Talking Race and Racism with Children - when do we start?
Written by Omena Osivwemu
Former Primary Teacher, Humanities Lead, Researcher. Author of 'Decolonising the Curriculum: A Comparative Case-Study of Black Learner and Educator Perspectives and Experience in London and Johannesburg' in The BERA Guide to Decolonising the Curriculum.
This question has played on my mind for a while; at a conference of educators reckoning with race, a Black senior leader who is also a parent asked “when is the right time to talk to my children about race?” This stuck with me and the academic on the panel looked to me, as an experienced Primary School teacher to respond.
Given my lived experience growing up Black in Northern England, training and teaching across the North and the Midlands, the answer seemed obvious to me.
In short- right away! As soon as children are absorbing language, learning values and copying behaviours.
As soon as we teach toddlers what is a boy and what is a girl, that is the social construction of gender- even if you opt for a more gender-neutral or fluid approach- that is still teaching them difference. When we teach children to share; be kind; tell the truth etc., all values we deem to be ‘right’, we should also be teaching them that sometimes not everyone will be kind, share or tell the truth. At times this can be due to our differences. But difference is a wonderful, necessary part of life!
Of course, discussions should be age-appropriate in language children understand and use. ‘Sulwe’ by Lupito Nyong’o is a beautiful book, aimed at young children and explores themes of ‘race’ and colourism. Now, there is a wonderful array of diverse books available for all ages! As children get older, we can then build on their racial literacy, empowering them to make some sense of the social construction that is ‘race’. For adults, I would recommend ‘How to raise an anti-racist’ by Ibram X. Kendi as a great place to start.
As soon as we read traditional tales to children, let them watch YouTube, TV or films, we are passing on messages about society, how people interact and what is deemed ‘right’ and ‘wrong’. When children can describe something as red, green, blue, black and white; they can and will use this language to describe differences between people. It may not be ‘accurate’ to the adult lens, for instance as a young child in a Black, mixed family, I would draw my father’s dark brown skin as purple and my mother’s very fair brown skin as pink.
One of my earliest memories as a 4 year old (contextualised by my mother’s memory) at a mostly White Nursery, was feeling different. Too brown, with hair that was too dark and curly, and eyes that were too dark, compared to the teachers, other children and most importantly the blonde, blue-eyed dolls which I adored! Then, when the teachers with good intentions, changed the play to ‘Curlilocks’ so that I could play the character Goldilocks, I knew I wasn’t ‘right’- I didn’t fit. If Black and brown children aren’t too young to experience or witness racialisation or racism, nobody else is too young to learn about ‘race’ and racism.
Later on during undergrad’, volunteering in local primary schools in Northern Lancashire, as soon as I walked into classrooms, children as young as 4 would stare wide-eyed and mutter under their breath “she’s Black!”. Throughout my teaching career across England and Spain, most times I was the only Black teacher children had seen. The responses have varied from positive, such as expressing their love for my curly hair, inquisitive questions and collaborative cultural exchange. To the negative, for example young children avoiding touching my skin when I gave them something, or 6 year olds ignoring me as though they didn’t understand my English, because as one boy put it, I was “from Africa”.
I recognise that in Black and brown majority spaces like London, experiences such as mine may be less common. However, if parents, the media, film, books etc. are socialising children as young as 3 and 4 to understand brown skin, or Blackness, or religious dress, or simply human difference such as accents, as ‘bad’ or negative, then we too should be equipping our children with the understanding that such a belief system (white supremacy) exists and continues to prevail- albeit gently. We should be uplifting Global Majority children to feel proud of their cultural and ethnic backgrounds, histories and identities. We should help children to contextualise what they are seeing and embolden them to have high self-esteem and confidence when facing barriers/ discrimination.
In the same way that we acknowledge teaching children ‘stranger danger’, online safety, how to respond to bullying, physical and mental wellbeing, and healthy relationships in order to protect them from harm and prepare them to safeguard themselves; we should also be empowering all children with the language and understanding to know when discrimination and racism are happening (unfairness / unkindness in children’s terms). In the same way that far-right rioters and sympathisers have taught their children, as we saw this summer, to attack, abuse and harass Black, brown, migrant, Muslim peoples; we too should be teaching our children from early why it is happening and how they can respond.
KCSIE 2024: Safeguarding LGBT students
Written by Lilly Emma Thynne
Lilly Emma (she/her) is a postgraduate student at Lancaster University (2024-25). Previously, as a teacher in state and private secondary schools, she has held additional pastoral and pedagogical responsibilities as Deputy Designated Safeguarding Lead, Resident Tutor (boarding), and Lead for Technology in Teaching and Learning.
Keeping Children Safe in Education (KCSIE) has significantly changed the guidance for safeguarding LGBT+ students. These changes remain under review, pending the publication of guidance for supporting ‘gender questioning children’. To avoid confusion, these proposed changes can be considered alongside other sections of KCSIE, legislation, and non-statutory guidance.
When writing policies, clarity of language is important. KCSIE states, “All staff should be aware that terminology is a significant component in many safeguarding and wellbeing issues” [s22, p11]. For the purposes of this post:
- Transgender children are children whose gender identity does not match that assigned at birth.
- Gender-questioning children are children who are questioning whether their gender identity matches that assigned at birth.
- Trans+ refers to transgender and gender-questioning people.
- Child/children refers to anyone 17 years or younger.
- Young person refers to anyone 18 years or older.
This post identifies four changes which can be better understood by considering pre-existing legislation and guidance:
1.Removing reference to “trans” students
KCSIE removes reference to “trans” students, replacing it with “gender questioning”.
The Equality Act 2010 and Schools (2014) guidance identifies that the protected characteristic of “Gender Reassignment” applies to students [page 5]. For example, “failing to protect a transgender pupil against bullying by classmates” may make the school guilty of unlawful discrimination [page 8]. The use of the word ‘transgender’ shows the need for schools to maintain reference to pupils who are actively undergoing gender reassignment in addition to those students who are ‘gender questioning’.
KCSIE (2024) maintains the use of the phrase “transphobic bullying” [s91, p28], which refers to bullying directed at a child for either being or being perceived as trans+. The use of this phrase shows that the DfE has not completely ended the use of the word ‘transgender’.
KCSIE (2024) defines ‘safeguarding’ as, among other things, “preventing the impairment of children’s mental and physical health or development”. By removing reference to ‘transgender students’ and replacing this with exclusive reference to ‘gender questioning students’, students who are confident in their gender identity may interpret this as delegitimisation of their identity, leading to further marginalisation. Research suggests trans+ students who feel rejected by their school community are at greater risk of isolation and poor mental health due to internalised transphobia (Horton, 2023; Chodzen et al., 2019).
The Gender Recognition Act (2004) allows anyone aged 18 or older who has lived in their affirmed gender for at least 2 years with a diagnosis of gender dysphoria to change their gender legally. Any young person granted a Gender Recognition Certificate (GRC) should have their legal sex changed on school records, and a school should not disclose the student’s former gender. Reference to ‘transgender’ students may be required in a policy to explain this process.
2. Advocating caution towards social transition
KCSIE now references that the Cass review identified, “caution is necessary for children questioning their gender as there remain many unknowns about the impact of social transition” [s206, p55].
The Cass Review (2024, p.164) recommends, “A more cautious approach needs to be taken for children than adolescents”. For adolescents, the review explains, “exploration is a normal process,” and school staff should provide support to protect the student from bullying. Cass says that children who are not yet adolescents must also have their voices heard. If a child pursues social transition, professionals should ensure the child knows all options remain open and that they will be flexibly supported.
The Equality Act 2010 and Schools (2014) states, “Schools need to make sure all gender variant pupils, or the children of transgender parents, are not singled out for different and less favourable treatment from that given to other pupils” [p.17]. For example, a school may need to consider flexibility when applying a uniform policy to a trans+ student [p15].
KCSIE (2024) reminds us that “Under the Human Rights Act, it is unlawful for schools and colleges to act in a way that is incompatible with the convention” [s82, p26].
3. Removal of the requirement for a ‘safe space’
In 2023, KCSIE required schools to “provide a safe space” for LGBT students to share concerns with a trusted adult. In 2024, KCSIE removed “safe space” and replaced it with a more general requirement to “create a culture”.
KCSIE 2024 states that schools and colleges should, where needed, provide a “physical space” for students who are victims of abuse. While not all LGBT+ students are victims of abuse, a report (JustLikeUs, 2021) found that:
- LGBT+ students are twice as likely as their peers to experience child-on-child abuse.
- 1 in 5 LGBT+ students hear negative language daily about LGBT+ people.
- LGBT+ students are x3 more likely to be bullied at least once a week.
- Only 21% of LGBT+ students who were bullied told a teacher.
For this reason, an allocated safe space for LGBT+ students where they can easily find trusted adults may be instrumental in safeguarding these students.
4. Removal of reference to LGBT+ inclusion in PSHE
KCSIE has removed a paragraph reiterating the need to include LGBT content in the RSE curriculum.
Relationships and Sex Education and Health Education statutory guidance (2021) remains unchanged. When age-appropriate, schools must “ensure [LGBT] content is fully integrated” into the RSE curriculum. This content should not be stand-alone. The guidance defines LGBT as “Lesbian, Gay, Bisexual and Transgender”.
Summary
As safeguarding teams enter the new academic year and continue to support trans+ students, consideration of pre-existing legislation and guidance is important to better understand these changes to KCSIE, which remain under review.
References
Guidance and Legislation
The Equality Act 2010 and schools (2014) https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf
Gender Recognition Act (2004) https://www.legislation.gov.uk/ukpga/2004/7/contents
Relationships Education, Relationships and Sex Education (RSE) and Health Education (2021) https://assets.publishing.service.gov.uk/media/62cea352e90e071e789ea9bf/Relationships_Education_RSE_and_Health_Education.pdf
Keeping Children Safe in Education (2024) https://assets.publishing.service.gov.uk/media/66d7301b9084b18b95709f75/Keeping_children_safe_in_education_2024.pdf
The Human Rights Act (1998) https://www.legislation.gov.uk/ukpga/1998/42/contents
Research
Horton, C. (2023) Gender minority stress in education: Protecting trans children’s mental health in UK schools, https://www.tandfonline.com/doi/epdf/10.1080/26895269.2022.2081645?needAccess=true
Chodzen, G., Hidalgo, M., Chen, D., Garofalo, R. (2019) Minority Stress Factors Associated with Depression and Anxiety Among Transgender and Gender Non-Conforming Youth, https://www.jahonline.org/article/S1054-139X(18)30295-7/abstract
Cass, H. (2024) Independent review of gender identity services for children and young people https://cass.independent-review.uk/home/publications/final-report/
JustLikeUs (2021) ’Growing up LGBT+’ https://www.justlikeus.org/wp-content/uploads/2021/11/Just-Like-Us-2021-report-Growing-Up-LGBT.pdf
Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing
Written by Haji Prempeh
Haji Prempeh is a dedicated professional with extensive experience in secondary education, with a keen focus on children's and adolescents' mental health and wellbeing. She has a strong background in Design & Technology, having taught the subject for several years and held leadership roles across multiple schools, where she successfully led projects on pastoral care, diversity, inclusion, and safeguarding. Currently, she is pursuing an MSc in Children and Adolescents Mental Health and Wellbeing.
As educators, we wear many hats. We are not just teachers; we are mentors, counsellors, and sometimes even the primary source of support for our students. Over the years, I’ve observed the growing challenges that students face, especially regarding their mental health and wellbeing. This observation is what motivated me to create “Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing.”
Why I Created This Guide
The role of a Head of Year (HOY) is pivotal in any school setting. HOYs are often the first line of support when students encounter difficulties, whether academic, social, or personal. However, despite their importance, many HOYs are not given the specific training or resources they need to effectively address mental health issues.
After speaking with colleagues and reflecting on my own experiences, it became clear that there was a significant gap in resources tailored specifically for HOYs who are focused on supporting mental health. I wanted to fill that gap with a comprehensive guide that provides not only the theoretical knowledge but also practical tools that HOYs can use immediately in their day-to-day interactions with students.
The Importance of Focusing on Mental Health
Mental health is no longer a topic that can be side-lined or treated as an afterthought in our education system. The pressures on today’s students—from academic performance to social media—are immense, and these pressures are showing in increased rates of anxiety, depression, and other mental health issues among young people.
When mental health is compromised, it affects every aspect of a student’s life, including their academic performance, relationships, and overall happiness. Schools must be proactive in creating environments where students feel safe, supported, and able to seek help when needed. This is why the role of a Head of Year is so crucial; they are often the bridge between students and the support systems available to them.
What the Guide Offers
“Becoming an Effective Head of Year: Specializing in Mental Health and Wellbeing” is more than just a manual; it’s a toolkit designed to empower HOYs with the knowledge, skills, and resources they need to make a real difference in their students’ lives.
Understanding Mental Health: The guide starts with the basics, helping HOYs understand the different aspects of mental health and the common challenges students face.
Essential Skills: It emphasizes the core skills needed for this role, such as empathy, communication, and conflict resolution, ensuring that HOYs are prepared to handle difficult conversations and situations.
Practical Support: With ready-to-use templates, referral forms, and checklists, the guide makes it easy for HOYs to implement support strategies right away.
Professional Development: The guide also encourages continuous learning and growth, providing resources for further training and development.
Inspirational Content: I included motivational quotes and reflective exercises to keep educators inspired and focused on their mission.
The Impact I Hope to Make
By creating this guide, I hope to empower HOYs to feel more confident and capable in their roles. When HOYs are well-equipped, they can create a ripple effect throughout the school, fostering a culture of care and support that benefits not just individual students but the entire school community.
Ultimately, I believe that when we prioritise mental health in our schools, we are not only helping students succeed academically but also helping them develop the resilience and emotional intelligence they will need throughout their lives.
You can find the guide here to Becoming an Effective Head of Year – Specialising Mental Health and Wellbeing here.
Supporting the Emotional Needs of Young People in Schools
Written by Bianca Chappell
Bianca Chappell is a Mental Health Strategic Lead, Cognitive Behavioural Coach and Mental Health First Aider.
As an educationalist with over 15 years of experience in secondary education, spanning roles such as Head of Year and Head of Alternative Education in both the UK and New York, and as a certified master NLP and Cognitive Behavioural Coach, I am passionate about providing opportunities for young people to thrive and excel in education by meeting their pastoral and emotional needs.
The Importance of Emotional Support in Schools
The ongoing challenges with mental health, exacerbated by lockdowns and social isolation, have brought to light the critical importance of providing a platform to support the emotional needs of young people in schools. The pandemic has exposed and intensified mental health issues, with 1 in 6 children now experiencing a mental health problem, up from 1 in 9 in 2017. Furthermore, approximately 1 in 10 students have yet to return to school due to poor mental health and social anxiety since lockdown.
Emotional support is a crucial part of the wider pastoral offer in education. It goes beyond academics, encompassing the well-being of students, which in turn supports their overall development. By fostering positive well-being and emotional support, schools can significantly improve students’ mental health, self-worth, and confidence.
The Impact of Emotional Support on Academic and Personal Development
Providing robust emotional support for young people has a profound impact not only on their mental health but also on their academic performance and behavior. When students feel supported emotionally, they are more likely to attend school regularly, engage in their studies, and achieve higher academic outcomes. In fact, research indicates that students who receive adequate emotional support are more likely to pass their GCSEs and embark on a higher education journey, ultimately leading to a robust career path.
Supporting emotional well-being also contributes to better behavior in school. Students who feel understood and supported are less likely to act out and more likely to exhibit positive behavior. This creates a conducive learning environment where all students can thrive.
A Holistic Approach to Education
My dedication to supporting young people in education has led me to write, implement, and project manage the delivery of a holistic curriculum that addresses the emotional needs of students. This comprehensive approach ensures that students receive the support they need to navigate adolescence with calm, clarity, and confidence. I believe that supporting the emotional well-being of students is as important as safeguarding, and it is our duty of care as educationalists to provide robust platforms of support.
Creating an emotionally healthy school environment is not just a responsibility but a commitment to the future of our young people. By expanding our pastoral offer and integrating emotional support into the fabric of our educational systems, we can help students flourish both academically and personally.
Can you make a difference?
As educators, parents, and community members, it is imperative that we respond to the urgent need to ensure our schools are equipped to support the emotional health of our students. Let’s commit to creating emotionally healthy schools where every young person has the opportunity to thrive.
Join me in making this vision a reality. Together, we can expand our pastoral offer, support the emotional needs of our students, and build a brighter future for the next generation.
For more insights and strategies on supporting emotional well-being in schools, feel free to reach out or follow my work. Let’s make a difference in the lives of our young people.
Safe spaces: a process of co-creation
Written by Sherine El-Menshawy
Sherine is a Primary Education Teaching Professional and DEI Lead. She is also a DEI Associate Consultant for Being Luminary, delivering training for school leaders, and is a school governor with a focus on DEI, RSE and PSHE. Her passion and interest in DEI and all things related to identity, culture and power stem from her mixed-heritage background which has shaped her diverse personal and professional journey. She holds an MA in Cultural Studies and lived in Cairo for 11 years working in the field of International Development for UN organisations and regional NGOs.
We often talk about ‘safe spaces’ in education, as we should. The safety of all our students, staff and stakeholders is paramount and protected through our safeguarding framework and responsibilities. However, consideration of what we mean when we say ‘safe spaces’ is an area worth exploration. When we say ‘safe’ we need to be clear on what we mean. We are talking about psychological safety as well as physical safety. Both are crucial for enabling a safe, inclusive learning environment where we can all thrive. And this is where things become more complex. Can we actually be sure that we are considering the psychological safety of our students and those we have a duty of care towards if we don’t make the effort to understand how they feel, why they feel that way and how their experiences, their identity affects their sense of safety in a given environment. Is it right to talk of creating ‘safe spaces’ without doing the work of understanding the power dynamics of any given space or environment, the wider power dynamics at play and how these impact our students differently? Is it right to come up with ambitious plans of how to create ‘safe spaces’ without engaging everyone in the process? I would argue that there is a danger of missing the mark without this deeper understanding. That just as good teaching considers who students are, what they bring and where they are on their own learning journey, and adapts accordingly, schools need to do the same when talking of safe spaces. Safe spaces for who? Safety from what? And what external factors, outside of the school, may be contributing to the need for safe spaces in the first place?
Firstly, we need to explore the feelings of safety and belonging and how they impact learning. We know from our Trauma Informed training that a student who doesn’t feel safe will not be in a position to learn. Safety comes first. So perhaps if we consider, why some students find our learning environments safe spaces and are able to access and learn with ease, while others struggle we may start to understand more. If we apply this lens, we can see the impact of belonging on behaviour and in turn learning attitudes. So how equitable are we being when we rate a student’s ability without considering the impact of the environment and their sense of safety to function on their ability to learn in that space? We need to go deeper, build stronger relationships with our students to be able to see the real barriers to learning, as well as understand the power dynamics of the other relationships in the learning space or classroom.
We know that children who have experienced trauma have so much more to process in order to feel safe and to learn. We try and make accommodations for this in our schools and classrooms. But how far are we considering the child that is too fearful of putting up their hand and getting the answer wrong and asking ourselves what the barriers are for that child to confidently engage with the learning in an outward way? How much effort are we placing on fostering a safe culture in the classroom, modelling these behaviours, celebrating them between peers and insisting on them? Setting clear boundaries for all, that keep us all feeling safe. We need to be amplifying the strengths of all our pupils clearly and overtly for them and visibly in front of the rest of the class. Explicitly recognising the little triumphs that perhaps go unnoticed and encourage all pupils to do the same for themselves and for each other.
When looking at a class of children and considering their progress, what is not represented in the data is the disadvantage of not fitting in and how this impacts a child’s learning and their experience. The nuances of identity and how parental networks, language, cultural mannerisms affect how easy it is for a child to fit with the group and feel like they belong all have an effect. How far are they actively hiding aspects of their identity because they don’t feel safe to bring their full authentic selves to the space? As adults, I think we can appreciate the difficulty of not belonging and how this presents as disadvantage in terms of friends, allies, networking, connection, having a voice, being heard, being seen, self-confidence, willingness to take risks, self-esteem etc. Applying the same to a classroom of children, we need to understand exactly those dynamics, listen to our children, and actively foster an inclusive culture, which will go some way to enabling safer spaces.
We can’t assume that these principles are being endorsed and applied outside of school. In fact, we can assume that cultural biases and hierarchies are prevalent and active outside of school in the wider world and that these will impact the dynamics and realities of all our stakeholders – our children, our families and our staff. We need to consider this when we talk of safety and think about creating a truly inclusive culture. The alternative – assumptions and assertions of safety and inclusivity which is not the experienced reality of our stakeholders – only serves to disempower, alienate, isolate. It leads to masking, compounds feelings of being unsafe and essentially excludes. This can have serious consequences for mental health and learning.
What we are essentially talking about here is culture. The culture in the classroom, in the school and of course the consideration of the wider culture within which the school and the education system are positioned, as well as our home cultures which shape each of us as actors in that space. Now ‘culture’ is one of the terms that we all feel we have an idea of what it means but struggle to explain. When I embarked on my Cultural Studies Masters Degree at the Birmingham School of Cultural Studies at Birmingham University more than 20 years ago, we started by researching, and thinking developing a deeper understanding of what we mean by culture. We discussed the term at length, each of us having a different perception of what we were talking about when we used the term ‘culture’. I urge you to investigate the term yourself and consider the multiple ways and contexts in which we use the term. A simple google search will bring multiple usages and definitions, all somehow correct yet different. What we really started to understand was the fact that culture is not static, it is not fixed in time or space, it is not a thing, it has multiple dimensions and multiple understandings, meanings and applications. It is when we talk of culture as something that can be conceptualised as having a set meaning and is fixed that we find we are trying to make things fit with an assumption that there is a shared understanding of what the word means. And this is important because when we are able to understand ‘culture’ in this fluid sense, we can really see how it is collaborative, changing all the time, it belongs to us all and we all have an impact and influence the culture at any given time in any given space. One cannot be a static part of a fluid concept unless disengaged and isolated from it, and even then one’s presence, even if not overt, would influence the culture. There are power dynamics yes, but essentially culture is always changing and has the possibility to change through our interactions and engagement with each other building connection. We are all active actors in any given space or time that influence the culture. So if we now think about a classroom made up of 30 students and a teacher, we would be wrong to think that the teacher is the only one that can influence the culture of that space at that time. We would be wrong to assume that the teacher can dictate the culture and make it whatever they want it to be because cultures develop from the ways in which those sharing a space at a particular time build connection, develop common meaning, learn, interact, and engage with each other to co-create common codes of practise for those interactions. The culture is co-created by each person that shares that space and how they interact with all the other people. Each of us is different and brings something different to that space, so creating a safe culture must include everyone – it is a co-creation process and cannot be dictated and created by one person of authority from above.
With this thinking in mind, we cannot approach this fluid co-creation of culture in a particular space with a rigid approach that essentially forces its participants to fit. Instead, we need to truly understand difference and ensure we are not coming at this with our assumptions. We need to be human-centred in this pursuit. The golden rule: don’t assume that what may feel safe for you, feels safe for everyone. In the first instance, we need to engage our students with this and provide different ways for them to have a voice, express themselves. A collaborative approach is needed, understanding and learning together about safety and how inclusive practice is central to enabling us to feel safe to learn. Remember, not all students feel safe to speak out loud, but this does not mean they don’t have a voice and that their voice is not valid and central to contributing to a safe culture. We need to use various channels of communication for student voice that don’t leave students feeling exposed and vulnerable. This methodology requires careful consideration and should not only take one form. It also needs to be ongoing. Think of it as a journey we embark on together, there is no final destination, just a common direction that we are exploring together, checking in on each other as we travel.
Next, and this is so important – we need to look at our data, our context, and listen to what the data and the responses tell us. This can be difficult. We all want to believe that in our pursuit of putting the students first that we are actually achieving the aims of inclusivity and safety and it can be difficult to be confronted with pupil voice to the contrary. However, we must take comfort in the fact that engaging with this process in the first place, embarking on the journey together, listening to our students, even if we don’t like what they tell us, is us supporting them and putting their needs first. So we must properly respond to the data and include our students in that process. There is nothing worse than asking for opinions, asking questions, receiving feedback and then not actively working with that feedback. Student voice is not a one-time question, we need to keep assessing, building in lines of communication through which our students can feedback, and we need to ensure that students are involved and engaged in this process every step of the way. Remember we are co-creating and this process is fluid and developing all the time.
Finally, being open to broaden and deepen our own lens to understand the realities of those in our care is essential to embarking on the journey of co-creating safe, inclusive spaces. This is a journey of learning for us as teachers and leaders too and we need to be open and curious to the idea of creatively navigating this process. Educating ourselves on inclusivity, belonging and always positioning ourselves as a co-creator and learner is key. Safety and inclusivity are not an additional consideration to layer on top of our work they are integral to a learning environment and culture that enables everyone to flourish and grow – they are central to what we do as educators. The golden rule: don’t assume a space feels safe for others just because you say it does.
LGBTQ+ teachers don’t receive the training and support they need
Written by Dr Adam Brett
Adam has completed a doctorate exploring the experiences of LGBT+ secondary teachers. A presentation of his findings can be found here. He also co-hosts a podcast called Pride and Progress, @PrideProgress, which amplifies the voices of LGBT+ educators, activists and allies.
Originally posted on The Conversation in May 2024:
https://theconversation.com/lgbtq-teachers-dont-receive-the-training-and-support-they-need-228162
Republished with permission of the author.
LGBTQ+ teachers report feeling stressed and even discriminated against in the workplace due to their identity. This is a problem when keeping teachers in their jobs is vital. Teaching is facing a crisis in both recruitment and retention: in 2021-22, more than 39,000 teachers quit the profession.
But there is no formal support or training offered to LGBTQ+ teachers by the Department for Education. Supporting the teaching workforce who identify as LGBTQ+ and making teaching a welcoming profession should be a priority for the government.
For LGBTQ+ teachers, working in UK schools may no longer be the deeply traumatic and dangerous experience it was under Section 28 of the 1988 Local Government Act, which was repealed in 2003. This law sought to ban local authorities and their schools from promoting the acceptability of homosexuality as a “pretended family relationship”.
But LGBTQ+ teaching staff continue to face challenges such as feeling unsafe in their workplace.
Throughout their careers, LGBTQ+ teachers are placed in the difficult position of deciding whether they should conceal or reveal their sexual or gender identity. This is not a decision they are trained to deal with, nor a decision they make just once. It is particularly tricky in schools where teachers must decide if, when, and how to be open with different groups – staff, students, parents, and others involved in school life.
As an LGBTQ+ former teacher, I know first-hand the emotional tax that comes with continuously negotiating LGBT+ visibility and identity within school.
Unsafe spaces
For my doctoral research I worked with 12 LGBTQ+ teachers from a variety of contexts, including faith, private, and single sex schools. The teachers took photos to represent the spaces where they felt most and least safe within their school, and described the significance of their photos.
The teachers changed how they behaved out of fear of being seen as LGBTQ+. They did this in particular in open or visible spaces, such as when on break duty, leading an assembly or in the staffroom.
In these spaces, the LGBTQ+ teachers were fearful of comments or incidents related to their identity that they felt unequipped to deal with. One teacher said:
I give my assemblies quite often, and I don’t hide my sexuality from anybody, so the student body knows that I’m gay … but when I’m doing my assemblies I feel, I feel scared and I don’t know if it’s because I know that they know that I’m gay and therefore, I’m like afraid of them … I don’t know hurling a slur or something.
By contrast, the teachers often described their classrooms as the spaces where they felt most safe. Here, they had created their own routines, relationships and systems.
Among the 12 participants, there were teachers who had been told not to discuss their sexual or gender identity. One teacher told me that they and others had been asked to sign a non-disclosure agreement in a Catholic school: “We weren’t allowed to talk about the fact [that we were gay],” they said.
These are extreme examples. Generally, though, the assumption of heterosexuality in schools can lead to personal questions and situations that LGBTQ+ teachers often feel unequipped to deal with.
Cisgender and heterosexual teachers might be asked about their partners and families and would feel no fear of retribution or backlash in answering those questions. But what might be an entirely unremarkable conversation for a heterosexual teacher might well be deeply fraught for an LGBTQ+ teacher. This can be understood as “heterosexual privilege”.
Despite thousands of the teacher workforce identifying as LGB+, they receive no formal support or training for the challenges that they are likely to experience in their career. Sending LGBTQ+ teachers into schools without adequate support or training will probably lead to these teachers experiencing discrimination and stress.
Some teacher training providers ensure that trainees from minority backgrounds receive training and support to help them face the additional barriers they may experience in schools. However, implementation remains inconsistent.
Future reforms to the Initial Teacher Training and Early Career Framework, which outlines the minimum entitlement for trainee and early career teachers, must reflect these challenges to ensure a minimum and equitable level of provision for LGBTQ+ teachers. If they don’t, fewer LGBTQ+ teachers will enter or remain in the profession. Students and families won’t see themselves represented, and young people won’t be equipped for life in a diverse society.
LGBTQ+ people have the potential to make exceptional teachers and leaders. With the right support, they can thrive in the profession and provide young people with the role models that they desperately need.
Empowering PSHE Leadership: Leading with DEI Principles
Written by Malarvilie Krishnasamy
Malarvilie is a seasoned leadership consultant, coach, and trainer with over 20 years of experience in education. As a former history teacher and senior leader, she passionately advocates for coaching as a catalyst for transforming school cultures. Malarvilie offers accredited courses, endorsed by The Institute of Leadership, which develop emotional intelligence and assertive leadership skills. Her reflective and supportive programmes enhance staff morale and well-being, promoting humanity in leadership. A vocal proponent of equity, diversity, and inclusion, she actively engages as an ally through speaking engagements, workshops, and amplifying the work of others. Malarvilie is also deeply committed to promoting Personal, Social, Health, and Economic (PSHE) education, recognising its pivotal role in nurturing well-rounded individuals.
I’m excited to tackle a topic that’s not just important but essential in education: leading PSHE with a DEI (Diversity, Equity, and Inclusion) lens. As educators, we know that PSHE isn’t just about teaching facts; it’s about nurturing well-rounded individuals who are equipped to navigate the complexities of life. That’s why it’s crucial to infuse DEI principles into our PSHE curriculum, acknowledging and respecting the diverse cultural backgrounds and experiences of our students. Join me as we explore how embracing DEI principles can transform PSHE education and create a more inclusive learning environment for all.
In many cultures, discussions about puberty, relationships, and sexual education may not happen at home. This leaves young people to rely solely on their friends or inaccurate information from the internet. This highlights the importance of PSHE education as a reliable source of accurate information. By providing comprehensive and inclusive PSHE/RSE in schools, we can ensure that all young people have access to the correct information, regardless of their background or cultural context.
Moreover, fostering an inclusive environment in PSHE lessons creates a safe space where students feel comfortable discussing their experiences and asking questions. This helps break down barriers and ensures that every student feels valued and supported in their journey through puberty and relationships, not just in terms of biological changes but also emotional and social aspects.
But leading PSHE isn’t just about delivering lessons; it’s about cultivating a whole-school approach to well-being and inclusivity. This involves considering staff values and providing them with comprehensive training sessions to navigate sensitive topics effectively, ensuring alignment with the values of the school, the curriculum, and the 2010 Equality Act. Staff members, while bringing their own values, must understand and adhere to the principles outlined in the Act, which mandates the promotion of equality and diversity within educational settings.
Additionally, understanding local and national statistics regarding teenage health issues, such as drug use, alcohol misuse, underage sex, lack of condom use for teenagers, and teenage pregnancies, equips educators with evidence to emphasise the importance of PSHE education. By sharing this information and ensuring staff awareness of their duty as PSHE teachers within the British curriculum, we can empower them to confidently and effectively deliver PSHE education, thereby supporting the well-being of our students.
But PSHE leaders often get left out in the cold. Schools know PSHE is important, but they don’t always give leaders training to lead effectively.
The challenges faced by PSHE leaders extend beyond traditional teaching roles. Effective communication with staff, parents, and students is paramount, but the support in developing these skills often falls through the cracks. PSHE is a whole school subject. Unlike other subjects, it’s rare to have dedicated PSHE teachers, and leaders must coordinate a diverse group of educators, each with their primary subject expertise. This aspect is often underappreciated, with a mere 1 management point failing to reflect the intricacies of PSHE leadership.
Additionally, the unique pedagogy required for PSHE is often overlooked in training programs, preventing the ability to deliver PSHE effectively. It’s time to invest in the professional development of our PSHE leaders.
That’s where the Level 5 Inclusive and Progressive Leadership of PSHE Course comes in—a comprehensive solution to bridge these gaps. This course equips PSHE leaders with the skills, knowledge, and awareness needed to excel in their roles. From diplomacy and communication to the unique pedagogy of PSHE, this program addresses every facet of effective PSHE leadership.
Conclusion
Leading PSHE with a DEI lens is not just a responsibility; it’s a commitment to creating a safe, inclusive, and empowering learning environment for all students. By incorporating diversity, equity, and inclusion into our approach to PSHE, we ensure that every young person receives the support and education they need to navigate the challenges of puberty, relationships, and well-being.
Equipping staff with the necessary training and awareness of their duties under the 2010 Equality Act empowers them to deliver PSHE education effectively, promoting the health and well-being of our students. Let’s continue to champion a holistic approach to PSHE leadership, where every student feels valued, respected, and supported in their journey toward adulthood.
Click HERE to download your free PSHE DEI self-assessment!
Click HERE to download your free KS2 or KS3 Diverse Perspectives self-assessment!
Also for further resources have a look at the The Diverse Educators’ Inclusive RSHE Toolkit – Inclusive RSHE Toolkit | Diverse Educators We are collating a growing bank of resources to help you to review and develop how inclusive the RSHE provision is in your school.
Section 28: 20 Years On
Written by Hannah Wilson
Founder of Diverse Educators
Yesterday marked 20 years since Section 28 was repealed whilst also celebrating Trans Awareness Week. There is a brilliant thread on X here breaking down the key information all educators should know about this piece of problematic legislation which weaponised an identity group.
20 years ago, I had joined the teaching profession as a NQT at a boys’ school in Kent.
Homophobia was an issue.
I cannot remember having any training on my PGCE or in my NQT year about prejudice-based behaviour.
I cannot remember Section 28 being mentioned in either training programmes either.
After a year, I moved to London for a Head of Year role at a boys’ school in Surrey.
Homophobia was an issue.
But I felt more empowered to tackle it and I delivered the ‘Some People Are Gay – Get Over It! assemblies from Stonewall.
After three years, I then moved to a co-ed school in Mitcham.
Homophobia was an issue.
But we had strong whole school behaviour systems and consistent accountability so we tried to keep on top of it.
I also leveraged my pastoral and my curriculum leadership responsibilities to educate and to challenge the attitudes of our students.
After six years, I moved to a co-ed school in Morden as a Senior Leader (still in the same trust).
Homophobia was an issue.
But we had zero tolerance to discrimination and robust behaviour systems in place so we chipped away at it.
Three years later I relocated to Oxfordshire to be a Headteacher of a secondary school and Executive Headteacher of a primary school.
Homophobia was an issue.
But as a Headteacher with a committed SLT and visible role models, we hit it head on.
One of my favourite assembly moments in my twenty years in education was Bennie’s coming out assembly at our school. The courage and vulnerability she embodied as she shared the personal impact of the harmful attitudes, language and behaviour humanised the problem. We braced ourselves for the fallout, for the criticisms, but she was instead enveloped with love and respect by our community instead.
20 years on… six schools later…
Thousands of students… thousands of staff… thousands of parents and carers…
Homophobia was an issue – in every context, in every community, to a lesser or greater extent we have had to tackle prejudice and discrimination directed explicitly at the LGBTQ+ community.
Since leaving headship I have run a PGCE, consulted for national organisations, trained staff in schools, colleges and trusts (in the UK and internationally), coached senior leaders.
I am not a LGBTQ+ trainer – we have experts with lived experience who train on that. I speak about DEI strategy, inclusive cultures, inclusive language, inclusive behaviours and belonging. Yet, in every training session the experience of the LGBQT+ community comes up. It comes up especially with educators who started their careers in schools pre-2003 who talk about the shadow it has cast over them. It comes up with those starting their careers in schools asking when at interview you can ask if it is okay to be out.
Section 28 may have been repealed, we may be 20 years on, but have we really made any progress when it comes to tackling homophobia in our schools, in our communities and in our society?
Homophobia was and still is an issue.
As a cisgender, heterosexual woman homophobia has not personally impacted me. I have never had to hide my sexuality. I have been able to talk openly about who I am in a relationship with. I have not had to navigate assumptions, bias nor prejudice when it comes to who I date, who I love and who I commit to. This is a privilege I am aware of, but that I have also taken for granted.
A ‘big gay assembly’ may have been one of my professional highlights, but one of my personal low points was going on a night out to a gay club in Brighton in my early thirties, and my gay male friend being beaten up in the toilets in a supposed safe space by a homophobic straight man.
This is the reality for a lot of people I care about. Family, friends and colleagues who do not feel safe in our society. Members of my network who often do not feel safe in our schools.
It is our duty to ensure that our schools, our system and our society are safe for people to just be.
To be themselves… to be accepted… to be out at work (should they wish to be)… to be in love… to be able to talk about their relationships and their families…
It is our duty to ensure that we see progress in the next 20 years – as we are seeing a scary global regression of LGBTQ+ rights.
It is our duty to counter the current rhetoric – especially when it comes from our politicians who are weaponizing the LGBQT+ community.
It is our duty to challenge the haters and the trolls – if we as educators do not tackle it, then who else will?
Our gay students, staff, parents and carers need us to be allies. They need us to stand up, to speak out and to say this is not okay, this is enough.
Some signposting for organisations and resources to support you and your school:
Partnerships:
- Schools Out UK – they run LGBT History month and we collaborate on activities.
- Educate and Celebrate – they ran our LGBTQ+ training and school award for us.
- LGBTed – we hosted their launch at our very first #DiverseEd event.
- No Outsiders – we collaborate with them and celebrate their work.
- Pride and Progress – we partner with them and support their work.
- Just Like Us – we collaborate with them and amplify their Inclusion Week.
- Diversity Role Models – we collaborate with them and amplify their great resources.
- There are lots of other brilliant organisations and individuals working this space listed in our DEI Directory here.
Communities:
- ASCL – LGBTQ+ Leaders Network
- NAHT – LGBTQ+ Network
- NEU – LGBTQ+ Inclusion
- Pride and Progress – have an active P&P group in the #DiverseEd Mighty Network.
Books:
- Paul Baker – Outrageous
- Jo Brassington and Adam Brett – Pride and Progress
- Shaun Dellenty – Celebrating Difference
- Catherine Lee – Pretended
- Daniel Tomlinson-Gray – Big Gay Adventures
Podcasts:
Blogs:
- Amy Ashenden – Faith as a Barrier
- David Church – Take Back the Narrative
- David Lowbridge-Ellis – Keep Chipping Away
- David Weston – Pride Matters
- Dominic Arnall – Primary School Storytime
- Dominic Arnall – Section 28 is Still Hanging Over Us
- Gerlinde Achenback – Age Appropriate
- Ian Timbrell – Fight Against RSE
- Jared Cawley – My Wellbeing
- Katherine Fowler – Audit Your Curriculum
- Peter Fullagar – Don’t Look Back
- Rob Ward – Parents Support It and Students Want It
- STEP Study – Improving Support
- Vicki Merrick – Increasingly Visible
Resources:
- Bethan Hughes and Holly Parker-Guest – LGBT+ Inclusion toolkit
- David Lowbridge-Ellis – The Queer Knowledge Organiser
Training:
'Teaching Transgender Awareness Using No Outsiders' - new film resource for schools
Written by Andrew Moffat
Andrew Moffat has been teaching for 25 years and is currently PD Lead at Excelsior MAT. He is the author of “No Outsiders in our school: Teaching the Equality Act in Primary Schools” and “No Outsiders: everyone different, everyone welcome”. In 2017 Andrew was awarded a MBE for services to equality and diversity in education and in 2019 he was listed as a top ten finalist in the Varkey Foundation Global Teacher Prize.
This week is Transgender Awareness Week which is a great opportunity to launch our new film, “Teaching Transgender Awareness using No Outsiders. The film shows that there are trans children in our schools today and many of those schools are doing an excellent job keeping them safe.
The Keeping Children Safe In Education guidance (Gov.UK, 2023) sets out expectations for schools to safeguard LGBT children;
“Risks can be compounded where children who are LGBT lack a trusted adult with whom they can be open. It is therefore vital that staff endeavour to reduce the additional barriers faced and provide a safe space for them to speak out or share their concerns with members of staff.” (para 204)
Schools in England and Wales are currently waiting for DfE guidance on gender and gender identity. In July 2023, The Times reported that proposed gender guidance had been pulled;
“A Whitehall source said that No10 and Badenoch had out forward a series of proposals to strengthen the guidance to the attorney general and government lawyers. The strongest – and a reflection of the governments concerns – was a blanket ban on social transitioning.” (Swinford, 2023)
The article quoted a government source saying:
“More information is needed about the long term implications of allowing a child to live as though they are the opposite gender and the impact that may have on other children too.” (Swinford, 2023)
The aim of this new film from No Outsiders is to show that schools are already working successfully with trans children and their parents. Schools are delivering age-appropriate lessons where children demonstrate knowledge and understanding and are taught about non-judgement, respect and acceptance of others.
My aim was to make a gentle film to take the heat out of the debate. In the film, we see Sam, a trans man living in Birmingham, return to his primary school to meet his former Y6 teacher. Sam sits in the seat where he sat as an 11 year old, and they discuss how his life has changed since then. His teacher describes how the school has moved on to reflect equality and inclusion today. Sam watches and comments on footage of a No Outsiders lesson at a school in Hertfordshire where transgender awareness is taught, and we hear Year 6 children speak eloquently on the subject. The film shows two parents (one is Sam’s Dad) talking about their experiences bringing up a trans child and the huge support they received from their respective schools. We also see Year 6 children in Bristol discuss texts used in their lessons and respond to the question, “Are you too young to know about this?”
I really wanted to show in this film that parents are working with schools, schools are listening, teachers are working hard to get it right. There is nothing scary or unusual about this. As teachers, we are good at putting the best interests of the children we teach at the heart of our policy and practice. My message to the DfE is, please let us get on with it. Schools want to get this right; we want to work with parents and children to create an environment where every child knows they belong.”
So, what now? What to do with the film? My first thought was to put a link on X (formerly twitter) and the No Outsiders facebook page, but I am aware of the toxic debate around this subject currently and I want to protect all the children and adults in the film. Of course, I realise once it is up on youtube, I lose control of who watches and where it goes, and in the coming months it may well pick up negative responses. but I feel in the first few weeks at least, for the first few views I would like allies to be seeing it. So, I immediately thought of Diverse Educators; a place where educators meet and support each other to make the world a better place. This should be the early audience for the film. Please feel free to share with friends and colleagues, show in staff meetings and use as a stimulus for discussion. I want people to see it. I hope people find it useful.
Watch the film here and feel free to share as you wish. https://www.youtube.com/watch?v=CIH7I_SEU0E&t=3s
What is No Outsiders?
The ‘No Outsiders’ programme was created in order to build an ethos of community cohesion and respect for difference. It has had a positive impact on schools, teachers, children, and communities and has received widespread commendation within the education sector. In 2017, CEO Andrew Moffat was awarded an MBE medal by The Queen (UK) for equality and diversity work in education. In 2019 he was a top 10 finalist in the Varkey Foundation Global Teacher Prize: a $1million award for outstanding contributions to the profession.
Teacher training related to the ‘No Outsiders’ programme has had widespread recognition. In the year 2023 January – November, Andrew Moffat has delivered No Outsiders training in 85 schools across the UK, and at numerous conferences and events, teaching over 35,000 children a No Outsiders lesson and training over 11,000 staff.
The No Outsiders guide “No Outsiders: everyone different, everyone welcome” is available here https://www.amazon.co.uk/s?k=andrew+moffat&crid=3OT7CA7JHVOS2&sprefix=%2Caps%2C308&ref=nb_sb_ss_recent_1_0_recent
A new No Outsiders scheme will be published April 2024.
Take Back the Narrative: Reflections on #DiverseEd Conference
Written by David Church
David is an LGBTQ+ education consultant and former Deputy Head Teacher. He has over 10 years experience in education and is passionate about supporting schools to develop an LGBTQ+ inclusive culture and curriculum. Outside of education, David is a Regional Ambassador for It Gets Better UK.
Attending the #DiverseEd Conference in Bristol on Saturday felt perfectly timed. The backdrop of recent developments from the UK government regarding the trans community weighed heavily on my mind as I prepared for the day ahead. It seemed as if the trans community was under siege from multiple angles: teachers potentially being allowed to discriminate against trans young people in schools (https://www.thepinknews.com/2023/09/23/ehrc-guidance-trans-misgendering-pupils-schools/) and the proposed ban on trans women from women’s wards (https://www.theguardian.com/society/2023/oct/03/trans-hospital-patients-in-england-to-be-banned-from-female–and-male-only-wards).
As a cisgender gay man who had previously faced adversity under the infamous Section 28 (and the legacy since), I felt a deep empathy for the trans community, witnessing their increasing vulnerability and the reported surge in hate crimes against them (https://www.gov.uk/government/statistics/hate-crime-england-and-wales-2022-to-2023/hate-crime-england-and-wales-2022-to-2023).
As an LGBTQ+ education consultant, I was acutely aware that action was needed to ensure the safety of trans+ children, young people, and staff in schools. Fortunately, the conference offered a range of sessions on just this, highlighting the need for greater trans inclusion & diversity.
Every session I attended resonated with me on both a personal and professional level, but my mind was consumed with the urgent need to address the ongoing challenges faced by the trans community.
The first workshop I attended was led by Sarah Bonnell School, focusing on social justice in schools and empowering students to enact change within their communities. Their discussion of “cold anger” as a catalyst for change struck a chord with me (https://www.psychologytoday.com/gb/blog/brave-talk/202109/4-types-anger-everyone-should-know-about). This anger, when harnessed, could drive the transformation needed to combat the prevailing discourse around trans inclusion.
Equally, Shaun Dellenty’s keynote, highlighted the importance of challenging the narrative of fear and division, emphasising that we are stronger together, whether or not we identify as trans. The theme that stuck in my mind: How do we channel this anger and negative energy into positive action?
Similarly, in Bennie Kara’s keynote, the power of stories to reshape narratives was explored. She discussed how we need to move beyond viewing the trans community as victims or dangerous (a perception which has continuously been fed by media and entertainment). The history of LGBTQ+ rights is full of unsung heroes such as Marsha P. Johnson and Sylvia Rivera, who spearheaded the original Stonewall uprising. Yet, their stories are often overlooked in the narrative of our school curricula.
It is imperative that we teach about these individuals to reframe the narrative and challenge prejudices and biases. This will foster a more respectful society, one that goes beyond mere tolerance to genuine acceptance of every individual, regardless of their identity.
Jo Brassington, in their session on trans and non-binary inclusion in schools, passionately reminded us that silence and indifference regarding trans+ inclusion make us complicit. It reminded me of the words of David Morrison, Chief of Army in the Australian Army, which echo this sentiment: “The standard you walk past is the standard you accept.”
This is not about understanding what it means to be trans but about having compassion and acceptance for every trans person; knowing them as individuals and hearing their story. Stories have been central to human culture since time began, and it is now time to reshape these stories in the public eye. As agents of change, we must stand with the trans community, working towards a compassionate view that acknowledges them as individuals.
The #DiverseEd Conference offered a glimpse into the power of collective action, empathy, and storytelling to take back the narrative, ensuring that the voices and experiences of the trans community are heard, respected, and valued. We, as educators, have a unique opportunity to lead this transformation, shaping a more inclusive and compassionate society by ensuring our curriculum fosters a positive narrative of a range of trans people; from the books we read, to the significant role models we explore and the policies we have in place. Taking back the narrative is not just a goal; it’s a collective responsibility that we must all be conscious about in our schools.