Why Black History Is More Than Just a Month: Embedding Legacy, Learning and Leadership All Year Round
Written by Ellisha Soanes
Ellisha is a multi award-winning Equality, Diversity, and Inclusion Specialist. Ellisha worked as Director of Equality Diversity Inclusion for several colleges and adult education in East Anglia, and as a lecturer teaching EDI has worked in the education sector for the over 10 years, and in the health and social care/ Public Health sector for over 20 years. Ellisha works as an international consultant and collaborates with businesses and community projects to empower others and create new opportunities through leadership. Ellisha has worked closely with the Department of Education, and continues to do so on creating changes, sitting at parliamentary boards. She has been featured in global news journals as column writer and papers.
As we mark five years since the murder of George Floyd, the question many of us in education and leadership circles are still grappling with is this: how do we move from reactive to proactive when it comes to race, equity, and inclusion? How do we ensure that Black history is not confined to a single month in October, but becomes a golden thread woven through every aspect of our curriculum, policies, and culture?
The answer lies not in performative gestures, but in intentional action.
Black history is British history, world history, and human history. It doesn’t start or end with the transatlantic slave trade or the U.S. civil rights movement — though those are key chapters. But if that’s all we teach, what message does that send to our Black students and to other students and colleagues? That our legacy begins with oppression?
We must ask better questions and dig deeper. Were we not inventors, pioneers, warriors, scholars? Black Tudors existed. Black soldiers fought in both World Wars. Ancient Kemet — known today as Egypt — led the world in medicine, astronomy, and education. Our contributions span centuries and continents.
So how can educators ensure that Black history is embedded all year round, not just dusted off for October? Here are three practical steps based on my experience:
- Invest in Training and Development – Begin With Yourself
One of the most common questions I ask educators is: Were you taught Black history in school? For most, the answer is no — or if yes, only slavery and civil rights.
This is not just a gap in knowledge. It’s a gap in identity, empathy, and understanding.
You can’t teach what you don’t know. That’s why anti-racism training is vital. But it’s not enough to attend a workshop and tick a box. True transformation starts with self-reflection. What are your biases? What stories are missing from your own education?
Before you try to lead young people, work with your own teams first. Create spaces where educators can learn, unlearn, and build confidence in delivering diverse content. Challenge the assumption that Black history is “extra” – it’s essential.
- Appoint EDI Ambassadors at Every Level
Embedding diversity is not the responsibility of the one Black staff member, the LGBTQ+ colleague, or someone with a disability. It must be everyone’s job.
That’s why I always recommend appointing Equality, Diversity, and Inclusion (EDI) ambassadors across all levels — from your governing board (yes, even your governors should include an EDI champion) to your reception team.
These ambassadors shouldn’t just represent communities — they should lead change. Help shape policy, organise events, challenge bias, and ensure that inclusive practice is not a side project but a core priority.
By having representation across your organisation, you ensure accountability — and create role models who are visible, vocal, and valued.
- Adopt Student-Led Approaches: Celebrate ‘Heroes on Your Doorstep’
Young people don’t just want to be taught — they want to co-create.
Some of our most impactful work has come from listening to what students want to see in their curriculum. For example, in our public services courses, students highlighted local Black heroes — people whose stories are often forgotten, but who made a lasting impact.
One such figure is Derrick Bobbington Thomas, one of the first Black servicemen from the Windrush generation in Suffolk. His story, shared by students, was a powerful reminder of the richness of local history.
Another initiative included working with Wooden Roots, an African drumming group deeply rooted in African history and culture. Not only did they bring energy and rhythm to our college campuses, but they also played a role in the Black Panther movie — showcasing how African heritage resonates on global stages. https://www.voice-online.co.uk/news/uk-news/2024/06/05/black-panther-african-drumming-company-to-offer-bursaries-for-underrepresented-groups/
Partnering with local charities, community groups, and Windrush societies is a brilliant way to fill in the historical gaps. They offer stories, speakers, and resources that textbooks don’t. And they help students see that Black history is not something far away — it’s here, in our towns, schools, and families, as author and collobarting with young people and communities I’m proud to say linking with your community, helped create black history interactive workbook used across schools in the east of the region and beyond. Elimu little book of knowledge- find your free copy here: https://www.aspireblacksuffolk.org.uk/_files/ugd/63af3a_5af8d55d89244cde90d0a8387a0aaa82.pdf
Nelson Mandela once said, “Education is the most powerful weapon you can use to change the world.” That change doesn’t happen overnight — but it begins with honest conversations, committed people, and consistent actions.
Black history isn’t just for October. It’s for every subject, every classroom, and every child.
When we expand the narrative, we empower minds. When we recognise the full spectrum of Black excellence, and when we embed this knowledge into the very fabric of our schools and organisations, we don’t just tick boxes — we transform lives.
So let’s not wait for a headline or a month. Let’s lead with purpose, educate with passion, and celebrate Black history — every day of the year.
Check out these articles to help you find your own heroes on your doorstep..
How do you plan good lessons on homosexuality when resources only tell half the story? A call for proper representation in religious education textbooks
Written by Jonny Tridgell
Jonny began his career as a secondary school teacher in 2009 and has since been a head of sixth form, head of department and lead practitioner for EDI. He has also worked in teacher education as a mentor, curriculum tutor and general tutor on the University of Oxford PGCE. He completed his MSc in Education (Digital and Social Change) at Oxford in 2024. He is currently working as Equality, Diversity & Inclusion Data and Insights Officer at Jesus College, Oxford, alongside roles as a teacher, teacher educator and researcher.
Imagine you are planning a GCSE lesson on Christian beliefs about homosexuality, but you don’t feel confident about the topic. You might have a theology degree and a PGCE in religious education, but have never really studied queer theology, or maybe you are one of the many non-specialists delivering these lessons in the UK (Orchard, 2024). You’re not sure where to begin planning your lesson. Do you do a debate with the students? Perhaps you could do some textual study, but then which texts? You know that Christianity has often the basis for homophobia, but you also don’t want to suggest to your students that Christianity is prejudiced or bad. So, what do you do next?
You might look for shared resources made by a colleague or look online. You might use AI. One solution would be to use a textbook or revision guide endorsed by your exam board. Jackson et al (2010) found that many teachers used textbooks just for that and in my experience as an educator and researcher, many teachers (including me), still do. Textbooks are helpful for pitching, but also, geared as many are to exams, provide a great deal of reassurance. However, there is a risk to this, because RE textbooks in the UK tend to sanitise and essentialise Christian beliefs about homosexuality and to present these through a Eurocentric lens.
In a recent paper for The British Journal of RE (Tridgell, 2025), I found that textbooks represent Christian approaches to homosexuality in a way that has been sanitised, excising those churches that promote explicitly anti-LGBTQ+ views. These textbooks also generally excluded African Christianities and churches, portraying African Christians as recipients of aid or evangelism only, not as theologians. One reason for this might be a desire to promote community cohesion by only presenting socially acceptable or “positive” views of Christianity as real Christianity (see arguments made by Smith et al, 2018), even if this presents a view of Christianity that is false. The Eurocentric approach here is perhaps even more troubling, given the way this might exclude those whose experience of Christianity is not reflected in these textbooks.
As a gay RE teacher who studied Christian approaches to homosexuality, I can plan these lessons carefully and accurately, and I feel confident about balancing the need for academic integrity with keeping students (and myself) safe in the classroom. My years teaching about Christian attitudes to homosexuality have taught me hard lessons about framing; in my view, it is always best to treat this as a theology lesson, rather than an ethics one – that is, thoughtfully examining different Christian views across the breadth of the religion but never debating whether it is okay to be LGBTQ+ or if homophobia and transphobia are allowed. Importantly, I am not trying to criticise those who lack this confidence or this experience – I understand why someone might reach for a textbook to help plan this lesson – but I am critical of publishers who put out resources that fail to properly help with this planning. RE/RS teachers – especially those who have other specialisms – need proper support and guidance about what to teach and how to teach it. In short, RS/RE textbooks should:
- Include the full range of Christian views of homosexuality, including those that advocate for conversion therapy or other forms of anti-LGBTQ+ violence
- Include Christianities (both anti-LGBTQ+ churches and those that are affirming, along with those in between) from across the world, including Africa across all areas of Christian life.
- Recognise the inherent “messiness” of religion, and that belonging to a denomination does not mean someone’s personal beliefs necessarily fully align with its official teachings
- Frame lessons on LGBTQ+ people through theology rather than ethics; it is not safe to debate the existence of LGBTQ+ people nor is it reasonable to ask whether Christianity as a whole is homophobic; better to evaluate how a text is being used, for example, or ask why churches might have different views.
If you are the teacher I described, I would advocate caution and some reflection on whether the resource you are using really reflects the full story. If you are a textbook publisher or academic resource-maker, I hope this serves to call you in; community cohesion requires us to do epistemic justice (Fricker, 2003) to all those in our community – it is not served by pretending the world is not as it is. After all, how can we champion LGBTQ+ liberation and decolonisation if we only tell half the story?
Jonny’s article “Sanitised, essentialised and Eurocentric: an analysis of the (mis)representation of Christian beliefs about homosexuality and African Christianity in English RE textbooks” has been published Open Access here.
Turning Vision into Action: Practical Steps for Building Diverse and Inclusive School Governance
Written by Krystian McInnis
Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.
As I reach the conclusion of this blog series on the importance of diversity in school governance, I feel it paramount to close by exploring the final critical phase for success: action. Having previously discussed the profound impact that diverse governing boards can have on student success, school culture, and community engagement, it’s arguably time to move from theory to practice. With the call for diversity is clear, yet little traction still appearing to be being made, the time has come, for schools and trusts turn blue-sky ideas into concrete, lasting change?
Therefore, this final blog will outline practical next steps that educational leaders, school boards, and trustees can take to ensure their governance structures are diverse, inclusive, and reflective of the communities they serve.
- Commit to a Diversity Strategy with Clear Goals
The first step in creating a diverse governing board is making a clear, intentional commitment to diversity at all levels of governance. For genuine change to come about, it is vital that this commitment be reflected in the school’s action plan, vision and arguably leadership performance objectives too. It’s not enough to express the desire for diversity, it must be woven into the fabric of the school’s governance strategy. Therefore, schools and trusts must ensure they:
- Set measurable diversity goals for their boards, such as increasing representation from underrepresented groups within a set timeframe.
- Establish a diversity working party that includes key stakeholders, such as governors, school leaders, and community representatives, to oversee and implement these goals.
- Publicly commit to diversity through mission statements or diversity pledges, making it a visible priority for all members of the school or trust.
- Implement Inclusive Recruitment Practices
To diversify school governing boards, schools and trusts must rethink their recruitment processes. Traditional recruitment methods often result in boards that reflect the status quo, typically lacking in diversity, with remarks of ‘we have always done it this way’, far too commonly used. By changing how boards recruit members, schools can ensure that they attract a wider range of candidates with varied experiences and backgrounds. In practice, the necessary steps should include:
- Actively reaching out to underrepresented communities through outreach campaigns, including advertising board positions within the local community, local media, and through social media platforms that engage diverse audiences.
- Creating a skills-based recruitment process that prioritises a broad range of perspectives, ensuring that all candidates are evaluated for their ability to contribute to the school’s overall mission, not just for their professional credentials.
- Partnering with diversity-focused organisations to identify potential board members who can bring new perspectives to governance.
- Provide Tailored Training and Support for New Governors
Recruitment is just one part of the puzzle. Once new members are on the governing board, it’s crucial to ensure they are equipped to succeed. Adequate training and support will help diverse governors feel empowered to contribute effectively, ensuring that their diverse perspectives are heard and valued. Therefore, I would recommend that schools and trusts:
- Revise induction programs to include training on key topics such as cultural competency, anti-racism, inclusive leadership, and unconscious bias.
- Create a mentorship program for new governors, pairing them with experienced board members who can guide them through the challenges of governance and help them navigate any organisational barriers they may face.
- Encourage ongoing professional development for all board members to foster a culture of continuous learning and reflection.
- Track and Use Diversity Metrics to Guide Decision-Making
To ensure that diversity is being both prioritised and sustained, it is of utmost importance schools and trusts track diversity metrics. This data not only helps boards to measure their progress but also provides valuable insight into where gaps exist and where further action is needed. Whilst it might appear difficult at first, collecting and using data effectively requires:
- Tracking diversity metrics such as gender, ethnicity, disability, and socioeconomic status among governors to assess the diversity of the board.
- Using this data to set goals for recruitment and retention, as well as to identify potential barriers that may prevent underrepresented groups from joining the board.
- Regularly reviewing the data to assess the effectiveness of diversity strategies and adjusting recruitment and development practices as needed.
- Foster a Culture of Inclusion at Every Level of Governance
A truly diverse governing board is one where all members, regardless of their background, feel welcomed, valued, and empowered to contribute. With a top-down approach still heavily ingrained within the educational system, the culture of the board plays a crucial role in the long-term success of diversity initiatives. Therefore, schools and trusts must:
- Develop an inclusive culture that actively encourages and celebrates diverse viewpoints. This includes ensuring that all voices are heard in meetings, that different perspectives are respected, and that decision-making processes are inclusive.
- Address and challenge any discriminatory behaviour or microaggressions that may arise, creating a safe environment for diverse board members to express their views and ideas.
- Recognize the contributions of diverse members and ensure that their insights are valued in shaping school policies, strategies, and outcomes.
The Road Ahead: The Future of Inclusive Governance
So, as this series concludes, I hope it’s clear that diversity in school governance is not a destination, but an ongoing journey. However, by taking the practical steps outlined, I am confident that schools and trusts can move from aspiration to action, ensuring that their governing boards are not only diverse in makeup but also genuinely inclusive in practice.
The path to inclusive governance requires commitment, accountability, and a willingness to challenge the status quo, however, by embedding diversity at the heart of governance, schools can build stronger, more resilient organisations that are better able to meet the needs of every student. As an industry, we must embrace this opportunity to lead with intention, innovation, and inclusion—because when school governance reflects the diversity of the communities it serves, the whole school system thrives.
Therefore, as this series draws to a close, I ask that we challenge ourselves with one final question: What practical step can my school or trust take today to begin building a more diverse and inclusive governing body?
My Experience as a Speaker at the Diverse Educators Conference in Scotland: A Step Towards Change
Written by Sadia Hussain-Şavuk
Sadia Hussain-Şavuk, originally a Biology teacher, is now a Diversity, Equality and Inclusion Lead working predominantly with schools within the independent sector providing teacher training, pupil workshops and consultancy in her main area of anti-racism. In addition to this she sits on a number of boards including the BSA/IELA Inclusion Advisory Board and is co-chair of the Curriculum Reforms workstream of the Anti-Racism in Education Programme.
In February, I had the incredible honour of speaking at the inaugural Diverse Educators Conference in Scotland. As the first event of its kind, the conference was a bold and inspiring step towards promoting inclusivity, representation, and meaningful change within education. The atmosphere was charged with energy, optimism, and a deep-seated belief in the power of education to shape a better future for all.
The Power of Positivity
One of the most striking things about the conference was the positivity and passion that the participants brought to the table. Educators from across Scotland, with diverse backgrounds and experiences, gathered together not only to share their ideas but to spark action. There was a sense of unity and purpose that made the event feel more like a movement than a typical conference. As I stood before such an engaged audience, it was incredibly reassuring to see how committed these educators were to making positive changes in their schools, classrooms, and communities. Whether it was promoting inclusivity in the curriculum, advocating for equitable opportunities, or fostering a more diverse learning environment, it was clear that the educators in the room were not just talking about change – they were living it. It’s moments like these that remind me why I became an educator in the first place: to make a difference. And seeing so many others who share that same drive was truly inspiring.
The Challenges We Still Face
Despite the immense positivity, there was an undercurrent of concern that stayed with me throughout the conference. While we celebrated the progress that has been made and the steps that are being taken to make education more inclusive, we cannot ignore the slow pace of change. It is difficult to not feel a sense of frustration when you consider how far we still have to go. Although there are pockets of progress, systemic barriers persist. In many schools, diverse perspectives are still sidelined or tokenised. Too often, young people with marginalised identities still face barriers to success, whether that be in terms of representation, access to resources, or the recognition of their unique challenges. As educators, we know that it’s not enough to simply raise awareness. The real work lies in creating long-term, sustainable change. But when progress is slow, it feels as though we are failing the very students we are meant to serve. The young people of today – those who will shape our tomorrow – are waiting for us to do better. And while I am hopeful for the future, it’s hard to ignore the gap between where we are now and where we need to be.
A Call to Action
The Diverse Educators Conference served as both a celebration of what’s been achieved and a reminder of the work that remains to be done. I left the event with a renewed sense of purpose, but also a deeper understanding of the urgent need for change. As educators, we must keep pushing the boundaries of what is possible. We must continue to challenge the status quo and demand that every child, regardless of their background, has access to a truly equitable education. We cannot afford to wait for change to happen on its own – we must be the ones to make it happen. The diversity, passion, and commitment I witnessed at the conference filled me with hope, but I also know that it will take all of us – working together, side by side – to ensure that the next generation of students can thrive in an educational system that fully supports their needs and potential. In the end, the Diverse Educators Conference wasn’t just a moment of celebration – it was a call to action. It was a reminder that our work is far from over, and that every step we take towards inclusivity and equity is a step closer to a brighter future for all. Let’s not rest until that future becomes a reality.
Championing Diversity Through Literature: Our Pioneering Journey with Lit in Colour
Written by Gemma Hathaway
EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.
At Blue Coat School Coventry, our partnership with Penguin and Pearson through the Lit in Colour project has been transformational. It has reimagined how we engage with English literature, ensuring that the stories we teach truly reflect the diversity of the world our students live in.
As the EDI Trust Lead (Inspire Education Trust), I have been privileged to work alongside the English department in this pioneering project. It’s been about more than simply adding new books to the curriculum — it’s been about fostering a deeper, more authentic approach to inclusion. Through this project, we have embraced the belief that literature has the power to validate identities, open minds, and create communities rooted in understanding and empathy.
Choosing The Empress
As part of Lit in Colour, we made the bold decision to teach Tanika Gupta’s powerful book The Empress at GCSE. Set against the backdrop of British colonial history, the play explores the relationships between Queen Victoria, Abdul Karim, and Rani Das, a young ayah from India.
Choosing The Empress was a courageous move — it challenged traditional literary choices and brought forward voices that have too often been marginalised. As a school community, we knew this would be a bold step, but one that was absolutely necessary.
Shaped by Broader Conversations
Our journey has not happened in isolation. The work of organisations like Diverse Educators, Equaliteach, and the ASCL EDI sub-groups has played a huge part in supporting us to approach this work with authenticity and integrity. Through dialogue, training, and collaboration, we’ve deepened our understanding that genuine change requires courage, reflection, and a commitment to ongoing learning. We have proudly embraced the idea that it’s okay to feel uncomfortable at times — because that discomfort signals that something meaningful is shifting.
Recognition and Gratitude
It was an incredible honour when Pearson recognised Blue Coat School as a Bronze Winner in the ‘Making a Difference’ category of their national awards. This accolade celebrates schools that have gone above and beyond in driving positive change — and it felt like a powerful acknowledgement of the journey we have been on.
We are so grateful to Pearson, Penguin, and the Lit in Colour team for their partnership and encouragement. Their support has allowed us to be bold, to innovate, and to centre pupil voice in every aspect of decision making.
Looking Ahead
But this is only the beginning. We are excited about the ripple effect this work is already creating — not just within our own school, but across the wider education community.
We are currently working with Tanika Gupta to explore adapting The Empress for a live stage production, offering students an even richer, more immersive experience. It’s another way to bring these powerful stories to life, allowing young people to step into the characters’ shoes and truly understand their journeys.
In May, we will be attending a national celebration event in London, where schools from across the country will gather to continue raising the voices of authors who deserve a platform within our curriculums. We hope to encourage other Multi-Academy Trusts (MATs) and schools to review their English curriculums with bravery and vision — to be bold in asking: Whose stories are we telling? And whose voices are we still missing?
At Blue Coat, we believe that every student deserves to see themselves in the stories they study. Through projects like Lit in Colour, we are building a future where every voice matters — and where literature truly belongs to us all.
References:
Distorted Mirrors, Fogged Windows: A Call for Deeper Representation in Education
Written by Tamanna Abdul-Karim
Tamanna Abdul-Karim is Assistant Headteacher responsible for Literacy, Equality and Diversity in an inner city school in Birmingham. She has completed the NPQLL and Masters in Educational Leadership and Management /Level 7 Apprenticeship with the National College of Education. She is an English teacher at heart and her desire to create a sense of equality and justice motivates her. It is through education, she hopes to create impact and leave a meaningful legacy.
The concept of “mirrors, windows and sliding doors,” introduced by Dr. Rudine Sims Bishop, has become a foundational framework in conversations around diversity in children’s literature and multicultural education. In her metaphor, mirrors reflect readers’ own identities and lived experiences, windows offer insights into lives different from their own, and sliding doors allow readers to step into those other worlds, fostering deeper engagement and understanding.
This framework is not only relevant in literature — it has transformative potential across all aspects of school life. From curriculum design and cultural representation to enrichment opportunities and even staff recruitment, it offers a way to embed inclusion and equity into the very fabric of educational settings. When embraced authentically, it cultivates a culture where every student is seen, valued, and empowered.
However, if not approached thoughtfully, these mirrors and windows can distort reality. They can perpetuate stereotypes, invisibilise complexity, and contribute to feelings of alienation, shame, or disconnection — particularly for students from minoritised backgrounds.
A Personal Reflection: Distorted Mirrors, Fogged Windows
As a child of Bangladeshi heritage growing up in inner-city Birmingham in the 1990s, my school experience offered only two narratives about my country of origin: that it was poor and that it flooded. While these facts are not untrue, they painted a one-dimensional picture that deeply distorted both my self-image and my understanding of my heritage.
The mirror I was presented with reflected famine-stricken children, submerged villages, and chaotic streets. The window offered a view steeped in deficit — one that suggested my background was something to be downplayed, or even disowned. As a result, I internalised a sense of shame. I learned to code-switch early: Bengali at home, English at school. I adapted the way I spoke, behaved, even the way I ate — compartmentalising parts of my identity to belong.
What my schooling failed to reveal was a far richer, more complex history. I didn’t learn that before colonial rule, Bengal was one of the most prosperous regions in the world — a hub of culture, trade, and innovation. I wasn’t taught about the globally coveted Jamdani textiles, or that Dhaka was once one of the busiest ports on earth. There was no mention of how British colonial policies contributed to devastating famines, or how Bangladesh achieved independence through extraordinary resilience and sacrifice.
This erasure had consequences. It shaped how I saw myself — and how I believed others saw me. It taught me that some stories are celebrated, while others are sidelined.
Who Holds the Mirror? Who Builds the Frame?
This experience highlights a deeper issue: representation is not just about inclusion, but about how people, places, and histories are portrayed — and who gets to do the portraying.
We must ask: Who is holding up the mirror? Whose perspective shapes the window? What frames are we using to present narratives of identity, culture, and heritage?
It is not enough to simply provide visibility. We must examine the structures — the frames and lenses — through which these representations are filtered. If the frame itself is biased or incomplete, then the images it presents will be equally flawed.
A Call to Educators: From Representation to Reimagination
Educators carry immense responsibility. We are not only curators of knowledge — we are architects of perception. Every decision we make about curriculum, literature, resources, or enrichment shapes the mirrors and windows we offer to our students.
This work requires deep reflection. We must interrogate our own biases, challenge inherited narratives, and resist the temptation to present simplified or tokenistic views of cultures and communities. We need to move beyond surface-level inclusion to truly equitable representation.
This begins with unlearning — with a willingness to revisit what we’ve been taught, and to seek out the histories, voices, and perspectives that have long been marginalised.
Because when children see themselves reflected fully — in all their richness and complexity — they stand taller. And when they’re given a window into the full humanity of others, they grow kinder, more curious, and more connected.
Let us hold up better mirrors. Let us open clearer windows. Let us build sliding doors that do not just invite exploration, but also affirm belonging.
Reimagining School Leadership: Diversity as a Catalyst for Transformation
Written by Krystian McInnis
Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.
The conversation around diversity in education often focuses on students, but one of the most powerful avenues for change lies in rethinking the governance structures that steer the educational experience. School governing boards are not just responsible for overseeing budgets and policies; they shape the very culture and ethos of a school or trust. In an increasingly diverse world, the importance of creating governing boards that reflect the community’s broad spectrum of experiences cannot be overstated.
As the UK’s demographics continue to evolve, it’s crucial that school governing bodies mirror the diversity of the student populations they serve. However, too often, governing boards remain stagnant, with leadership teams failing to represent the multifaceted identities of their school communities. This lack of representation impacts not only the policies implemented but also the approach to leadership and the school culture itself.
The Case for Diverse Governance
The need for diversity on school governing boards goes far beyond a simple call for fair representation. It is about creating governance structures capable of addressing systemic challenges, championing inclusive practices, and ensuring equitable educational opportunities for all students. A governing board composed of individuals with varying cultural, racial, and socioeconomic backgrounds brings diverse perspectives that enrich the decision-making process. As George (2022) notes, diverse leadership fosters innovation, empathy, and policy relevance, qualities that are essential for navigating today’s complex educational landscape.
Research also points to the tangible benefits of diverse boards. Carter (2021) highlights how cultural awareness among board members directly impacts policy priorities and curriculum content, leading to a more inclusive school culture. When governing bodies mirror the student population, they are better equipped to address the unique needs of all learners, from ensuring cultural sensitivity to promoting inclusive teaching practices.
Begum (2020) emphasises that diversity on governing boards isn’t just about policy changes but about student engagement and motivation too. When students see their identities reflected in the leadership, they feel a greater sense of belonging, which directly impacts their academic performance. Moreover, when parents and community members see themselves represented, trust and engagement between the school and its broader community grow, resulting in stronger partnerships that benefit everyone.
Reimagining Leadership for a Modern Education System
The impact of diverse school boards extends beyond the student body to the staff and the broader school community. A diverse governing board sets the tone for inclusive hiring practices and supports the development of a workforce that reflects the diversity of the students it serves. UK school governance has long been dominated by a small group of individuals with limited diversity. It’s time to break free from outdated models and embrace a more inclusive, adaptable leadership structure that can respond to the evolving needs of a multicultural society.
Reimagining leadership means moving away from traditional, hierarchical structures and creating space for a broader range of voices. This isn’t just about “ticking boxes”, it’s about recognising that a more diverse leadership team brings unique lived experiences that allow for a deeper understanding of the challenges faced by students and staff alike. Schools that adopt this mindset create an environment that is flexible, innovative, and, most importantly, inclusive.
From Recruitment to Retention: Building an Inclusive Governance Model
Recruiting diverse members for school governing boards is an essential first step, but it’s far from sufficient. Schools must also invest in ongoing training and support to ensure these members are prepared to be effective contributors. Too often, once new members are appointed, the assumption is that the job is done. In reality however, the work is just beginning. Schools must rethink their induction processes, ensuring that new governors receive the necessary training to navigate the complexities of modern, multicultural educational systems.
I would suggest therefore, this includes tailored training on cultural competency, anti-racism, and inclusive leadership, which are essential to support not only the school community but also the board members themselves. Furthermore, schools can benefit from building collaborative networks with community organisations and support systems, expanding the resources available to both staff and students. These networks help enrich the educational experience, provide additional resources for families, and strengthen ties between the school and the wider community.
Moreover, tracking diversity metrics is also a critical component of this work. Schools must be intentional about gathering and using data on ethnicity, gender, socioeconomic status, and disability. This data should not be collected for the sake of numbers but should serve as a tool to inform decisions, address gaps, and ensure all voices are heard. Accountability is key to ensuring that diversity is not just a buzzword but a sustained, meaningful practice that guides decision-making at every level of governance.
Towards a Future of Inclusive Governance
The path to inclusive governance requires commitment, not only in diversifying the membership of school governing boards but in ensuring that diversity is embedded in every aspect of the governance process. When school boards truly reflect the communities they serve, students, parents, and community members are more likely to feel engaged and invested in the school’s success. Diversity in governance is not just a “nice-to-have”; it is essential to the development of a school system that is truly inclusive and capable of addressing the needs of all its stakeholders.
The journey towards inclusive governance may be challenging, but the rewards are immense. Schools with diverse governing boards are better positioned to create environments where every student feels valued, engaged, and empowered to succeed. Therefore, as we look to the future of school governance, we must ask ourselves:
- How can we ensure that our governing boards are truly representative of the communities they serve, in ways that go beyond numbers to reflect the richness of experience and perspective?
- What steps can schools take to dismantle the barriers that prevent underrepresented groups from accessing leadership roles in governance?
- How can we move beyond viewing diversity as a “nice-to-have” and recognise it as an essential driver of student success, community engagement, and educational equity?
References
Begum, H. (2020). The Importance of Representation in School Leadership.
Carter, J. (2021). The Role of Cultural Competency in Educational Leadership.
George, R. (2022). Reforming Leadership: The Shift Towards Inclusive Governance.
Diversity, Equity, Inclusion, and Belonging in Leadership: Shaping the Future of the Teaching Workforce
Written by Susi Waters
Susi Waters, Operations Manager at Norfolk Research School; the Research Schools Network (RSN) Regional EDI Link (East of England and East Midlands); and Operations Manager and ITT Strategic Lead at the Julian Teaching School Hub.
In today’s educational landscape, fostering diversity, equity, inclusion, and belonging (DEIB) feels essential for creating a supportive and effective teaching workforce that reflects the lived experiences of the students we serve. This blog post offers some thoughts on the importance of DEIB in educational leadership and highlights the challenges and opportunities for improvement.
Understanding Intersectionality and Privilege in Leadership
One of the key considerations in promoting DEIB in education is recognising intersectionality — the overlapping and interconnected nature of social categorisations such as race and ethnicity, gender, disability, and socioeconomic status. Leadership roles in education have historically been dominated by white cisgender individuals without disabilities, but there’s a growing call for more inclusive representation.
Many of us are familiar with the concept of “checking our privilege,” which can sometimes trigger defensiveness. It’s helpful to remember that, in this context, “privilege” refers to an absence of disadvantage. Having “white privilege” doesn’t equate to guaranteed success; it means that one’s skin colour hasn’t posed societal barriers.
Chris Hildrew, a headteacher in Somerset, articulates this experience well:
“I am usually in the majority. I joke about how I have the privilege full house: White. Male. English. Straight. Cisgender. Middle class. […] When I speak, people listen. They always have. I expect them to.“
Data from Edurio(2021) and NFER (2024) reveal that the representation of non-white educators, disabled individuals, and LGBTQIA+ educators remains low in leadership positions. Addressing these disparities calls for thoughtful recruitment, retention, and career development strategies.
The Role of ITT Recruitment in Teacher Diversity
Recruiting a diverse teaching workforce starts with how we market initial teacher training (ITT) programmes. While people of colour are overrepresented among applicants for ITT, they are significantly underrepresented in the teaching workforce overall. In fact, 60% of schools in England had an all-white teaching staff in 2021 – 22, with 86% having an all-white senior leadership team.
Research by Dr. Gabriella Beckles-Raymond (2020) underlines the importance of targeted recruitment strategies aimed at attracting African, Caribbean, and Asian teachers. Schools and training providers might benefit from adopting inclusive messaging and outreach initiatives to encourage individuals from underrepresented backgrounds to explore teaching careers.
Recruitment should be thoughtful. For instance, we could consider:
- Do providers offer pre-application support, like explaining the English school system to those who didn’t grow up here?
- Are interview processes truly inclusive? Do they provide interview questions in advance or offer online options?
- Is the interview panel diverse in terms of race, gender, and age?
Making sure that trainee teachers have the right support means addressing barriers that can impede career progression. Access to mentorship, leadership training, and workplace policies that foster inclusion are all important aspects to think about.
Making Teaching a Sustainable Career for All
For many educators, especially those from marginalised groups, remaining in the profession long-term can be tough. Research from BERA (2019) on LGBTQIA+ teachers and the “Missing Mothers” project (2024) highlights how workplace culture, lack of support, and discrimination can push talented educators away from the profession.
To encourage sustainability in teaching careers, schools should implement policies that accommodate diverse needs, such as:
- Support for teachers going through menopause.
- Flexible work arrangements for primary caregivers.
Anti-discrimination policies that protect neurodivergent and LGBTQIA+ individuals.
Leadership: Breaking Barriers and Creating Opportunities
Leadership in education needs to evolve to better reflect the communities it serves. Disparities persist; for instance, men are twice as likely to take on leadership positions as women, even though women comprise the majority of the teaching workforce. Gaps remain in representation among racial and ethnic minorities, disabled individuals, and LGBTQIA+ professionals.
Educational leaders can play a significant role in advocating for equity by:
- Sponsoring and mentoring diverse talent.
- Implementing transparent hiring and promotion practices.
- Encouraging conversations about privilege and systemic barriers.
- Revisiting senior leadership recruitment processes to ensure job descriptions and interview processes don’t unintentionally place women, disabled individuals, or caregivers at a disadvantage.
Moving Forward
We should ask ourselves: are we really setting up all teachers to enjoy a sustainable and fulfilling career?
Rethinking our approach to leadership is key — not just at senior levels but also in shaping the next generation of educators. There are alternative pathways to leadership in education beyond headteacher roles, such as Teaching School Hubs, Research Schools, and ITT leadership. These roles often offer flexibility, hybrid options, and meaningful opportunities to affect educational policy.
Ultimately, if we don’t act, the next generation of teachers will mirror those who currently remain in the system. Without deliberate attention and change, we risk perpetuating a cycle where leadership remains uniform. However, by embracing diversity, equity, inclusion, and belonging, we have the potential to create a teaching workforce where all educators feel valued and every child sees themselves reflected in their role models.
To cultivate a more inclusive educational system, leaders should commit to ongoing education and implementing best practices. By embracing these principles, we can nurture a teaching workforce where diversity is celebrated, equity is upheld, inclusion is practised, and belonging is experienced by all. The future of education rests on leaders willing to challenge the status quo and promote DEIB at every level.
This blog is a summary of a session that Susi delivered as part of Derby Research School’s Change Champions conference in autumn 2024; it forms part of the RSN and Norfolk Research School’s ongoing work around EDI and developing diverse voices.
All sources and recommended reading can be found here and you can watch the full session here.
Decolonising the curriculum
Written by Shashi Knott
Shashi Knott is an English teacher and former Deputy Head of Sixth Form, with 16 years of experience teaching in state secondary schools across North London. After earning her MSc in Education, Power, and Change, she transitioned from her role as a full-time English teacher to focus on driving change within education. She is interested in working with other professionals to see how we can create more compassionate environments in schools. She is currently an outreach English teacher and Associate Trainer with KCA Training.
Decolonising the curriculum is like finding new love—it’s hard work, often requiring us to let go of what we’ve cherished. It’s a struggle, and one that calls for understanding and acknowledgment of the emotions involved.
The department meeting went silent. A chair scraped awkwardly as we shifted at tables. It was nearly 4.30pm. Everyone had marking to do. Was this about to get tricky?
In London, where I work as an English teacher, 46.2% of residents identify as non-white. It’s not a difficult context to make an argument that the texts we teach our students should be more representative. And yet, somehow, we don’t seem to make it happen.
We could absolutely have spent some of our fast- vanishing department budget on a new set of texts for Year 9. Amazingly, we all agreed that Elizabeth Acevedo’s ‘The Poet X’ would be an excellent choice for the spring term. However, when one of us asked, “What about George Orwell?” I know they were not the only ones thinking this. The silence in the room might have suggested otherwise, and we all knew what we should say next. So when our Head of Department was conciliatory, coming up with the comfort of delay, we were all secretly relieved. “We’ll revisit the discussion at the end of the term.” “ We’ll review again in our gained time.” “We’ll assess our existing schemes of work for diversity. ”
We know what we should be advocating for, but there are so many reasons why teaching ‘Animal Farm’ feels more comfortable, and it’s not just because we already have established schemes of work.
As English teachers and often English graduates, we have all internalised an idea of what constitutes the canon. Literary critic Harold Bloom describes canonical texts as works of ‘aesthetic beauty’ (1994) and therefore, he suggests, to question these texts is to question the merit of art itself. Bloom describes the ‘idealistic resenters’ who ‘denounce competition’ and want to focus on marginalised voices, as missing the point of art and culture. (1994) Whilst Bloom’s ideas have been convincingly challenged and are now certainly out of fashion, they are ideas that we cannot fail to have internalised. Many of us grew up with these views being the dominant narrative in the study of English Literature and speaking for myself, I did much work to embrace the canon. I certainly did not want to be seen as someone who missed the point of art.
We have to acknowledge that decolonising our minds is uncomfortable. It involves acknowledging that some of the texts we loved, we might need to let go. A bit like the way a song from our youth, however rubbish, will always evoke strong feelings, those first occasions of literary love will do the same. The first time you felt seen, grown up, clever, understood. That first moment of connection with the canon. Mine was Keats, the perfect poet for the
misunderstood teen. Decolonising the curriculum involves a deconstruction of the canon, of beloved texts, and that can mean a painful epistemic discomfort. We picked apart those texts. We invested meaning in them. We succeeded at them. That’s why we’re English teachers.
Decolonising the English curriculum is as much about interrogating our own relationship with literature as it is about buying new books or creating schemes of work. It is about being willing to forge new relationships with texts and giving our students those special moments of connection, potentially with texts that are not our one true love. It’s not just about representation for global majority students, it’s about a more inclusive literary canon for everyone.
Maybe as English teachers we need to go forth and find new literary loves. New characters to fall for. New writers to make students feel understood, and to voice, in new ways, all the age old feelings. Not a new canon. Just new names to add in. New, gritty, glittering, literary loves for students of English to come.
References
Bloom, H. (2014) The western canon: The books and school of the ages. New York: Houghton Mifflin Harcourt.
What can we learn about masculinity and misogyny from the Netflix drama 'Adolescence'?
Written by Bold Voices
Bold Voices is an award-winning social enterprise preparing and empowering school communities to recognise and tackle gender inequality and gender-based violence through the delivery of educational talks, workshops, training and resources for young people, teachers and parents.
Originally published here: https://www.boldvoices.co.uk/blog/2025/3/20/what-can-we-learn-about-masculinity-and-misogyny-from-the-netflix-drama-adolescence
On March 13 Adolescence premiered on Netflix, a week on and the show has a 98% rating on Rotten Tomatoes and has sent waves across media, starting conversations about themes of masculinity, the ‘manosphere’, incel culture and gender-based violence more widely. It is a show that has driven home the fear of what happens when harmful attitudes and beliefs develop into extreme violence.
If you’re looking to understand some of the key terms used in the series take a read of this article first: https://www.standard.co.uk/lifestyle/andrew-tate-incel-meaning-adolescence-netflix-b1217106.html
The question of ‘why’ runs throughout the four-part series. What made this 13 year old boy brutally stab and murder his school mate, Katie. Where did his behaviour come from? Was it the ‘masculinity’ modelled by his father? A generally kind man who displays a couple of emotional and physical outbursts throughout the show (including physically intimidating and handling a child who vandalised his work van)? Was it his friends at school who ultimately provided him with the murder weapon? Was it the misogyny influencers and their ideas? Or the social media sites platforming these influencers and offering young people the impunity which allows them to say harmful and destructive things to and about each other?
Throughout the show we are trying to understand if Jamie is a good kid at heart who was ultimately misguided and has done something devastating, but out of character. Or whether he is a bad kid that has been able to manipulate and hide his darkness from his parents, and even us as viewers. But then again how bad of a kid can you really be with planet wallpaper and stickers of tiny astronauts? These minor and seemingly unremarkable, but ultimately essential, details about Jamie’s room make up the final scenes of this powerful show. They are a reminder that Jamie could be any young boy in any family. It is just how unremarkable he is as a character that makes this story so poignant.
So what themes about masculinity, and adolescence, can we draw out from the show?
Masculinity, the ‘manosphere’ and ‘incel’ communities
Jamie is a boy who we come to understand has been spending time online, getting drawn into ‘manosphere’ and ‘incel’ communities. During the second episode that takes a look at Jamie’s school, we learn about the “call to action by the manosphere”, the meaning behind ‘red pills’ and ‘blue pills’ and the 80/20 rule (that 80% of women are attracted to 20% of men).
“Red pill is like I see the truth, it’s a call to action by the manosphere. Which is where the 100 comes in, the 80/20 rule. 80% of women are attracted to 20% of men. Women, you must trick them because you will never get them in a normal way… she’s saying he’s an Incel dad” – Episode 2 | 29:50 – 31:00
When we hear from Jamie about this, he acknowledges that he knows about these ideas and that “he had a look but didn’t like it” although in talking about the 80/20 rule he says “I do think they’re right about that though”.
The writer, Jack Thorne, is very honest about the fact that through his research he realised that “there was a logic to this and how they see the world”. It is through Thorne’s vulnerability in admitting this that we are reminded of an uncomfortable truth, that the attitudes and beliefs displayed by many of these online forums and communities are attractive to boys and young men and resonate with a vulnerability they actually feel.
In the third episode Jamie is asked about what he thinks about men, about masculinity. In particular, he’s asked about his dad and grandad, what he thinks about them and what type of men they are. We get insights into the stereotypes that pervade about masculinity; his dad as a hard worker who provides for his family, who can get angry and lose his temper, who loves his wife and is good to women, but doesn’t have any female friends. None of this is positioned as ‘good’ or ‘bad’, but it holds a mirror up to the expectations we have of men and masculinity that continue to frame a ‘real man’ as someone who is physically and emotionally strong and dominant, who protects and provides for loved ones and who sees women as objects of love and affection, but not necessarily giving space for relationships to women that exist outside of caregiver, nurturer or romantic partner.
These questions are vital, and they connect back to the extreme views many boys and young men are consuming online. Rhetoric that is based on the inherent idea that a ‘real man’ doesn’t show vulnerability or weakness, protects and provides for those around him, is successful at ‘getting women’, and gains status through money, physical strength, women and material markers of success such as fast cars and displays of wealth.
Jamie couldn’t necessarily clearly articulate what makes someone ‘a man’ but he knew exactly what makes someone ‘not manly’ and his visceral rejection of those ideas were far more natural for him to display, when asked if he was friends with women he says “no” and “I’m not a twt though*”. His disdain for feminine traits and femininity is far clearer than his ‘love’ for ‘manliness’, a nuance that is powerfully captured in the show.
Femininity, objectification, power and misogyny
Not only do we get insight into how Jamie feels about himself, we are able to understand a little of how he views girls and women. The fact that he sees girls as objects and that viewing explicit images of girls that he knows (and girls and women he doesn’t know) is not something that he questions; when asked about whether he thinks the girls would be happy about him seeing explicit images of them he responds, “everyone else did”. The normalisation of girls as objects, and the non-consensual sharing and viewing of explicit images of girls, is so normal it is not worth denying or lying about.
It becomes further apparent that Jamie’s relationship to girls is far from healthy. He lies about having had sexual experiences with girls, he shrugs off the fact that he doesn’t have any friends that are girls, when asked about whether he was attracted to Katie after seeing an explicit image of her he makes an objectifying and dismissive comment about her body, saying, “no” and that “she was flat”. Jamie articulates a desire to have a girlfriend however he doesn’t seem able to articulate, or even understand, what that dynamic might look like aside from him owning or receiving sexual gratification or pleasure from a girlfriend. In the fourth episode we are presented with a stark contrast to this when Jamie’s parents are reminiscing about their first date as 13 year olds at the school disco, we hear about teenagers in the first moments of genuine connection, something that feels completely inaccessible to Jamie.
Despite answering “no” to the question of whether he feels powerful viewing explicit images of girls he knows, there are subtler insights into how Jamie feels about power and women. In one moment he stands over the psychologist and shouts in her face, a male member of staff comes to the door but she indicates that she’s okay. In response, Jamie says “what was that? hey? what the fk was that? signalling him away like a fking queen yeah?”. He is angry and riled up when faced with a woman in control.
We also get insight when Jamie reveals the impact that rejection has on him. We hear that Jamie had previously asked Katie out to the fair but that she wasn’t interested and said no to him. Although he insists multiple times that he did not “fancy” her and that he was not attracted to Katie because she’s not “his type”, Jamie shares that he assumed she would be feeling weak after explicit images of her had been shared round the school. Jamie wanted to take advantage of this vulnerability and ask her out, which meant when she rejected him, he was left feeling all the more insulted and angry.
“I just thought she might be weak after all that, cus everyone was calling her a slag or flat or whatever so I thought if she was that weak she might like me. It’s clever, don’t you think. I said I was sorry and that the guy who shared her picture was a wanker and that I’d take her to the fair if she liked… she just laughed and said – I’m not that desperate.” – Episode 3 | 42:00 – 44:00
A culture of misogyny and gender-based violence
A common reaction I’ve heard from parents and adults in response to Adolescence is fear. In particular, a fear that is centred around the online world and the harmful content that children and teenagers may be consuming without us realising. While this fear is incredibly valid and understandable, we must also be wary of not letting this fear distract us from the roots of this problem that exist far beyond the internet and the communities found there.
It is in the subtler moments in the show that we see these roots and an acknowledgement that it isn’t just the online world that led to Jamie’s actions, it is a wider ‘culture’ of gender inequality:
- Jamie does not address his mum or sister at all – exclusively reaching for the support and validation of his father.
- Jamie implies that having female friends makes someone a “twat”.
- Jamie exaggerates and lies about having had sexual experiences with girls to the psychologist and then immediately takes this back and reveals the true extent of those sexual experiences.
- Jamie feels confident enough to shout and scare the female psychologist, someone in a position of authority who is at least 15 years his senior.
- Jamie shares his awareness of his dads disappointment/shame at the fact that he wasn’t ‘sporty’.
- The school teacher only introduces the male police officer and then has to quickly introduce the female police officer when she realises her omission a few seconds later.
- The treatment of female staff members in the school where we hear male students shouting “Shut up miss!”
- The response to Ryan after he is punched by Jade (Katie’s best friend) in the playground – when another student says “You just got banged by a girl you sausage”.
- The way the female psychologist is made to feel uncomfortable by the male CCTV operator.
What happens if we watch the show without focusing on investigating the crime itself, but instead, understanding the culture all around it? The show perfectly presents the subtleness of gender stereotypes and gender attitudes that are pervasive in society. How they are shaping the way we talk to and about each other based on gender, what we expect from ourselves and each other based on gender and how we treat ourselves and others when those expectations are not fulfilled.
Adolescence confronts us with the truth that acts of gender-based violence are not committed by ‘bad apples’. Jamie is a 13 year old child who has been indoctrinated and who has had gender-based violence normalised and even glorified. There are moments that we feel deep empathy for Jamie and moments where we are scared of him, moments that ranged from the casualness with which he displayed misogynistic attitudes to the outbursts of anger and rage. But Adolescence raises the questions rather than providing the answers. The answers lie in the communities around young people coming together to prioritise education that gets to the root of the issue and addresses the gender stereotypes and attitudes that seem harmless in isolation, but together contribute to a culture that normalises gender-based violence and misogyny.
Questions to start conversations based on Adolescence:
- Why is being able to get girls or female attention so important to being seen as ‘manly’?
- Are all young boys as likely to be influenced by these messages as each other? If not – why?
- When Jamie calls himself “ugly” we get an insight into how he views himself and his self-esteem, how does this connect to his actions?
- We know many of these ideas are consumed online, where else do we learn these ideas?
- Why did the boy who received the photo of Katie spread it round? What did he gain by doing this?
- Why did Jamie think Katie was “easier to get” after the photos were leaked? How do you feel about that?
- What did Jamie feel when Katie rejected him? Why might he have felt that way?
Resources and places to learn more about these issues:
Toolkit: School of Sexuality Education – ‘A Look Into the Incel Movement: A Guide to Tackling Online Cultures of Misogyny for Schools, Colleges and Universities’
Book: Laura Bates – Men Who Hate Women
Ted Talk: Jackson Katz at TEDxFiDiWomen – ‘Violence against women—it’s a men’s issue’