches at Normandy in WW2?

Alan holds a picture showing his comrades, taken on VE day in 1945. Alan is in the picture on the front row, second left.

  • Why do you think Alan is holding this picture?
  • What is VE day, what does it stand for and what happened on that day?
  • We can’t see Alan’s face in the photo today; we just see his medals and the old Alan in the photo he holds. Why do you think the photographer chose to do this?
  • Do you think the photographer should have sown Alan’s face? What are the arguments for and against this decision?

This photo of Alan was taken in 2015 as dozens of veterans crossed the English channel to Normandy to honour the legacy of comrades killed in the D-Day landings on June 6th 1944.

  • What were the D-Day landings, what happened on that day?
  • Why do you think veterans chose to make the crossing again 71 years later?
    • On the day in 1944 how many people do you think were involved in the crossing? (there were 175,000 soldiers involved.) Why only dozens today?
  • Why do we still remember that time when it was so long ago? Why not forget about it?
  • What can we learn from Alan?
  • Why is this about No Outsiders?
  • Which British value is this about?

I love the questions about the focus of the image- why can’t we see Alan’s face? This is a great debate, and we can encourage pupils to think about and articulate both sides of the argument using sentence stems such as:

  • “I would like to start by saying…”
  •  “I can see both sides: on the one hand, ___________, on the other…”
  • “One argument might be…”
  • “Building on…”
  • “That’s an interesting point, have you thought about…”

Today I always end my assemblies with the two questions, “Why is this about No Outsiders?” and, “Which British value is this about?” to ground the discussion in our school and link it back to the experience of the children in school. 

So, how should I finish this ten year anniversary blog post? It can only be to choose 5 of my favourite assemblies. It’s an impossible task to choose 5 out of over 500 so I will select 5 assemblies that reflected key events at the time. A key strength of these assemblies is I can write them quickly in response to any news event that I think schools need to talk about. I can respond right away, and schools can use the resource the next day. 

1 – The death of Queen Elizabeth II

The photo shows thousands of people congregating outside Buckingham Palace.

I struggled at first to think of an angle that linked to No Outsiders and then when commentators kept referring to the stability and constant presence that the Queen represented in their lives, I realised my focus could be on how equality laws and attitudes have changed while she was on the throne and also how people from different backgrounds felt the same way about her. This assembly is by far the most viewed assembly of the last ten years. https://no-outsiders-assembly.blogspot.com/2022/09/queen-elizabeth-ii-1926-2022.html

I did meet the Queen in 2017 when I received a MBE. I had about one minute with her, and she asked what I did in school. I told her what No Outsiders was aiming for and how we taught it in schools – I got in the protected characteristics and British Values! I think she didn’t quite know what to say at first and my boyfriend in the audience who was watching said you could see her concentrating and thinking of a reply. Then she said, “Very important for all our futures, I should think.”

2 – England losing the Euros final 2024

The photo shows Gareth Southgate in a kit on a pitch cheering. The impression is he has just scored a goal.

The Euro final between England and Spain was held on a Sunday evening in July 2024 and I knew that the game was going to be the only topic of conversation in school the next day. It had to be the theme for the Monday morning assembly, but I didn’t want to be writing an assembly at 10:00 on a Sunday evening about the result. I needed an assembly that could be used in schools the next day regardless of the result. 

I found a fantastic article on radio 4 about Gareth Southgate and a speech he gives to the players in the changing room before every match. In the speech, Gareth talks about what it means to be English and about Pride in the game. He also says this:

“I am the England men’s football team manager. I have a responsibility to the wider community to use my voice and so do the players. It’s their duty to interact with the public on matters such as equality, inclusivity, racial injustice, while using the power of their voices to help put debates on the table; to raise awareness and educate.”

A Head teacher contacted me after using this assembly to say it visibly lifted the children on Monday morning after they came in despondent and disappointed because of the result. That was exactly the response I hope for. This assembly became the third most viewed of the ten years.

3 – General elections

The photo shows Prime Minister Theresa May standing alongside Lord Bucket Head at the count in her constituency for the general election.

General elections give us a wonderful opportunity to talk about British values and this picture from 2017 says it all. It’s a perfect vehicle to get children discussing democracy and how it works. 

The assembly also referenced Mr Fish Finger who stood in Westmorland and Lonsdale.  Questions to consider included:

  • 37,469 more people voted for Theresa May than voted for Lord Buckethead; why?
  • Do you think Lord Buckethead and Mr Fishfinger wanted to win?
  • Why do you think Mr Fishfinger and Lord Buckethead stood for election?
  • Some people voted for either Mr Fishfinger or Lord Buckethead. Did their votes count? Why?
  • Should Lord Buckethead and Mr Fishfinger be allowed to take part in elections? What would happen if they won?
  • What does this story demonstrate about democracy in the UK?
  • Why is this about No Outsiders?

4 – Fish and Chips

The photo shows Gary Lineker in a cafe tucking in to a plate of fish and chips.

When the horrific violence against refugees erupted last summer in Southport and across the country, I published assemblies for schools to use when they returned in September. In the autumn term 2024 I was invited by a school in Southport to deliver No Outsiders training to their staff. Five other local schools joined the training and the local police also came. 

This assembly was a direct response to any voices arguing refugees are not welcome, by making clear how England has benefitted from refugees. In a short video, Gary Lineker celebrates National Fish and Chip day, by asking where all the food on his plate originates.

I recently asked the Head Teacher of the school where I delivered training to reflect on the impact of that training a year later and here is his response: 

“The No Outsiders programme has had a huge impact at our school. The assemblies are fresh, relevant and provide wonderful opportunities for interactive assemblies that cover vital issues. In addition, the units of work for classrooms provide a depth of discussion that has really improved provision at our school. The programme has been embraced by the whole school community and is one of the most positive things we have undertaken in the last few years.”

5 – Start of a school year

The photo shows a sky dive formation involving 113 people making a flower shape in the sky.

The most re-used assembly of the last ten years has placed this one as the second most viewed overall. It’s perfect for the first assembly of a new school year. I find small ways to update it every time I repost, but the essence remains the same. It uses a photo of a world record flower formation skydive performed by an international crew and asks what is the impact when people of different nationality, gender, religion etc work together. Why don’t all the black sky divers stay together, and the white sky divers stay together? The flower formation took 13 attempts to get right; why didn’t they give up after 5?

There’s also a lone figure top left who is not part of the formation – who are they, what are they doing? What do you think people are shouting to them? My most recent update included questions about how the photo was taken- from what angle and form where? And how long would the divers have to make the formation? What can we learn from them?

https://ks1no-outsiders-assembly.blogspot.com/2024/09/start-of-school-year.html

I want to say thank you to anyone who has used a No Outsiders assembly over the last ten years and also to anyone who has got in touch to give feedback. I can’t see a time when I won’t be writing and publishing these assemblies; I think I’ll be writing them long after I am retired! The assemblies still give me joy both to write and deliver, and when things get challenging in the world outside, they give me hope. These assemblies are my way of saying “It’s going to be ok – we can get through this together. Together we are strong.”

Here’s to the next ten years. Cheers!

Signposting: 

No Outsiders assemblies are published weekly free to access on the No Outsiders website www.no-outsiders.com

Andrew Moffat also sends assemblies in powerpoint form to schools on a mailing list each week. To join the free mailing list and receive the power points, contact Andrew on his school email a.moffat@excelsiormat.org

by Hannah Wilson

Designing Neurodivergent-Friendly Classrooms: Rethinking Inclusion from the Inside Out

Sana Siddiq portrait

Written by Sana Siddiq

Sana Siddiq is an educator, coach, and creator of The Elevate Framework™, guiding schools to lead with empathy, equity, and emotional safety. Her work centres neurodivergent inclusion, systemic transformation, and holistic development—supporting educators to unlearn outdated systems and build compassionate, conscious spaces where every learner can thrive.

As the educational landscape evolves, the call for inclusive classrooms has grown louder. But inclusion, when viewed through a neurotypical lens, often amounts to little more than accommodation. True inclusion must be co-designed with, not just for, neurodivergent learners—and that demands a radical reimagining of the systems, assumptions, and environments we teach within.

A Paradigm Shift: From “Fixing the Child” to Rethinking the System

Traditional classroom models are built on industrial-era expectations of standardisation, control, and passive compliance. These models were never designed for neurodivergent minds—and expecting children with ADHD, autism, sensory sensitivities, or anxiety to thrive in such spaces without reconfiguration is not just misguided, it’s unjust.

Instead of asking: How can we make this child fit the classroom? we must ask: How can we make the classroom fit the child?

This isn’t just semantics—it’s a shift in power, responsibility, and educational ethos. Inclusion is not the work of putting ramps in place for those who can’t walk the stairs. It’s the work of redesigning the building altogether.

What Does a Neurodivergent-Friendly Classroom Actually Look Like?

  1. Sensory-Conscious Spaces

Sensory overwhelm is one of the most commonly misunderstood barriers to learning. Yet classrooms are often visually cluttered, fluorescent-lit, noisy environments. We must move beyond tokenistic “calm corners” and instead build entire spaces that are:

  • Predictable in layout
  • Low-arousal in aesthetic (muted tones, warm lighting)
  • Flexible in sensory offerings (noise-cancelling headphones, wiggle stools, movement options)

Rather than viewing sensory needs as “special,” we can normalise and embed these supports universally, benefiting all learners.

  1. Regulation as a Collective Culture

Many schools still use behaviourist models—token charts, clip systems, sanctions—that confuse dysregulation with defiance. But neuroscience tells us that the developing brain cannot access executive functioning when in fight, flight, or freeze. What a dysregulated child needs is not a consequence—it’s co-regulation.

Neurodivergent-friendly classrooms:

  • Teach and model regulation proactively
  • Offer regular body breaks, movement prompts, and access to regulation tools
  • Embed emotional check-ins as a non-negotiable part of the day
  1. Universal Design for Learning (UDL)

UDL isn’t about creating “special resources.” It’s a mindset that recognises there is no one-size-fits-all learner.

This means:

  • Offering multiple means of engagement (movement-based, visual, auditory)
  • Supporting alternative ways of showing knowledge (video, drawing, mind maps, voice recordings)
  • Designing flexible tasks from the outset, rather than retrofitting support
  1. Agency and Autonomy as Core Pedagogy

Many neurodivergent children feel disempowered by school systems that reward obedience over authenticity. Reclaiming agency is not just empowering—it’s protective.

You might:

  • Involve students in co-creating classroom agreements
  • Offer opt-in group work, or self-paced learning tasks
  • Provide choices in how, where, and when work is completed

Thought Leadership: We Need a Cultural Shift, Not a Checklist

This work is not about box-ticking or surface-level strategies. It is about dismantling ableist structures baked into our educational systems.

We must move away from the deficit narrative that views neurodivergence as a problem to be solved. Instead, we need to centre neurodivergent voices, lived experience, and expertise in how classrooms are shaped. Ask yourself:

  • Who are our systems currently built for?
  • Whose needs are framed as “challenging”?
  • Who has to work harder just to belong?

The answers to these questions reveal more about our values than any mission statement.

Leadership Implications: Inclusion Is a Leadership Practice

School leaders must lead this shift with courage. Neurodivergent-friendly practice must be embedded into:

  • Curriculum design
  • CPD and teacher training
  • Safeguarding and wellbeing policies
  • Recruitment, voice, and governance

Inclusion cannot rest on the shoulders of one passionate SENDCo or learning support assistant. It must be championed, funded, and normalised from the top down.

In Summary

Designing neurodivergent-friendly classrooms is not about making tweaks to traditional practice. It’s about interrogating the very foundations of what we call “normal” in education. It’s about rejecting the idea that some learners are “too much,” and instead building a world that is wide enough to hold all ways of being.

Because the truth is, what works for neurodivergent children works better for all children: more agency, more flexibility, more emotional safety, more belonging.

And that’s not just inclusion—that’s transformation.

by Hannah Wilson

Switching on the local talent resource in international schools.

Laura Mitchelson portrait

Written by Laura Mitchelson

Laura is a freelancer helping schools in Retention and Engagement. Previous roles include Director of Enrollment and Communications at Dwight School Hanoi, Impact and Innovation Unit Advisor at Qibao Dwight High School, Secondary Language Teacher at Millfield School.

According to the OECD’s Teaching and Learning International Survey (TALIS) 2018, the average annual professional development hours for teachers internationally is around 62 hours per year. Some would argue it should be more, some might debate the value of some of that PD but it’s there.

In other industries like healthcare, retail, finance, banking, IT and telecoms, the average number of hours of professional development received each year is also about 60 hours but there is one difference – in those industries, it doesn’t matter which part of the organisation you are from, you have access to the same amount of professional development – it might depend on how long you have been with the business or what level you are at, whereas in the international school sector, teachers almost always have access to many more hours of PD than their colleagues in the business management side of the school do. 

When will Finance, IT, HR and Operations teams be given the same access to professional development and learning support as their teacher peers? 

There is a lot to consider here – it is the road less travelled, so proceeding with caution makes sense. To start requires us looking at THREE things:

  1. What are the existing professional qualifications that school management team staff have? Are Finance Directors ACCA certified? Does the HR Manager have an SHRM certification? Does the IT Director have the CITM? Do school leaders and governors know these accreditations and their issuing bodies well enough to assess candidates at interview stage in these professions and does the school look for these at the recruitment stage?
  2. When, how and what should make up the professional development that these management team staff receive once they are at a school? Is there a career growth pathway, planned support for professional growth, where does the budget come from?
  3. Where can teaching and non-teaching staff come together in professional development? Soft skills development with a focus on areas like team leadership, project management, budgeting, running effective meetings, and reporting are all areas of growth that are common to educators and business managers.

By developing ALL staff, schools respect both the notion of professional growth in general, and allow these school management professionals to be seen on a level with the wonderfully qualified and heavily professionally developed teaching staff. It is appropriate and right that we shine a spotlight here.  

Schools have a wide variety of options available to them when they embark on the professional development of their school business management teams. Here are some approaches that can be considered depending on the stage and needs of the individuals and teams in place: 

  • Internal or External Mentoring
  • Coaching
  • Shadow Days
  • Language Lessons
  • Observations
  • Internal/External Training
  • Online study
  • Master’s Degree support
  • On-the-job training
  • Industry body membership
  • Conference attendance
  • Career Mapping
  • High quality appraisals
  • 360 appraisals
  • Job rotation
  • Internship programs
  • Group coaching
  • E-learning
  • In-house workshops
  • Day release to further education 
  • Supported Local/virtual networking
  • Employee wellness programs

With a pay disparity between international teachers and those, often local staff, who work in ‘support’ roles like IT, Admin, HR, Finance and Operations, divisions and rifts can form, and by actively supporting the professional growth of those who work in these functions, schools can reap significant benefits in the areas of school reputation, retention, cross-departmental collaboration, and organisational resilience. 

There is room for much more discussion of this topic in the coming years. 

by Hannah Wilson

Diversifying School Lettings to Build a Connected Community

School Space logo

Written by School Space

School Space is a social enterprise and school lettings provider that is on a mission to build thriving schools at the centre of thriving communities. They help schools generate vital additional funds through lettings while strengthening their role as diverse and inclusive community hubs.

When people think of school lettings, they often picture a sports hall hosting a local badminton club or football teams using the pitches. However, schools can serve as much more than just sports venues—they have the potential to become vibrant community hubs that foster inclusion and accessibility for all.

Opening school spaces for community use is a powerful way to support local initiatives, celebrate diversity, and allow members of your surrounding community to build meaningful social connections. 

With their accessible and versatile facilities, schools are uniquely positioned to accommodate a broad range of activities that reflect the needs of their local area. 

The main question is—what’s missing from your current lettings programme?

Here are some ideas to get you started:

Challenging Gender Stereotypes and Access to Sport

Initiatives like Pro2Pro Academy, which creates opportunities for young girls to get into football, are a great example of how schools can use their facilities to break down barriers in traditionally male-dominated sports. But inclusivity in sports goes beyond football. Consider hosting women’s self-defence classes, male netball teams, or LGBTQ+ friendly fitness sessions. Partnering with existing hirers or reaching out to local organisations promoting equal engagement in sports can help broaden participation.

Supporting Local Parents and Caregivers

Lettings can be a lifeline for new parents seeking support and connection. Schools can offer space for pre and postnatal classes, parent-and-toddler groups, and early learning sessions, providing valuable social interaction for both children and caregivers. Facilitating these gatherings can help reduce social isolation and build a strong support network.

Celebrating Cultural Identity and Traditions

Cultural and faith-based groups are essential to a thriving, diverse community. Schools can ensure their lettings reflect and embrace the richness of their local area by welcoming groups from different cultural backgrounds. This might mean hosting a Pentecostal Church for Sunday services, providing classrooms for an Arabic School, or offering an activity studio for Bollywood dance classes. Likewise, a Turkish Language School running weekend sessions or a Jewish community group hosting cultural events can help ensure that local traditions, languages, and heritage are celebrated within the school environment so that all community members feel seen, valued, and represented.

Engaging with Initiatives Supporting Disadvantaged Groups

Schools can support vulnerable young people by offering space for skills development, educational opportunities, and social programs. This could include partnering with charities for mentorship, job readiness workshops, or creative activities that encourage self-expression. Ensuring all young people have access to resources that enhance their confidence, independence, and future prospects is a meaningful way for schools to make a lasting impact.

Generating Opportunities for All Age Groups

Finally, community lettings should extend beyond students and cater to people of all ages. Schools can become hubs for lifelong learning and hobbies by offering activities that cater to different life stages and interests. Schools should actively seek to diversify their lettings portfolio so that the whole community can benefit from the facilities on offer.

To create a more inclusive and engaging facility hire service, consider these practical steps:

  • Establish a fair and transparent booking process to ensure equal access. 
  • Ensure spaces are wheelchair-friendly with flexible layouts to meet varied needs. 
  • Offer affordable pricing and charity discounts to encourage broader participation. 
  • Work with hirers to provide free or discounted sessions for low-income families. 
  • Make rental agreements clear and inclusive.
  • Train staff in cultural competency to ensure all visitors feel welcome. 
  • Vet all hirers to align with inclusivity principles and British values. 
  • Promote available spaces through diverse channels, such as social media, local forums, print media, and displaying on-site banners.

Schools have the potential to do more than just provide spaces for activities—they can boost engagement, break down barriers, and create equal opportunities for all. By embracing a broader approach to lettings, they can strengthen community ties and drive meaningful social change.

At School Space, we’re proud to support schools in this journey—helping them generate essential funds to reinvest in education and advance their DEI initiatives. Discover School Space’s guide to marketing your facilities and take the first step toward attracting more diverse community partnerships.

by Hannah Wilson

Women of a certain age: The menopause at school

Sarah Wordlaw portrait

Written by Sarah Wordlaw

Sarah Wordlaw is a headteacher working in an inner-city South London primary school. She has successfully rewritten the curriculum in her school and is passionate about how teachers can use the curriculum to make the next generation better than us! She has led various subjects and areas of the school over her educational career and worked in many different capacities in a wide range of educational establishments. She identifies as a queer woman of mixed heritage and often felt unseen in taught subjects, both as a child and as an adult, which has fuelled her interest in diversity and inclusion.

Developing an anti-misogynist culture in your school starts from the top. There must be a commitment from leadership at all levels, and it must be threaded throughout all school practices and policies.

However, women remain under-represented within school leadership (Bergmann et al, 2022). In England, the school leadership characteristics and trends report (DfE, 2022) reveals that at primary level, 85% of primary teachers are female compared with 74% of headteachers.

Traditionally, notions of leadership are connected to perceptions of masculinity – having “strength” or “gravitas”. In reality, being a successful primary school leader requires someone who is both strong and vulnerable, someone who is driven and compassionate, someone who is commanding and empathic.

Female teachers are less likely to be promoted to headship or senior leadership than their male counterparts, and part-time teachers are 45% less likely than full-time to be promoted to both headship and even to middle leadership (DfE, 2022).

That being the case, I wonder if the reason we don’t talk about menopause as much as we should is because senior leadership teams can often be male-dominated. 

Menopause in schools

Menopause is a significant time for women, usually occurring between the ages of 45 and 55. The menopause is defined as when a woman’s periods have stopped for at least 12 consecutive months. 

The first step to take as a school leader is to understand what the menopause might involve for a colleague – and it is not just hot flushes!

A report from the Fawcett Society reminds us that that 84% of women describe the lack of sleep and 73% the brain fog that can come with the menopause as being difficult – this compared to 70% who said this about the hot flushes or night sweats; 69% say they experience difficulties with anxiety or depression due to menopause (Bazeley et al, 2022). 

The report is cited in a recent Headteacher Update article written by employment law expert Kelly Rayner. In this piece – which is well worth a read, as indeed is the Fawcett Society report – we are also reminded that 8 in 10 women experiencing menopausal symptoms are in work and that 44% of women said their ability to work had been affected by the menopause, while 1 in 10 have left work due to menopause symptoms.

The National Education Union reminds us that the menopause is “an occupational health issue for women educators, as well as also being an equality issue” (NEU, 2025). Symptoms can include:

  • Hot flushes or night sweats
  • Heavy or light periods
  • Headaches/brain fog
  • Insomnia
  • Urogenital issues
  • Loss of confidence
  • Low mood
  • Poor or reduced concentration
  • Anxiety and panic attacks
  • Joint pain and muscular aches

However, despite the clear impact these symptoms might have on someone’s working life, sadly, the menopause is rarely mentioned in many workplaces, particularly when the leaders are male.

Women should be able to work in a supportive and understanding environment with reasonable adjustments made when going through menopause. The NEU offers a range of resources, including checklists for school leaders, posters to raise awareness, and a model school policy (see further information).

Practical issues

There are a number of practical questions that we can consider immediately. Drawing on the NEU’s advice, these include:

  • Do you have a menopause policy and are all staff aware of it, especially line managers? Again, templates can be found via the NEU and The Key among others.
  • Is the staff team “menopause-aware” – this will avoid female members of staff having to raise it as an individual issue?
  • How do you ensure adequate ventilation in classrooms and staffrooms? Do staff have access to good temperature control for classrooms?
  • Other simple provisions can include leaving doors open, ensuring that windows can be safely opened, access to fans, and fitting blinds to windows.
  • What systems are in place for cover if a staff member needs to go to the bathroom or get a cold drink mid-lesson? Indeed, is there ready access to cold drinking water?
  • Ensure you have sanitary products available in toilets – you could have a basket of a variety of different products in your women’s toilets
  • What systems are in place to ensure swift permission for absence to attend menopause-related medical appointments.

The NEU advises leaders to support requests for flexibility, such as undertaking non-contact time at home or requests to reduce hours or change hours temporarily. Remember, offering cover in the short term is better than having to hire new staff members in the long term

Its advice for leaders states: “Give control to individual teachers and support staff over their immediate working environment – a clear message will empower staff and reduce requests to the leadership team.”

A positive culture

Your approach and your written menopause policy must create a culture in school which is positive. For example, supporting staff members experiencing difficulties helps to improve the wellbeing of staff, retains great and experienced teachers, reduces recruitment costs, and works towards gender equality. These are key messages.

Other advice for school leaders includes:

  • Get to know your staff: Have regular catch-ups so you build trust and are in touch with how they are feeling and what they are experiencing.
  • As the NEU advises above, give control to female staff over their immediate working environment – this is empowering
  • Research and encourage access to support services locally. Many local authorities run menopause working groups for local government employees – make your whole staff team aware of this and offer cover if there were women who would like to attend the support meetings. 
  • Understand that every woman’s experience of the menopause is different. Build a supportive culture at work by having an open-door policy. Ensure a private conversation can take place if needs-be and make sure you follow-up and review any actions alongside agreed adjustments 

Final thoughts

Having a menopause policy helps to develop gender equality in schools (and beyond) as it addresses the specific health needs of women going through menopause, which can impact work, potentially leading to unequal treatment and career progression disadvantages.

Further information & resources

Bazeley, Marren & Shepherd: Menopause and the Workplace, Fawcett Society, 2022: Click here

Bergmann, Alban Conto & Brossard: Increasing women’s representation in school leadership: A promising path towards improving learning, UNICEF Office of Research, 2022.

DfE: Transparency data: School leadership in England 2010 to 2020: Characteristics and trends, 2022: www.gov.uk/government/publications/school-leadership-in-england-2010-to-2020-characteristics-and-trends 

NEU: Working through the menopause: Resources including template policy and school leader checklists: https://neu.org.uk/advice/equality/sex-and-gender-equality/working-through-menopause

by Hannah Wilson

Supreme Court Ruling - Key Information for Educators

Diverse Educators Logo

Written by DiverseEd

Diverse Educators started as a grassroots network in 2018 to create a space for a coherent and cohesive conversation about DEI. We have evolved into a training provider and event organiser for all things DEI.

Introduction 

On Wednesday 16th April the UK Supreme Court shared their ruling on the case For Women Scotland Ltd v The Scottish Minister, which interprets the legal definition of the word ‘sex’, as used in the context of The Equality Act 2010. 

Since the court handed down, the ruling has been spoken about extensively in the regulated media, unregulated social media, and in Parliament.

We have read and listened to much of the coverage from diverse sources, and responses to the ruling have ranged widely. Some have exaggerating, misinterpreting or misrepresenting the details of the case, and others have expressed strong emotional reactions, which may act to exacerbate the fear that many trans people are currently experiencing. 

Our intention in this piece is to present the details as accurately and clearly as we can. In order to do so, we have tried to avoid presenting our own opinions in much of the following piece. However, we think it is important to be transparent before we begin. We know trans people, we love them, we live our lives alongside them, and we are deeply concerned about the way this ruling is already impacting their lives. We believe that it is the duty of our government to enact laws which provide workable and inclusive protection from discrimination, and ensure dignity and respect for all people – including transgender people. With that clear, let’s begin.  

Background 

In 2018 the Scottish Government presented a new law, which aimed to get more women on public boards. The Scottish Government included trans women who had obtained a Gender Recognition Certificate (GRC) within this aim, which they felt was in-line with The Equality Act 2010, and the Gender Recognition Act 2004. However, the group For Women Scotland disagreed – they felt The Equality Act 2010’s protected characteristic of ‘sex’, and specifically its use of the word ‘woman’, was not intended when written to include trans women.  

For Women Scotland therefore brought a judicial review to the UK Supreme Court, requesting they review the lawfulness of the Scottish Government’s position in relation to The Equality Act 2010. Therefore, it was the job of the UK Supreme Court to provide a statutory interpretation of the meaning of ‘man’, ‘woman’, and ‘sex’ as used in The Equality Act 2010, and specifically whether that definition includes trans women who have a GRC. 

The Ruling 

The UK Supreme Court unanimously agreed that, for the purposes of interpreting the word ‘sex’ under the Equality Act 2010, Parliament’s intention was to refer to ‘biological sex’ (a term which neither the law or the court defines clearly) rather than legal gender acquired through a GRC. This means that legal protections associated with the characteristic of ‘sex’ may not apply to trans women in most contexts. The decision was made because to include transgender people who have a GRC within The Equality Act 2010 definition would make the law unworkable. 

There are some details of the ruling which we think are important. 

Firstly, the ruling is specifically addressing the definitions as used in The Equality Act 2010. The judge, when handing down the ruling, explained that the origins of the language used in The Equality Act 2010 is the Sex Discrimination Act 1975, which the judge stated, ‘adopted a biological interpretation of the terms men and women’. Note the wording here – the Acts have adopted an interpretation. This ruling does not define what a woman is – it interprets what it means in the specific context of a 15-year-old Act, which pulls on an interpretation used in 1975.

Secondly, this ruling does not justify the discrimination of trans people. The court clarified several times during their hand down that trans people are still protected from discrimination under The Equality Act 2010, which includes ‘Gender Reassignment’ as a protected characteristic. The judge explained that this protection extends to cover trans people whether they have a GRC, or not. Furthermore, there is some legal precedent that non-binary people may also be protected under this characteristic – although this is legal precedent and not case law. The judge also clarified that transgender women can still be protected under the characteristic of ‘sex’ through associated or perceived protections of women. We think it is also important to note that the language used by the judge presenting the ruling was mostly respectful, and used correctly gendered language at all times when talking about trans people – stating clearly that this ruling should not be seen as a triumph for any one group over another. 

Finally, we think it is contextually important to understand that the court system in the UK interprets the laws which are enacted by Parliament. This ruling is thus an interpretation of law, and our current government can clarify this interpretation, or change the law to make it workable and inclusive, should they wish to.  

What does this mean for society, and for schools? 

The legal implication of this ruling is that it is legally possible for provisions of services to be single-sex, and exclude trans men or women. Our understanding is that the Supreme Court ruling does not state provisions of services have to exclude trans people, but they may legally choose to be single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases these single-sex provisions may legally exclude trans men or women.

In society, this may impact: workplaces; services open to the public such as hospitals, shops, restaurants, leisure facilities, refuges, and counselling services; sporting bodies; schools; and associations (groups or clubs of more than 25 people which have rules of membership). The Equality Human Rights Commission (EHRC) has released an interim update on practical implications of the ruling, in which they suggest that it is compulsory to provide sufficient single-sex toilets in workplaces, and changing and washing facilities where these are needed – this is not compulsory for services that are open to the public. The EHRC interim update suggests that such spaces should be separated based on the Supreme Court interpretation of the Equality Act 2010, meaning that “trans women (biological men) should not be permitted to use the women’s facilities and trans men (biological women) should not be permitted to use the men’s facilities” (please note this is a direct quote of the EHRC guidance, and not language we would choose to use). The guidance goes on to explain that “trans people should not be put in a position where there are no facilities for them to use”, and that “where possible, mixed-sex toilet, washing or changing facilities in addition to sufficient single-sex facilities should be provided”, or facilities in “lockable rooms (not cubicles) which are intended for the use of one person at a time” – these can be used by anybody. The details set out in the EHRC interim guidance were not mandated by the Supreme Court Ruling. However, as stated previously our understanding is that services may legally choose to be single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases, these single-sex provisions may legally exclude trans people.

In schools, it has never been possible for young people to obtain a GRC, but this ruling may still impact: single-sex schools; school toilets and changing spaces; physical education and sport; and residential accommodation. In each of these areas, our understanding is that a school may now legally choose to hold single-sex spaces, if they can demonstrate that this choice is a proportionate means of achieving a legitimate aim, and in such cases these single-sex spaces may exclude trans young people (or trans staff). The EHRC interim guidance introduced above suggests that schools “must provide separate single-sex toilets for boys and girls over the age of 8” and “single-sex changing facilities for boys and girls over the age of 11”. Following the Supreme Court ruling, the guidance suggests that “pupils who identify as trans girls (biological boys) should not be permitted to use the girls’ toilet or changing facilities, and pupils who identify as trans boys (biological girls) should not be permitted to use the boys’ toilet or changing facilities”. They clarify that “suitable alternative provisions may be required”. Again, please note this is a direct quote of the EHRC guidance, and not language we would choose to use.

The details set out in the EHRC interim guidance were not mandated by the Supreme Court Ruling, but as state previously our understanding is that schools may legally choose to hold single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases, these single-sex provisions may legally exclude trans people. For example, it would be legal for a school to have a single-sex sports group which does not allow trans young people to participate – or for schools to prevent trans young people from accessing the toilet aligned with their gender. 

Although this is currently the only legal implication of this ruling, we are already seeing the misrepresentation of this ruling creating social implications beyond the legal bounds of the case. Transgender discrimination is increasing, and cis-gender people are already being discriminated against because of false assumptions about their gender. Although single-sex provisions excluding trans people are legal, and encouraged by the interim EHRC guidance, it is difficult to enforce or police without making assumptions which could be false. Furthermore, we are already hearing from teachers that this ruling has created further uncertainty, particularly around staff confidence in discussing trans identities and the protected characteristic of ‘Gender Reassignment’, which could impact the inclusive quality of Relationships, Sex, and Health Education (RSHE) and Personal, Social, Health Economics (PSHE). 

There is a lot of misinformation, which is leading to worsening, and at times unlawful, discriminatory language and behaviour. Government Ministers have stated the ruling requires transgender people to use toilets related to their sex assigned at birth, which is also set out in the EHRC interim guidance – this is not stated in the ruling. The Prime Minister has claimed the ruling offers clarity by defining women as biological women – this is misleading as the court judgement only pertains to an interpretation of what was meant by Parliament in The Equality Act 2010, and as clarified above it is parliament who enact and change law. Our current government could clarify or change law to make it workable and inclusive, should they wish to – the courts do not dictate definitions to Parliament.  

Actions you may wish to consider taking

We hope that reading this piece has helped you to feel more informed about the Supreme Court ruling. Below are some actions you may wish to undertake as a result of what you have read:  

  1. Please challenge mis-characterisations of this ruling and clarify that transgender people are still legally protected from discrimination, and that any decision to exclude them from provisions of services, whilst legal for single-sex provisions, and encouraged in the EHRC interim guidance, were not mandated by the court ruling. It is important that the ruling is spoken about with as much accuracy as possible. 
  1. Revisit policies – this ruling may require more accurate and thought-out language in policies which reference men and women, boys and girls, or The Equality Act 2010 protected characteristics of Sex and Gender Reassignment.
  2. If you are concerned about this ruling, then you may wish to take the time to write to your local MP and express your concerns. Remember, Parliament makes the laws, and the courts can only interpret them – our current government can change The Equality Act to include more clear and inclusive definitions which provide workable protections and dignity to all people – including transgender people.
  1. If you are concerned about the EHRC interim guidance, then they have stated that a consultation will launch in mid-May and last for two weeks. You may wish to use this consultation to share your view.
  2. Read and share our Diverse Educators Resources to support you and your school community. Here is our Transgender Rights’ Toolkit and here is our Growing Trans and Non-Binary Awareness Training. 

This piece was written by members of the Diverse Educators’ team and is intended for informational purposes only; it does not constitute legal advice nor a formal legal interpretation. This blog was published on 26/4/25, and all information was to the best of our understanding at the time of publishing.

Further Resources 

  • A clear and accurate legal explanation from Kalina Hagen – Click Here
  • Trans Actual Response – Click Here
  • An interim update on practical implications from the EHRC – Click Here

by Hannah Wilson

True Inclusion Starts with Seeing Students for Who They Are

Purvi Gandhi portrait

Written by Purvi Gandhi

Purvi Gandhi, MA MBA FCCT CPsychol is a psychologist, educator, and advocate for student wellbeing, leadership, and equity in education. With a career spanning clinical psychology, secondary and post-secondary education, and educational leadership, she bridges mental health and education through evidence-informed practice. She is the author of A Little Guide for Teachers: Student Mental Health, a practical resource for educators.

Imagine stepping into a new environment where your name is mispronounced or shortened to something more “convenient.” It’s a minor inconvenience, perhaps, but one that over time chips away at your sense of belonging. Now imagine this happening every day, in a place where you are supposed to grow, learn, and thrive.

For many students, particularly those from ethnic minority backgrounds, this is not hypothetical—it is their daily reality. And yet, within the walls of our classrooms, the power of a name is often underestimated. Names are not just labels; they carry history, identity, and cultural heritage. To overlook them is to overlook the student. To get them right is to affirm who they are.

Beyond Good Intentions: Why Inclusion Must Be Active

In a recent workshop with early career teachers, we explored what it really means to create inclusive classrooms—beyond policies, beyond slogans, and into the lived experiences of students. The session began with a simple but revealing exercise: storytelling.

One African tale set the tone. A great flood sweeps through the land, and every animal finds a way to escape—even the mighty crocodile. High up in the trees, the monkeys spot a fish struggling in the floodwaters. Moved by compassion, they “rescue” it, placing it safely on a branch. Of course, the fish begins to suffocate.

The lesson is clear: good intentions do not equate to good outcomes. In education, a one-size-fits-all approach can be just as ineffective as the monkeys’ well-meaning mistake. Every student has unique needs, shaped by culture, background, and identity. The question is, are we paying attention?

Consider this: A teacher, in an off-the-cuff remark during a classroom discussion on relationships, casually states that arranged marriages are “backward” or “unfair.” It’s not intended to harm, just a spontaneous reaction based on personal beliefs. But what if a student from a culture where arranged marriages are the norm is sitting there, quietly absorbing that statement?

Perhaps this student has spent years trying to navigate the space between two worlds—balancing the values of their family with the expectations of the society they are growing up in. Now, in a single moment, they are made to feel that their culture is lesser. They may go home carrying this conflict, questioning their parents, their upbringing, and where they truly belong. Suddenly, they feel like an outsider in both places—neither fully at home at school nor at home with their family.

This is the impact of uninformed assumptions. Educators do not just teach subjects; they shape perspectives. A thoughtless comment can widen the gap between a young person and their identity, making them feel alienated rather than empowered.

To be truly inclusive, we must move beyond our own perceptions and seek to understand the lived experiences of others. We must create spaces where students don’t feel forced to choose between their heritage and their education, but rather see their identities reflected and respected within the school environment.

Because, just like the fish in the flood, what a student truly needs may not be what we assume is best for them. Listening, learning, and adapting is the key to meaningful inclusion.

Rethinking What It Means to ‘See’ Our Students

An alternative version of the tale drove the point home. In this retelling, the animals hold a competition to see who can see the farthest. The eagle soars and surveys the horizon, the giraffe gazes across the savanna, and the monkey takes in the view from the treetops. When it’s the fish’s turn, it can only see the immediate waters around it. The other animals laugh—until the fish explains that while they focus on the distance, it detects subtle currents, hidden dangers, and movements they cannot perceive.

Here lies a second lesson: students should not be judged against a singular definition of success. The education system, often fixated on rigid measures of ability, risks missing the unique strengths that lie beneath the surface. A student who struggles with traditional assessments may have an extraordinary ability to lead, innovate, or empathize—if only we are willing to recognize it.

The Power of a Name

Of all the discussions that day, one stood out: the impact of names. Inspired by Bennie Kara’s work on diversity in education, we asked teachers to explore their own names—their meanings, origins, and the personal stories behind them. What followed was a conversation about identity, belonging, and the small but significant ways that schools can either affirm or erode a student’s sense of self.

One student shared how her intended name was “Yah Yah,” meaning “gift from God,” but her parents, wanting to make life easier in an English-speaking country, renamed her Ysabella. She was seated alongside another student, Anjali, whose name means “gift to God.” Here were two students, from different cultures, bound by the same idea: they were gifts.

Imagine the impact of recognising that connection—not as a coincidence, but as an intentional act of inclusion. When we take the time to pronounce a name correctly, to understand its meaning, or even to ask about it, we are sending a powerful message: You belong here.

Moving From Awareness to Action

It is easy to talk about inclusion in broad terms. It is harder—but far more necessary—to embed it into daily teaching practice. The workshop concluded with three core reflections for teachers:

  • Cultural Competence:  How much do I really know about my students’ backgrounds? Where are the gaps? What steps can I take to learn more?
  • Equity Over Equality:  Do I recognize the unique needs of my students? How can I tailor my support to meet them where they are?
  • Celebrating Identity:  What cultural capital do my students bring into the classroom? How can I acknowledge and honour it?

Education is not just about imparting knowledge; it is about shaping identities. A student who feels unseen will struggle to engage. A student who feels valued will thrive.

The work of inclusion is not grandiose. It does not require a total overhaul of curriculum or sweeping policy changes. It starts with the smallest of acts: a correctly pronounced name, a thoughtful seating plan, a recognition that success looks different for everyone.

And perhaps, that is the greatest takeaway of all—belonging is built in the details.

References:

Fernando-Smith,L and Aow, A, (2024), ‘Letting go of imposter syndrome: writing herstory.’ In Disruptive Women – A Guide for Equitable Action in Education, Corwin

Kara, B., 2020. A little guide for teachers: Diversity in schools, Corwin

Pierson, R., 2013. Every kid needs a champion. TED Talks Education.

by Hannah Wilson

Leaders Engagement in Mothers’ Matters

Emma Sheppard portrait

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.

At The MTPT Project, we take our commitment to inclusion seriously.  As Founder, I love reviewing our data annually for our Diversity and Inclusion report, the way that this informs our strategies as a small charity and the impact this then goes on to have.

One of these strategies to come out of our 2023-24 report was to improve engagement tracking at events directed to leaders in our sector.  We are curious to know whether our work is perceived – in broad terms – as workforce and retention or diversity and mothers.

It makes sense that our programmes aimed at staff who are parents attract an overwhelmingly female audience.  Because of our national and sector parenting policies, mothers are still afforded more paid time on birthing maternity leave than fathers and non-birthing partners, and this is when gendered routines around parenting take root and influence the division of domestic and professional labour in the long term – particularly in heterosexual couples.

Our leadership work, however, is aimed at senior leaders and above.  Statistically, these are positions where men are over-represented at both primary and secondary level.  If our work is (correctly) seen as workforce and retention, then up to 60% of our audience at these events should be men.

At this mid-point in the year, then, how far do school leaders still consider the retention, progression and wellbeing of parent-teachers as a ‘mothers matter’?

We’ve tracked data over 15 events – most of which have been optional to attend – aimed at school and systems leaders, and this is what we’ve found:

  • On average, just 17% of attendees at these events have been men
  • On three occasions, there has not been a single male face in the room
  • Three events have hit our starter target of 24% male representation (the proportion of men in the wider teacher workforce, not at leadership level) and these were events billed as retention, flexible working, or an obligatory meeting for local headteachers

We count a number of men within our professional network who show up regularly to champion the work that we do.  They sign off funding, make introductions, speak up on behalf of our community, work on research and data projects, platform our work on social media and speak at our events.

But men are not showing up enough as audience members to learn about the daily, and systems-wide practice that can be implemented to support working mothers for the overall health of our workforce and – ultimately – the schools they are leading.

An acute example of this disconnect: 22% of the speakers at The MTPT Project’s Missing Mothers conference are fathers and leaders from our community, but – two weeks ahead of the event – not one of the 135 ticket holders are men.

When organisations are considered who is “best placed” to attend MTPT events, the data suggests that they are still sending leaders with first-hand experience of motherhood.  Clearly, the view is that these mothers’ matters are best handled between mothers and by mothers.  

Statistically, however, these mothers, sorting things out between themselves, are less likely to be in leadership positions than men.  They are less likely to wield decision-making power and they are less able to role model effective allyship to other men.

If we really want to make a sustainable difference to the teacher retention crisis, our male leaders need to stop seeing mothers as a diversity group, and instead know that mothers are workforce.

by Hannah Wilson

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