What does it mean to our families when we support bilingual literacy?

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.

This is a vulnerable blog to share publicly.  If you follow me on LinkedIn, it will reveal the hard work and heartache behind the upbeat and practical strategies around bilingual education that I often share.  

Of course, we save our shiniest achievements for social media platforms but over the last few weeks – in the real world – I have felt keenly, the crushing failures of being “immigrant mum”. 

For context, I am an educated middle-class British former teacher living in France with my bilingual children and French husband.  My children were born in the UK, have been fully bilingual since birth, and now attend French state primary school.  I’m a fluent French speaker (and have a state-issued certificate to prove it) work in English and socialise in both languages.  

Sounds dreamy, right?

But sometimes, I feel as if I am losing my children – that they are so culturally embedded in the country we live in, that they have no connection to the identity of their birth country.  My identity.

This fortnight, we have been learning about Advent in our home-learning English lessons.  They don’t go to school on Wednesdays, you see, because it’s France.

My son, who had a year of lockdown education, is au fait with the characters.  He was, after all, the donkey in his Reception nativity and plodded along to Bethlehem with Mary and Joseph.  He best friend Gabriel was… the angel Gabriel.

My daughter, who has been educated in the secular French system since pre-school, has a vague understanding of the baby, called Jesus.  The star?  Joseph?  Virgin birth?  Heavenly hosts?  Gold, frankincense and myrhh?  Even the word ‘shepherd’ in English?  All these cultural indicators so essential to the British primary education experience?  Not a clue.

It gets worse: for the last three years, we’ve attended the carol service run by the local American church.  I alone in my family know the words to Silent Night.  My husband and children are ignorant to the joy of “Glororororororia” or “Fivvvvee go’old ringggsss!” and as such, they can’t sit through a full service.  I hissingly insisted my husband remove them (and himself) somewhere between Royal David’s City and Angels in the Realm of Glory and – French and relieved – they went to eat waffles and ride fairground rollercoasters in le marché de noël.

Extended writing – the lovely recipes and stories and letters you’d expect in lower KS3 – simply aren’t required of my children yet in the French state system.  Admittedly, their grammatical knowledge is fast surpassing my own, but mostly they are asked to copy, or write short responses to comprehension activities.

They have never been asked to be a Victorian maid or a to persuade anyone to save the rainforest.  They have not written a diary entry from a ship in the middle of the Atlantic, or a newspaper article about a volcanic eruption.  Maybe creativity, generally, will never be required of them?  

The request to write the Nativity story therefore resulted in meltdowns on all fronts: my son can’t bear the idea of more than two sentences and disappears into the ether of his daydreams; my daughter can’t remember how to spell ‘all’, even though it’s been on her spelling list for millennia.

My children are spectacular: there is no need to qualify this with any reasons why.  They just are.

But they are not British, and they have no other encouragement to be British than me, their mother.  Ensuring they retain a sense of this identity has become a base urge in me.  They will know who Shakespeare is.  They will eat jacket potatoes.  They will understand the culture importance of a Harvest Festival.  Failure simply isn’t an option.

But a lot of the time I feel like a lone salmon, swimming against the current.  And increasingly, I’m experiencing the anticipatory grief of becoming the mother of two French children.

For the first-generation immigrant parents in our school communities, how keenly is this loss also felt?

Do they, too, look at their children and see huge holes where a shared identity should be?  

And as schools, what can we do to support families who might be going through similar experiences?  

(Here come those upbeat, practical strategies…)

  • Understand, appreciate and acknowledge (if you can) the cultures of your school communities – including the educational cultures
  • Value and encourage the use of the home language – never fall into the trap of thinking that one language leads to an inability to acquire another because the opposite is true – languages feed off one another and grow together
  • Value languages, and teach them well – from the earliest possible age
  • Create bilingual streams if appropriate for your school context
  • Introduce Community Language GCSEs and A Levels as far as your timetabling or extra-curricular offer can support – and involve parents in their children’s preparation for these exams
  • Research community language hubs and signpost these to parents if you don’t have the capacity to ‘in house’
  • Align language with culture – food, traditions, literature, film, history, sports – and take opportunities to celebrate these
  • Foster opportunities where parents can make connections and build their own language communities

As cultural diversity in our schools increases, assumptions of monolingualism in our curricula and communities will only become a hindrance.  Celebration and practical support for families aspiring to full bi- or multilingualism will bring out the best in our students and support the full complexity of their identities.


Developing Cultural Intelligence in Education: A Necessity for School Leaders

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

Cultural intelligence (CQ) is the capability to relate and work effectively across different cultures, backgrounds, and situations:

  • Understanding cultural norms: Understanding how cultures influence values, beliefs, and behaviors
  • Adapting to different cultures: Being able to work and relate with people from different cultures
  • Making informed judgments: Using observations and evidence to make judgments in new environments

The concept of Cultural Intelligence was introduced in 2003 by London Business School professor P. Christopher Earley and Nanyang Business School professor Soon Ang.

In today’s increasingly diverse educational landscape, it is imperative for educators and school leaders to understand and cultivate CQ. This ensures not only the inclusion and success of all students whilst fostering a rich, diverse learning environment, but it is of equal importance to our staff to feel part of an inclusive workplace which prioritises belonging for all stakeholders.

Why Cultural Intelligence Matters

  • CQ Enhances Inclusivity and Equity: CQ allows educators to recognise and value the diverse cultural backgrounds of their students and staff. This leads to more equitable teaching practices and policies that support all students and staff, irrespective of their identity.
  • CQ Supports Recruitment and Retention: CQ promotes a commitment to belonging. Culturally intelligent employers, workplaces, leaders and teams will support the recruitment and more importantly the retention of people with diverse identities. CQ enables everyone to flourish and thrive.
  • CQ Improves Student Engagement and Achievement: Students are more engaged and perform better when they feel understood and respected. Culturally intelligent educators can tailor their teaching methods to meet the diverse needs of their students, thereby enhancing learning outcomes.
  • CQ Strengthens School Community: A culturally intelligent school promotes a sense of belonging among students, staff, and parents/carers. This strengthens the school community and encourages collaboration and mutual respect.
  • CQ Prepares Students for a Globalised World: By fostering CQ, schools prepare students to thrive in a globalised world where cross-cultural interactions are the norm. This is essential for their future personal and professional success.

How to Apply the CQ Model

I use the CQ framework when I am working with school, college and trust leaders to shape their DEIB strategy: 

  • Stage 1: CQ Motivation – what is ‘our why’ for developing Cultural Intelligence and how are we communicating it to all stakeholders?
  • Stage 2: CQ Knowledge – what data do we have/ need and how are we using it to inform our journey?
  • Stage 3: CQ Strategy – what resources do we need, what milestones will we set and how will we evaluate our impact?
  • Stage 4: CQ Action – what training is needed, what actions do we need to take and what behaviours do we want to change?

It is a simple but effective approach and helps leaders who are new to DEIB to get their heads around the cyclical process of shaping a strategy to improve the culture for everybody to flourish and thrive. It is also a core them in our Leading DEIB in Schools programme

Developing Cultural Intelligence

CQ for School Leaders

  • Self-Assessment and Reflection: Reflection to understand our own cultural biases and areas for growth. Tools like the Cultural Intelligence Scale (CQS) can be useful.
  • Professional Development: Engaging in ongoing professional development focused on cultural competence and CQ is crucial. Training can provide valuable insights and strategies, as can curated reading. Check out the resources in our CQ toolkit
  • Leading by Example: Demonstrating CQ in interactions and decision-making sets a precedent for the entire school. Leaders should model behaviours that reflect cultural understanding and sensitivity. Leaders should also consider methods of communication and how inclusive language choices are.  

CQ for Educators

  • Ongoing Professional Development: Organising regular training sessions on cultural competence and CQ can help staff develop the necessary skills. Sessions should be interactive and challenging, an ongoing conversation instead of one-off training events. We can facilitate a space to explore a range of different themes
  • Inclusive Curriculum Development: Encouraging teachers to incorporate diverse perspectives and materials into their curriculum expands our knowledge of others. This not only broadens students’ horizons but also shows respect and develops awareness of different cultures. Find out more from our Diversifying the Curriculum toolkit
  • Mentorship and Collaboration: Fostering a culture of mentorship and collaboration where educators can share best practices and learn from each other’s experiences with diverse communities. Reverse mentoring can be a helpful tool to create a knowledge exchange, find out more in our webinar with RVP.

CQ for Whole School

  • Inclusive Policies and Practices: Developing and implementing school policies that promote inclusivity and equity. This includes everything from admission policies to behaviour consequences, from interview processes to appraisals, ensuring they are fair and culturally sensitive.
  • Student and Parent/ Carer Engagement: Creating platforms for meaningful engagement with students and parents/ carers from diverse backgrounds. This could include cultural events, forums, and regular communication channels for feedback such as surveys and focus groups.
  • Diverse Representation: Striving for diverse representation among staff and leadership. This not only brings varied perspectives but also demonstrates a commitment to diversity and inclusion.

Conclusion

Cultural Intelligence is no longer optional in the realm of education—it is a fundamental competency:

  • We need culturally intelligent schools and workplaces.
  • We need culturally intelligent policies and processes.
  • We need culturally intelligent leaders and educators.
  • We need culturally intelligent classrooms and staffrooms.

At Diverse Educators we frame all of our training through the 3 Cs of Consciousness, Confidence and Competence. By becoming more conscious of who we are, of our own lived experience and how it shapes our world view, we can become more confident in how we interact with others, in our inclusive behaviours and our inclusive language. We can then become more culturally competent and develop cultural intelligence. School leaders and educators who develop and promote CQ contribute to an inclusive, equitable, and dynamic learning environment for students and staff alike. By prioritising Cultural Intelligence, schools can better serve their diverse populations, better prepare students to succeed in a globalised society and better support staff in their career progression and leadership development.

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If this theme resonates and is of interest, we have a training opportunity in January 2025. Join us for the CQ (Cultural Intelligence) Certification. There are limited places available so they will be allocated on a first-come-first-served basis.  


Positive Ways to Talk About Difference, Equality and Discrimination with Children

Pop 'n' Olly logo

Written by Pop 'n' Olly

Pop‘n’Olly is the UK’s leading LGBT+ educational resource provider for primary aged children, parents, carers and teachers. The company's resources and books are being used in primary schools across the UK as well as globally in over 70 countries. www.popnolly.com

When I ask children to guess when same-sex marriage was introduced they come up with all sorts of wildly wrong suggestions… ‘The 1950s?’ they say and I indicate it’s a bit more recent. ‘The 1960s? The 1980s, 1990s?’ they throw out. When I tell them it was 2013 they are usually staggered – something that they’ve known all of their lives is so recent! 

We live in a country that has not only legalised same-sex marriage but also has the Equality Act (2010) which protects a wide range of people of all ages, including people with different sexual orientations and trans/non-binary people. This is something to be celebrated with children. It’s not just in their school that staff encourage them to see other people as different but equal, but also in the whole of the UK – and that’s enshrined in law! 

Prejudice relates to beliefs, thoughts and feelings about someone or a group of people. Prejudice is usually negative. Discrimination relates to actions against someone because of their identity or characteristics. 

Discrimination is an action against someone because of their identity or characteristics. It grows out of prejudice, which is a (usually negative) belief about someone. As teachers, our job isn’t to police children’s thoughts, but instead, to help them see the wonderful variety of people who exist and help them not be afraid of these differences. 

Using visuals, drop-in references, and explicit teaching we can ensure that children’s view of the world is one where there are millions of ways to be a human and some of these ways look different from them.

Celebrating differences isn’t just about helping all children feel good about themselves but it affects how we see others. When faced with differences we can help children to see those differences as strengths. Whilst we have many things in common, humans have evolved to be widely different across the globe and our experiences living different lives, both in the UK and elsewhere means we have different skills and knowledge. Sharing these differences allows us to learn from each other and to see the world through others’ eyes – sparking new thoughts, new ideas and new perspectives. 

Here are some ideas you might try out with your children:

  • Actively teach children about The Equality Act (2010). Use our posters, lesson plans and resources to ensure that children understand that treating people fairly and equally is part of the culture and law of the UK.
  • Help children understand that people are not treated equally around the world and that change happens because of action. Examples of this might be the Stonewall Riots in the US, and the legalisation of same-sex relationships in the UK – that came about because of the work of Leo Abse MP.
  • Instead of ‘Heads Down Thumbs Up’ at the end of the day, get the children to play a game where they partner up and have to find two things the same and one thing different from each other which they then share with others. Children could then try and find others who match (or are different) – or even make up their own rules for the game.
  • Learn a ‘Sign of the Day/Week’ to help children understand that communication is different for different people.
  • Play Paralympic sports in P.E. such as seated volleyball or goalball with the same competitive enthusiasm as other school sports (these were so popular with my Y6s!)
  • Use CBBC’s ‘My Life’ series to help children learn more about other children’s lives, such as ‘When Mum Becomes Dad’ and ‘Mae’s Guide to Autism’.
  • Ensure that your classroom displays represent a wide variety of people of all shapes, colours, abilities, genders, etc.
  • Discuss scenarios with children about people who are experiencing discrimination. Talk through ideas on how this person may feel and what children could do if they witnessed this on the playground for example.

It is very hard to change the world, but we can make our schools somewhere where everyone is welcome and make our little bit of it more welcoming. We can help all children feel good about themselves by celebrating differences and we can help them to see that difference is not something to be afraid of, but a strength.

You can download our Discrimination, Prejudice and Equality Medium Term Plan, together with all the lesson plans, videos and resources that you need to work with your UKS2 class on this.


How My Experiences with ADHD in Different Workplaces Led to a PhD and Training Programmes for Businesses and Schools

Steve Ollington portrait

Written by Steve Ollington

ADHDer studying the pros and cons of ADHD in the workplace, with 19 years in digital marketing, and more recently running ADHD training.

I’m Steve Ollington, and I’m currently undertaking a PhD at Swansea University, supervised by Professor Brian Garrod, focusing on ADHD in the workplace. My research journey started with a personal observation: despite having a consistent skill set and high level of experience in my profession, I noticed that my performance varied significantly depending on the workplace environment. In some settings, I thrived; in others, I struggled to achieve the same level of productivity and job satisfaction. This discrepancy led me to examine how different workplace environments interact with ADHD traits, not just in terms of challenges, but also in enabling the often-overlooked strengths associated with ADHD.

Observing the Role of Environment in My ADHD Performance

In some roles, I was given autonomy and flexibility, which allowed me to excel. I had the freedom to approach tasks creatively, was trusted by managers, and felt supported by colleagues who understood different thinking styles. In these settings, I could harness the strengths that come with ADHD, for example innovative thinking and alternative (but effective) problem-solving. My performance was high, and I felt truly engaged in my work.

In other workplaces, however, I encountered rigid structures and strictly enforced processes with little flexibility. There was often limited understanding of alternative approaches to work, and I felt pressured to conform to methods that didn’t align with how I function best. This rigid structure amplified the challenges of ADHD, while stifling my ability to bring my strengths to the forefront. In these environments, I found myself struggling as a result.

Recognising the Potential of ADHD Strengths in the Workplace

Through these contrasting experiences, I realised that while my ADHD challenges remained constant, my ability to utilise my strengths was significantly influenced by the environment, including the acceptance of my differences by those around me. Some workplaces allowed me to maximise my capabilities, while others hindered them. This insight led me to pursue a PhD, focusing on ADHD in professional environments. Rather than just examining the difficulties faced by ADHD employees, I wanted to highlight the strengths and explore the specific workplace conditions that either foster or inhibit these strengths.

Research supports the notion that ADHD brings unique strengths. Dr Heiner Lachenmeier’s book ADHD and Success at Work, for instance, describes how people with ADHD often have a “wider breadth of association” due to a reduced filtering of incoming information, which enhances creativity and problem-solving abilities. 

Research by Dr Nancy Doyle on neurodivergence in the workplace, combined with studies on creativity and imagination by White and Shah demonstrate that ADHD individuals can excel in environments that embrace cognitive diversity. Creativity, for instance, is often heightened in ADHD individuals due to the way they process information, thinking beyond traditional boundaries. However, these strengths can only be fully realised in workplaces that are flexible, supportive, and open to alternative working styles.

Dr Edward Hallowell also discusses this in his book Driven to Distraction at Work, noting that ADHD can fuel high energy, hyperfocus, and enthusiasm when supported in the right way. Additionally, Prof Amanda Kirby and Theo Smith, in The Power of Neurodiversity at Work, as well as Leanne Maskell in ADHD Works at Work, advocate for environments that understand and embrace neurodiversity, highlighting the benefits employees with ADHD can bring to the workplace.

Developing Targeted ADHD Training Courses

This studying inevitably led to increasing my own understanding of ADHD and its impact on my work, and the more I learned, the more it became evident that many workplaces lack the necessary understanding and support for neurodivergent employees. Despite increased emphasis on diversity and inclusion, neurodivergence (including ADHD) is still very often misunderstood, with much of the current training being very broad and general, not focusing enough on individual conditions. I saw, and experienced, the need for specific training to address not only the challenges but also the strengths associated with ADHD, and the resulting understanding from workplace peers who might have neurotypical only expectations of skills like communication and approaches to tasks.

This realisation led me to transform my PhD literature review into two targeted training courses. The first course is designed for businesses, specifically aimed at training managers, HR, and colleagues of people with ADHD, focuses on understanding ADHD from a balanced perspective, covering how ADHD employees think differently, the areas in which they may need support, and how workplaces can harness their unique strengths. It encourages flexibility, trust, and space for creativity, which are key to enabling ADHD employees to thrive.

The second course is geared towards educators, providing ADHD training for teachers, TAs, and SEN staff, to equip them with the knowledge to reassure ADHD children and teenagers on how ADHD doesn’t have to limit them as they grow up, and that in fact they their ADHD also brings strengths, such as creative thinking and resilience. By emphasising these positive traits, educators can help ADHD students see their future as one filled with potential and opportunity.


The Diversifying the Curriculum Conference 2025

Bennie Kara portrait

Written by Bennie Kara

Co-Founder of Diverse Educators

At Diverse Educators’ Diversifying the Curriculum Conference, Hannah Wilson started the event by reminding us all that the work on ensuring curriculum is deep, broad and diverse is not done yet. Our speakers certainly reminded us just how much we can do to make sure that we are constructing a curriculum for all.

Christine Counsell’s opening keynote was joyful to listen to, not least in part due to her incredible depth of awareness and knowledge about the humanities curriculum. She connected effective learning to effective curriculum design and spoke about how thoroughness is possible and how thin unconnected content does not serve the needs of our children. She reminded us that the humanities are replete with story and that each lesson should have children longing for the next one. In her keynote, she recognised the need to work hard to deliver unfamiliar content but also how that hard work pays off when students have experienced language, symbols and narratives repeatedly throughout the curriculum from year 3 onwards in her words meaning comes from relationships with everything else and that the curriculum should be a series of constant bursts of energy fueled by indirect residents and anticipation.

In Emily Folurunsho’s session, we were treated to an in-depth look at Black British history and how important it is to ensure that British students learn about Black British history and not just the history of Black Americans. She was clear in her message that the first time that students encounter a black figure from history should not be through the lens of enslavement. She talked us through three themes that allow us as educators to give a fuller picture of Black British history as possible. She talked about figures from the pre-Anglo-Saxon past, from the Tudor age and from the Victorian age. It is important, she said, that we study Windrush and its legacy, but that we also contextualise Windrush in light of broader race relations in the mid 20th century. She talked compellingly about how Black British history has a connecting influence in terms of providing representation and presence for black students, touching on her own history in Britain and how she personally learned about Black history. She went on to explore how Black British history is challenged in its presence and its validity. To ensure that Black British history is truly embedded into the curriculum, we must seek sources from Black voices and we must refer to Black historians.

In David Bartlett’s session on the global boyhood initiative, we learned about the need for healthy masculinity and healthy emotions in boys and how that goes hand in hand with healthy gender expectations. He explored what healthy gender expectations look like and how to facilitate young people in breaking free from limitations. In his session he explored gender differences and gender stereotypes, asking: what is nature and what is nurture? He highlighted the idea of pink and blue roles in the development of gender identity and responsibility.

Dana Saxon’s session on roots and relevance started with Dana’s personal experience of history as a subject. She talked about how history was not for her in her early experiences and how she felt that her history had been erased. It was only as an adult that she started family history research and that gave her a sense of personal ownership of her story and the ability to create and curate the family archive. She explored the disconnect in history teaching, asking who decides which histories are more important and invited us to consider who is remembered and who this suggests matters. She was clear in her message that history has been distorted, disfigured and destroyed and that erased histories disempower people. She stressed the need to find untold stories and the stories of migration because there are empowering stories hidden deep in our archives. It is a way, she said, of connecting the dots and answering the questions: how did we get here and why does it matter?

Samantha Wharton spoke about Black British literature. She referenced her work and resources on Leave Taking by Winsome Pinnock. Focusing on this text, she explored the context of Pinnock’s play and how teachers can take a cross curricular approach in delivering lessons on it. The text, according to Wharton, is a valuable insight into shared immigrant experiences, family dynamics, the generation gap and matriarchal figures, as well as themes of education and what is deemed sub normal. She encouraged us to go beyond the classroom when exploring literary texts like Leave Taking. She referenced the work of Lit in Colour, outlining the statistics on representation in literature and explored how a simple audit activity can develop thinking about diversity in the curriculum.

Krys McInnis’ session touched on the journey between diversifying the curriculum and decolonizing the curriculum. He asked us to consider positionality in approaching this process, stressing that all people have lived experience and we all have different starting points when undertaking curriculum reform. He spoke compellingly about redistributing power, centring the voices of the colonised and challenging the notion of who holds knowledge and how we make space for marginalised voices and epistemologies. He told us that unlearning is needed and that we need to be willing to adjust, not just approach the process of decolonization as a road map or a checklist so that we can say we are done. In essence he asked us to rethink knowledge and also how language is used today to define power and perspective.

I finished my day listening to Shammi Rahman talking about how RE can help us embrace unity. It was shocking to hear that 500 secondary schools report delivering 0 hours of RE and that led Shammi to ask the question: what is the value of RE for staff, for students, for communities and for parents especially when it can prevent misunderstandings and misconceptions around people and their faiths. Shammi helped us understand that children may be missing out on the opportunity to talk and listen as it is such a central skill in RE and that, in doing so as teachers, we can help them avoid generalisations about groups of people. She stressed that it is difficult to have broad knowledge but that we do need to make time to read and to become comfortable with being uncomfortable in delivering certain aspects of RE. We cannot let our fear of offending people or getting names wrong prevent us from teaching RE lessons that are outside of our own experiences. She went on to talk about what difference it may have made to her peers if they knew about the contributions of her community to the national story. She stressed the need to use quality resources, referencing the work of Mary Myatt and also the work of Nikki McGee. McGee’s work on Black history tours to enrich the curriculum is an excellent source of support for teachers. She finished by reminding us that the beauty of RE is in its intersections.

David Lowbridge-Ellis’s closing keynote reminded us that working in diversity, equity and inclusion is often an unpaid, frustrating and thankless job. He also reminded us that we need to articulate our commitment to the work and to keep bringing about the message of why this work is important. He referenced the work of Dr Rudine Sims Bishop in 1990 on the importance of windows, mirrors and sliding doors as a key metaphor. He pointed out that the choices we make in the resources and examples we put in front of our students may result in students feeling like they belong in the classroom. That it is crucial to make sure that there are windows into the world outside of students so that they are developing a broad cultural capital. He too referenced the work of Lit in Colour. But he returned to his driver and one that perhaps we should all pay attention to, the need to have children we are serving to have a better school experience then we did. It is incredibly important that our values show that we are committed to this work. And it is not just about the curriculum, he spoke about accountability and how some people have the opportunity to shape and influence recruitment, to shape development priorities and equality’s objectives. This is a large sphere of influence.

It was not possible to attend every single session, as much as I would have liked to. But there were common threads and I hope that you can see them in this summary. The Diversifying the Curriculum Conference remains as relevant as it did five years ago because as we said at the start, the work is not yet done.


School Should Be Inclusive for Neurodiverse Learners: Creating a Classroom for All Minds.

Nicole Sherwood portrait

Written by Nicole Sherwood

Nicole Sherwood is the Content Writer at award-winning recruitment agency Spencer Clarke Group. Spencer Clarke Group specialise in connecting teaching and support staff to mainstream and SEND schools all over the UK.

Schools can be an intimidating environment for all children and young people, and can present social and sensory challenges for those that are neurodivergent. 

Providing the right support to SEND children in the classroom is crucial to their learning and can help them to reach their full potential.

According to GOV UK, it’s estimated that 15-20% of children and young people in the UK are neurodivergent. Some forms of neurodivergence include autism, dyslexia, Tourette’s syndrome and attention-deficit hyperactivity disorder, amongst many others.

Creating an inclusive environment for neurodiverse learners means being considerate of all pupils’ needs and ways of learning. 

Here are three strategies Teachers can adopt in the classroom to ensure it is a welcoming and inclusive environment for neurodiverse learners.

  • Change your thinking and your approach.
  • Empower neurodivergent children and young people.
  • Teach students about neurodiversity.

Change your thinking and your approach

Just as one approach doesn’t fit all, children who are neurodivergent also require different and individual teaching strategies and shouldn’t be categorised according to their neurodiversity. Consider teaching as more than just educating, but rather as making meaningful connections and empowering students.

Get to know your students and change your approach to learning, as every student requires different techniques and styles of learning to thrive and feel comfortable. Give pupils the opportunity to work in a quiet area if they prefer, and work with pupils to meet their own specific needs and build on their strengths.

Neurodiverse learners benefit from having options as they can ensure inclusivity and security as well as offer new experiences and opportunities to learn and grow. 

Empower neurodivergent children and young people

Empowering neurodivergent children and young people is crucial to their learning and growth as it can help them develop a positive self-image, feel confident and thrive in an inclusive environment.

Be sure not to exclude, overcompensate or treat those who are neurodivergent differently to other students. Listen to neurodivergent pupils and use this feedback to ensure your school policies reflect these views. Follow pupils’ lead to help them feel safe, included and celebrated for their achievements.

It’s important to empower children and young people in the classroom so they can feel safe, act authentically and thrive in the classroom. Some neurodivergent pupils’ might struggle to take initiative and it’s important that Teachers give each child the opportunity and the means to be in charge of their own learning.

Support students’ sense of self and development by encouraging them to thrive and embrace their differences. Be patient, provide students with options and alternatives and encourage students to ask questions and be vocal about their decisions.

Teach students about neurodiversity

All students make up the diversity of a classroom and creating an inclusive environment for all learners begins with awareness. The representation of neurodivergent children in the classroom promotes equality and equity and it’s important to consider how you teach and address neurodiversity in the classroom.

Educate students to make everyone aware of the different types of neurodiversity and how it can affect people’s learning and school experience. Make all students aware of the different learners in the classroom by acknowledging and celebrating the strengths and talents of neurodivergent children in your school community.

By embracing neurodiversity and differences in the classroom all children can understand how accommodations for neurodivergent children help to facilitate learning and engagement. This can also help with different types of engagement in the future in regards to cultural and social differences.


An Explicit Commitment to Inclusion and Diversity

MTPT logo

Written by The MTPT Project

The UK’s only charity for parent teachers, with a particular focus on the parental leave and return to work period.

Like many organisations, The MTPT Project responded to the horrific murder of George Floyd in 2020 by sitting up and paying attention to the voices of the global majority colleagues within our community.

In many ways, we were fortunate: four years after our founding as a social media handle and grass roots network, 2020 was also the year that we registered as a charity.  We had a near-clean sheet to start from; few ingrained cultural issues within our organisation to unpick, and a whole lot of learning to do.

Even before The MTPT Project was ready for its current growth, it was very clear to me that we had the potential to be part of the problem: if we were empowering colleagues with networking and coaching opportunities over the parental leave period, they were more likely to remain in the profession.  They were more likely to remain in the profession happily.  They were more likely to have more options open to them.  They were more likely to progress into leadership, and increase their earnings.

Our first Diversity and Inclusion report was published in 2020, and stated, “we recognise that if we fail to explicitly engage with a diverse range of teachers, then we will play a part in disadvantaging certain groups within the education system.  This is not what we want.” (MTPT, 2020)

By 2023, our commitment had evolved further: “We recognise that by retaining a diverse range of teachers in the education system when they become parents, we are providing our students with powerful role models. In the long term, we therefore also want the demographic of these groups to represent the student body that we serve.” (MTPT, 2023)

As of October 2024, there are a number of things worth celebrating: in our annual Diversity and Inclusion report, we shared that 22.5% of the participants on our 1:1 and group coaching programmes in the previous academic year were colleagues from global majority backgrounds.  This is more than the 10% of Black, Asian, Mixed and Chinese teachers in our wider workforce (DfE, 2024), and closer to the 31% of students from these backgrounds (DfE, 2024).

What’s more, following the first Return to Work workshop of this academic year, we got even closer to our 31% target, with 30% of participants attending our live workshop identifying as Asian, Black, from Mixed ethnic backgrounds, or Chinese. 

These statistics look great, but why are they important?  Well, while maternal identities and experiences may vary by ethnicity and culture, motherhood intersects with many other identity markers.

By ensuring fully inclusive support is available to the mothers in our workforce, we are also providing support for one aspect of a Muslim mother’s identity.  Or for a working class mother’s identity.  Or for a lesbian mother’s identity.

By increasing representation across our communal events, we are defeating the “only” phenomenon whereby our community members feel welcome, but are still the only Bangladeshi participant in a workshop, or the only colleague who identifies as Mixed race in a group coaching session.

As representation increases, the identity of the organisation changes, along with its impact: this is a place for us, and we too shall benefit from what The MTPT Project has to offer.

This representation has not come about by chance, but rather an explicit resistance to the ease of creating an organisation that simply reflected its Founder, rather than the education system that we serve.

Start with Stats

As an organisation, what are your key measurables?  For The MTPT Project, they are: engagement in our coaching programmes, engagement in our workshops, and involvement in our core team.  What are your bench-markers for these measurables, and why?  For us, we moved away from aiming for the 10% workforce representation because this in itself is a statement of underrepresentation.

Get Educated, Create Space and Listen

Read, listen to podcasts, attend events.  Stop talking when others share their lived experiences, and thank them for doing so.  If you ask for support, do so judiciously and with humility: it is not our colleagues’ responsibility to teach us, but some may be very happy to be part of your organisation’s journey.  Then reflect on what all this means for your organisation, and your core work.

Be What You Can See

We worked explicitly on our visible role modelling.  Whether this was using stock images for our event promotion, or seeking out and platforming our case studies.  Wherever possible, we favour images of people of colour and we use these across all our channels: promotional fliers, social media, website, newsletters, panel line ups, guests we recommend for podcasts.  If we have the choice between an overrepresented face and an underrepresented face, we go with the face we suspect may need an explicit welcome.

Protect and Empower

Cost will always be a barrier in the education sector, and this is only exacerbated by the expense that comes with parenthood.  There are lots of other nuanced reasons why someone from whatever counts as a ‘minority group’ in your organisation (one of ours is men!) may not feel as comfortable asking for funding or opportunities as someone from the majority group.  

Wherever we can, we remove this barrier by seeking funding specifically for colleagues from global majority backgrounds, or finding other ways to earmark coaching and workshop places.  The message is: we have saved a place for you at this table, and it is ready for you when you arrive.  It has made a real difference to engagement.

Make Mistakes with Humility and Without Ego

For someone used to privilege (and a people pleaser!), this is easier said than done.  I have made mistakes.  Things have not worked.  Thankfully, I have not caused awful offence along the way but there have been moments of clumsiness borne from ignorance or simply the natural consequence of experimenting and taking a risk.  If a strategy doesn’t work, respond with pragmatism: roll with the learning process, reflect and take stock and… do more listening.

References:

MTPT Project, 2020, Diversity and Inclusion Report, https://mcusercontent.com/bda931ab27a93e7c781617948/files/94280f62-c7e3-4ae8-8362-9b20f86dfa17/2020_Diversity_Report.pdf

MTPT Project, 2023, Diversity and Inclusion Report, https://www.mtpt.org.uk/wp-content/uploads/2023/09/2023-Diversity-and-Inclusion-Report.pdf

DfE, 2024, Schools Workforce Census, https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england

DfE, 2024, School Pupils and their Characteristics, https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics


The theme behind my Children’s book – Zeb, Jet and the Ice-Cream Calamity.

Mirabel Lavelle portrait

Written by Mirabel Lavelle

Mirabel is a qualified Teaching and Learning Coach, Creative Writing Lecturer, Allergy Awareness Advocate and Author of: Zeb, Jet and the Ice-Cream Calamity. An adventure story aimed at raising food allergy safety awareness. She is also the founder of: writebymirabel.co.uk – Crafting stories: where every voice counts and allergies matter. a website dedicated to the art of crafting stories, especially those that help raise awareness to disability, equity and inclusion.

I am a teacher and grandmother who loves stories. Two of my grandchildren carry auto-injector pens because of food allergies. One day, the older of the two asked me if I would write a story book about allergy. Hence, Jet, Zeb and the Ice-Cream Calamity.

I want to encourage the reader to learn about allergy, to become actively aware of how to safeguard and to include children with food allergies at social events such as Easter egg hunts, trick or treating, and parties without the fear of reaction to food – or worse still – anaphylaxis. I would like the reader to ask:

 ‘How can we plan a party that children with food allergies can safely enjoy?’ 

Allergic disease is a disease of the immune system, and it is the fastest growing disease among children in the UK. This condition impairs the sufferer on a day-to-day basis, in many different ways.

Sufferers cannot eat the same food as everyone else unless it has been prepared especially. This has substantial implications. For example, in school during lunchtimes a child may be asked to sit at a separate table because of their food allergies. Outside of school a child may be excluded from social events that centre around food because of a nervous adult. 

The culture this creates is that if a child is different in any way, for example by having a dietary requirement, then society will exclude them. New studies are showing certain children, who have experienced anaphylaxis, to display allergy related anxieties and behaviours that are similar to PTSD.

This is why I want to raise food allergy safety awareness. I want to educate so that we can eradicate food cross contamination. This way we can significantly reduce allergy anxiety and promote inclusion at all times.

My story book features a relatable fox cub (Zeb) and playful puppy (Jet) as characters, rather than humans, because of the subject matter. Jet has a food allergy and when Zeb meets Jet, he learns how to be allergy safe aware. This  exciting adventure encourages children to want to help Jet by telling others about how to keep him safe. It is an adventure that celebrates diversity, equity and inclusion.

I reinforced my message by creating a joyous song. The chorus shows how to significantly minimise food cross contamination. Children love music, the catchy chorus carries the central and crucial message of the book.

This book invites children to learn about allergy safeguarding by finding out about simple yet responsible behaviour around allergic kids. One example is not to leave wrappers, which may contain allergens, lying around but to bin them responsibly. My message to the reader is about building a society of caring individuals so that no one has to get sick because of the carelessness of others.

I added differentiated tasks to encourage readers to ask more questions about allergy. I want children to have fun whilst they learn. After all, it is through stories and through education and by putting ourselves in someone else’s shoes that we become more understanding of others. 

Going into schools to deliver allergy safety events is a very rewarding experience for me because of the positive response from children and staff. They are providing me with a wealth of exciting ideas on how to continue taking my campaign of safe allergy inclusion, forward. 

When I first wrote the book, I wanted it to be a key educational resource as well as an entertaining adventure. I aimed to provide schools and communities a point of reference that raises awareness and encourages people to want to know more about allergies and their impact. I needed to ensure that allergy sufferers are included in all activities that everyone their age enjoys. Since taking the book and the presentation into schools and libraries, it continues to inspire a range of immersive activities such as art projects, drama, puppet shows and animation. 

This book highlights equity and the tasks that follow the story are focussed on finding ways that are fair and inclusive for Jet. The story affords time to explore feelings, such as Zeb’s feelings after Jet got sick. It creates an opportunity for discussion, for thinking, for empathising, and for bringing about positive change.

Useful Links:

The Natasha Allergy Research Foundation (narf.org.uk)

The Benedict Blythe Foundation Allergy & Education Foundation | Benedict Blythe Foundation

The Sadie Bristow Foundation: Don’t Be Afraid to Be Great

 


Don’t Assume…

Gerlinde Achenbach portrait

Written by Gerlinde Achenbach

Gerlinde Achenbach is a senior education consultant and former primary headteacher. Her career spans more than 35 years, with over 30 years teaching in schools. Since 2021 she has been supporting schools across the UK with Equity, Diversity & Inclusion, specifically LGBTQ+ inclusion. Her expertise is in leadership and changing school culture.

It is a reality that every LGBTQ+ stakeholder within a school community – child or young person, member of staff, visitor, parent or carer – is on the receiving end of constant heteronormative messaging. This isn’t because schools are not complying with their Public Sector Equality Duty or because they’re not focused on being inclusive. It’s because the world is set up to portray ‘usual’ as heterosexual. 

The Oxford languages dictionary defines heteronormativity as: “denoting or relating to a world view that promotes heterosexuality as the normal or preferred sexual orientation.” 

Heteronormativity permeates every aspect of school life. It’s in the images on our walls, it’s in the things we say and in what we do. Put simply, there’s an unspoken acceptance that it is ‘the norm’. It confirms for us that heterosexual relationships dominate the human experience. It also reminds us of the relationship between heterosexuality and gender inequity for women and girls through history. We see this every day, where gendered language, stereotyping and imbalanced expectations still dominate our lived experience in the wider world. We like to think we work hard to challenge this in our schools…but are we doing enough?

What can heteronormativity look like in schools?

Environments

  • Most images of families show mums and dads. This can be on ‘welcome’ posters or in books and images on display. 
  • We find ‘corporate’ cartoon images depicting (stereotypical) boy, girl, boy, girl across school spaces. 
  • Books and literature have not been evaluated in terms of how representative they are of different types of families or identities.

Systems and Policies

  • In primary schools we have a habit of assuming (unless told otherwise) that a child has heterosexual parent(s) and that our children will end up in heterosexual relationships.
  • We include ‘mother / father’ on application forms and permission slips.
  • The words ‘Mr & Mrs’ are on the tips of our tongues when referring to families. 
  • Our school uniform policies state gendered expectations for girls and boys, even down to shoe styles. 
  • Our staff dress code does the same. 
  • We appoint a Head Girl and a Head Boy.
  • Our website staff lists denote marital status first – Mrs, Miss, Mr – and we have the same on classroom doors.

Communication and Language

  • We welcome our children with “Good morning, boys and girls” and our staff, or parents and carers, with “ladies and gentlemen”. 
  • The phrase, “Tell / give this to / show / ask your mum and dad” rolls off the tongue  for most school staff. 
  • Staff address girls as ‘darling’, ‘princess’, ‘sweetie’, and boys as ‘mate’, ‘mister’, ‘dude’. 
  • We hear the terms ‘Headmaster’ and ‘Headmistress’. We address staff as ‘Sir’ and ‘Miss’.
  • We hear adults calling for ‘a couple of strong boys’ for certain tasks around school.

Practice and Culture

  • We line up our classes in boys’ and girls’ lines, or in a boy, girl formation. 
  • We seat them on their carpet ladybird places or at tables in the same way. 
  • We separate and organise children by gender for the most random of reasons and activities.
  • We organise role play, construction and crafts with different genders in mind, albeit subconsciously.
  • We appoint class names of famous scientists, authors, sports people or musicians where the majority are male (and straight).
  • The staff culture feels fixed, exclusive, cliquey and difficult to break into.
  • Staff congratulate themselves on the way they have always done things. 

I have deliberately not set out here inclusive versions of the above examples. They are a starting point for whole staff thinking and they’re guaranteed to promote worthwhile discussion. It’s important in our schools to do the hard work required, challenge heteronormativity in all its guises and ask the following questions:

  • Might a child with same-sex parents feel quietly excluded in our school?  
  • Will their parents feel welcome?
  • How about a child who has lost a parent, or a child who is care-experienced? 
  • Have we removed assumptions in all our interactions with families?
  • Can a member of staff, whatever their sexual orientation or identity, can be their authentic self at work?
  • Are our language and expectations truly gender-inclusive?
  • Is our inclusive approach understood by all groups of staff in their varying roles across school?

Why does this matter? It matters because of the need for us all to feel we belong in the places where we, or our loved ones, spend a good deal of time. Marian Wright Edelman coined the phrase, ‘You can’t be what you can’t see’, and this matters if you rarely see yourself (child or adult) or your family represented in your school. Representation is validation.

It matters because subliminal messages such as those received (through unthinking words, gendered phrases and activities defined by gender) by girls and women, or by those for whom gender is not fixed or for whom gender causes anguish, can be damaging and self-fulfilling over time.


The Battle for Inclusive Education: A Glimpse at the Frontlines

Rachida Dahman portrait

Written by Rachida Dahman

Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.

“It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders”. Rachida Dahman

The question of inclusive education for all remains a central theme that presents us with challenges while simultaneously offering opportunities for change and progress. Amidst this multifaceted scenario, we witness an unprecedented battle on all fronts. From the classrooms to the corridors of power, there is a struggle to shape the educational landscape and pave the way for a fairer future.

A Reordering of the Education System

The good news first: schools do not have to remain in permanent crisis. Despite limited resources and the need to address the needs of children and families with special requirements, there is a growing demand for a fundamental restructuring of the education system. This restructuring transcends mere resource reallocation; it demands the deconstruction of antiquated paradigms and the reconstruction of an educational system that fundamentally empowers students to question prevailing norms, resist conformity, and actively redefine the contours of their world. From parents to teachers to students, there is a push towards developing individuals who can make decisions with integrity and zest for life.

Key Factors in Transformation

School infrastructure: The modernization of teaching and learning materials, along with the integration of innovative technologies, is crucial and must be driven by a fundamental rethinking of what education should achieve. Additionally, forming smaller classes is necessary —not merely as a logistical improvement but as a means to foster genuine dialogue between students and teachers, allowing for personalized learning that respects and celebrates diverse linguistic and cultural backgrounds. This approach may also serves as a countermeasure to the homogenizing effect of standardized tests, which too often serve to enforce conformity rather than inspire excellence.

Conditions of School Buildings

A thorough analysis of school buildings is essential not just to meet the high standards of safety, accessibility, and educational quality, but to reimagine these spaces as the physical embodiment of our educational ideals. Renovating and modernizing existing infrastructure is imperative, yet it must go beyond mere compliance with regulations. We need to envision schools as dynamic environments that inspire learning, creativity, and a sense of community. This requires an architectural revolution, one that not only considers the physical space but also how that space interacts with the psychological and emotional wellbeing of students and educators alike. By crafting buildings that are not just functional but transformational, we pave the way for an education system that nurtures the full potential of every individual.

Environmental Awareness

Integrating environmental topics into the curriculum and implementing measures for energy efficiency plays a central role. Heightened environmental consciousness contributes to reducing the ecological footprint of schools. Integrating environmental topics into the curriculum is more than teaching students to recycle or save energy. It is about fostering a profound connection to the planet they inhabit. The measures for energy efficiency must be implemented with an urgency that reflects the precariousness of our environmental situation, making schools not just places of learning, but sanctuaries of sustainability. This heightened environmental consciousness is not merely a contribution to reducing the ecological footprint of schools; it is an act of rethinking how we coexist with the natural world. By embedding this awareness into the very fabric of education, we are nurturing a generation that understands stewardship as an essential part of their identity, a generation that sees the care for the Earth as inseparable from the care for their community and their future.

Ensuring Accessibility 

All students must be able to participate in the educational process, regardless of their backgrounds or circumstances. This imperative extends particularly to children and families traumatized by the ravages of war, who not only face the direct impacts of conflict but also endure the humiliation it inflicts. Such individuals require special attention and support to overcome the challenges they face in accessing education. This necessitates not only structural measures but also the provision of dedicated resources and tailored interventions to address their unique needs.  For it is within the sanctuaries of our schools that we must mend the shattered spirits of those broken by conflict, transforming these halls into spaces where dignity is restored, dreams are rekindled, and the seeds of a just and peaceful future are sown. Only by ensuring inclusivity and support for the most vulnerable members of our communities can we truly uphold the principles of equitable education for all.

Career-Oriented Programs 

A better connection between school and the professional world facilitates the transition into the workforce and provides practical insights. In this context, education must do more than just prepare students for the workforce – it should also embody egalitarian values and act as a powerful equalizer. To achieve this, such programs need to be developed with meticulous care. By embedding inclusivity and gender equality at their core, these programs ensure that every student, regardless of background, has the opportunity to pursue careers in fields traditionally dominated by men. Thoughtfully bridging the gap between school and the professional world, these initiatives foster a strong sense of purpose and social responsibility in students, motivating them to use their skills to drive meaningful, positive change.

Advancing Digitalization 

The utilization of digital technologies offers opportunities for an enhanced learning environment but also necessitates training for teachers and the promotion of digital literacy. Advancing digitalization presents an exciting frontier for transforming our learning environments, offering unprecedented opportunities for innovation and engagement. However, it is crucial to recognize that harnessing these digital technologies demands more than just integration; it requires a fundamental shift in how we approach education. Teachers must be equipped not only with the technical skills to navigate new tools but also with the pedagogical strategies to effectively incorporate them into their teaching. Furthermore, promoting digital literacy among students is not merely about using technology but about fostering critical thinking and ethical awareness in an increasingly digital world.

Community Engagement 

Local communities play a crucial role in promoting education. Collaborating with local organizations and businesses opens various avenues of support. They are pivotal in advancing education, offering far more than just supplementary support. Collaborating with local organizations and businesses transforms these entities into active partners in the educational process. This partnership is about forging meaningful connections that invigorate and expand the learning experience. By leveraging community assets— from mentorship programs and real-world internships to innovative local projects—education becomes a shared endeavor that reflects and responds to the needs and aspirations of the community. It fosters a culture where education is not just a responsibility of the institutions but a collective mission, driving social change and collective growth.

A Call to Action for Decision-Makers

The transformation of the education system requires a long-term strategy and committed collaboration from all stakeholders. Particularly at the institutional level, a shift in mindset and active communication are essential. Only when all actors understand their roles fully and work together constructively can we achieve inclusive education for all. Decision-makers must urgently champion a shift in mindset and prioritize transparent, heartfelt communication at every level of the institution. This is a passionate call for decisive leadership and unwavering unity. It takes every stakeholder to fully grasp their vital role and work together with genuine commitment to break down barriers and create a path to truly inclusive education.

Building Productive Relationships in Education

In the midst of pervasive and pressing challenges, the importance of fostering harmonious and fruitful relationships cannot be overstated. It is crucial to establish and sustain these relationships over the long term, working collaboratively with schools, teachers, and families to anchor and stabilize structures that provide environments where children can thrive and develop undisturbed. The integrity of educational structures hinges on solid relationships, which provide a foundation of support and stability for students. By fostering open communication and mutual respect among all stakeholders, we build a framework that supports not only academic success but also holistic development.

Securing the Involvement of all Stakeholders 

It is essential, in my opinion, to ensure the engagement of all relevant stakeholders to create such an environment for children. In times of ubiquitous and pressing burdens, it is crucial to establish and maintain productive relationships for the long term, to collaborate with existing schools, teachers and families to anchor and stabilize structures so that children can find environments in which they can fully unfold, undisturbed.

Unfortunately, in my experience, schools often do not thoroughly evaluate their internal weaknesses. Instead, these issues are frequently ignored or passed off as someone else’s problem, which prevents meaningful resolution. Addressing these weaknesses honestly is crucial for understanding and resolving conflicts effectively.

The Importance of Dialogue and Collaboration

It is important to me to consciously assimilate insights into developments, causes, and effects of working with children and families and to engage in dialogue with other stakeholders. In my view, building bridges between various stakeholders—parents, educators, policymakers, and community leaders—is essential for creating an inclusive educational environment. By fostering open dialogue and collaboration, we can address the diverse needs of students and families, thereby promoting a more equitable and supportive educational system.

To truly advance the cause of inclusive education, it is imperative to deeply engage with and integrate insights into the evolving dynamics of working with children and families. This means actively seeking out and understanding the root causes and far- reaching effects of our educational practices. Engaging in meaningful dialogue with all relevant stakeholders—parents, educators, policymakers, and community leaders is fundamental. Building robust connections between these diverse groups remains a necessity for crafting an educational environment that genuinely supports and includes every student. Such collaboration requires a profound commitment to open, honest, and strategic dialogue. Through this collaborative effort, we can address the varied and complex needs of students and families, creating a more equitable and nurturing educational framework. Our collective aim must be to forge these critical alliances, leveraging our shared insights and experiences to dismantle barriers and drive systemic change. By uniting our efforts, we pave the way for an educational system that not only acknowledges but embraces diversity, ensuring that every child receives the support they need to thrive. This is not just a vision but a necessary evolution towards a truly inclusive future.

Conclusion

The battle for inclusive education is a complex endeavor that encompasses many fronts. Yet, despite the challenges, there is hope. By working together on solutions and embracing the diversity of our society as an opportunity, we can create an educational landscape that is accessible and fair for all. It is clear that no single entity can address the challenges alone. It requires a concerted effort from all stakeholders to create environments where every child has the opportunity to thrive. By recognizing the importance of productive relationships, engaging in meaningful dialogue, and working collaboratively, we can pave the way for a brighter future in education—one that is inclusive, supportive, and responsive to the needs of all learners.