Turning Vision into Action: Practical Steps for Building Diverse and Inclusive School Governance

Krystian McInnis portrait

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.

  1. 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.
  1. 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.

 

  1. 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.
  1. 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.
  1. 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?

by Hannah Wilson

Reflecting on the real-world application of my gender justice research

Angharad Morgan portrait

Written by Angharad Morgan

Angharad is a Secondary Social Science teacher in Newcastle and Gender Action Programme Lead. She has also recently taken on a Research Assistant role at Liverpool University, working on the Men4Change impact project. Alongside this, Angharad is undertaking her PhD in Education and Social Justice at Lancaster University. Her research uses feminist and queer theory to look at the role of male facilitators in challenging models of masculinity. Angharad is President of the NEU Newcastle District and will be Assistant Branch Secretary from September. Any spare time is spent outdoors with her 8-year-old daughter, and her ability to read and walk simultaneously saves a lot of time.

In 2019, at the age of 29 I decided to retrain as a teacher. I’d become a single mother at 26 and that slightly unexpected turn of events changed my life trajectory forever. I’d always been interested in education and teaching, something which perhaps I didn’t realise initially; from volunteering with classes in school to joining the Aimhigher programme whilst at university. 

In my short time as a teacher, I had seen an apparent lack of justice, so this inspired me to act. When I received my acceptance letter onto the PhD in Education and Social Justice in 2022, I wept with joy and didn’t realise how much there would be to learn. It was a long way from my MSc in forensic psychology 11 years prior. I had the opportunity to write on a range of topics and my perceptions were challenged and understanding tested by each passing paper. Now, in 2025, I am halfway through what I have affectionately named “The Big One”, a modest 45,000-word thesis which will soon qualify me to be a Dr that responds in an emergency (albeit a social justice one). 

My passion has always been gender justice, and I believed that I would spend my time working with women and girls and their experiences of navigating the education system.  However, I had also spent a lot of time reading and talking about notorious influences and began to reflect on the types of masculinity they promoted. I noticed several programmes that worked with men take centre stage in recent years. I therefore wanted to gain an insight into how the male facilitators working in gender justice go about their work. 

  • How do they navigate models of masculinity?  
  • What does masculinity mean to them?
  • How do they perceive themselves in a traditionally female-led environment? 
  • What motivated them to want to do that work? 
  • How do they recognise intersectionality?

Over the past 9 months I have been exploring the answers to these questions with 12 male youth facilitators working in the North of England. I used semi-structured interviews and photo-elicitation (an arts-based method in which participants were asked to provide a photo of what they perceived to represent masculinity) to explore facilitators experiences in the gender justice space. I was incredibly lucky with the participants’ insight and honesty.

As a teacher, it is important that any research I do has practical applications in an educational space. It’s all very well having theories, but they need to be practical and accessible to educators. In my recent talk at the RWBA’s Empowering Youth Conference I was asked some fantastic questions, but there was one that I didn’t get a chance to respond to, around the real-world application of my research. As my work has evolved, I’m beginning to understand it’s possible impact and application in education in the following ways:

  • The importance of collective action for gender justice to truly be a reality. All educators need to be equipped to respond to challenging topics and feel confident to embed this in their practice. This means that teacher training and universities need to step up and prioritise discussions of gender, sexuality, mental health and healthy relationships with students (and colleagues!). 
  • Relationships with young people based around their exploration, questioning and critical thinking are key to opening up conversations. Many educators would aspire to this, but there needs to be an environment and culture within education that allows this to happen. How can educators be given the capacity to create these learning spaces?  
  • Although my research has focused on the role of male facilitators, over 75% of staff in schools/nurseries are women. Therefore, we need to identify how we can continue to have these open conversations with young boys, whilst also recognising that many of these conversations will be facilitated by women. Many schools do not have the budget to bring in external facilitators and male teachers cannot be expected to be experts on these topics. Therefore, female educators need to be engaged in these discussions as well. 
  • The importance of identity, belonging and reflection. My participants vocalised how this work has made them reflect on their positionality. As educators, we must reflect on our own positionality in our educational space, considering what brought us there. We can also explore our influences and how this impacts how we respond to young people and colleagues around us. It can be easy in these discussions to ignore the differing identities and experiences of the people we teach and work with.

I’m looking forward to further analysing my interviews over the next year and I hope that my work will add further insight into how we can continue to grow the gender justice movement at a time when these discussions are being silenced. 

by Hannah Wilson

My Experience as a Speaker at the Diverse Educators Conference in Scotland: A Step Towards Change

Sadia Hussain-Şavuk portrait

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.

by Hannah Wilson

Reimagining School Leadership: Diversity as a Catalyst for Transformation

Krystian McInnis portrait

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:

  1. 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?
  2. What steps can schools take to dismantle the barriers that prevent underrepresented groups from accessing leadership roles in governance?
  3. 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.

by Hannah Wilson

Diversity, Equity, Inclusion, and Belonging in Leadership: Shaping the Future of the Teaching Workforce

Susi Waters portrait

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.

by Hannah Wilson

From Lettuce to Leadership: The Recipe for Real DEIB in Schools

Sharon Warmington portrait

Written by Sharon Warmington

Sharon is a diversity of race advocate and trainer, and CEO of the National Black Governors Network. She is an experienced academy trustee and school governor, corporate governance specialist. As an international Governance Practitioner and local school Governor, Sharon Warmington is also a public speaker, facilitator and a strategic leader, having worked nationally and internationally on projects in the private, public and third sector.

The room fell silent. A lone voice cut through the air like a scalpel.

“If we always do what we’ve always done, we’ll always get what we’ve always got.”

A murmur of agreement rippled across the table, but the truth hung heavy. Governance in education wasn’t evolving fast enough. The diversity deficit on school boards was glaring, and yet the solution was tantalisingly within reach.

Diversity, Equity, Inclusion, and Belonging (DEIB). A well-rehearsed mantra, a neatly arranged acronym, but in practice? Too often, it was all lettuce—bland, predictable, offering little more than a base layer. And just like a dull, uninspired salad, governance without true DEIB lacked texture, colour, and depth.

The First Ingredient: Diversity

Imagine stepping into a kitchen with only one ingredient. The outcome is predictable—uninspiring, repetitive, and ultimately ineffective. The same is true for governance.

Without representation across different racial, ethnic, gender, and socioeconomic groups, leadership decisions are made in an echo chamber. Diversity isn’t a ‘nice-to-have’; it’s the foundation upon which every other principle of DEIB is built. Without it, equity and inclusion remain unattainable.

The Dressing: Equity

Equity isn’t about throwing different ingredients into the mix and hoping for the best. It’s about recognising that some have been denied access to the kitchen entirely.

A governing board dominated by a single demographic can never truly understand the systemic barriers faced by underrepresented communities. Equity means creating real opportunities, ensuring those at the table have the tools, training, and access they need to contribute meaningfully.

It’s the dressing that brings balance—without it, even the freshest ingredients fail to shine.

The Crunch: Inclusion

Diversity and equity alone are not enough. Inclusion is the crunch, the bite, the assurance that every voice at the table is not just heard but valued.

A tokenistic approach—where individuals from diverse backgrounds are present but sidelined—rings hollow. Effective governance ensures all voices are not just present but shape the conversation. That means active listening, real participation, and a culture where speaking up is met with action, not silence.

The Secret Ingredient: Belonging

The final element, the one that brings it all together, is belonging.

A salad with great ingredients but no harmony is still a mess. The same applies to governance. If board members feel like outsiders—constantly having to prove their worth, explain their existence, or justify their perspectives—then DEIB has failed.

Belonging is the ultimate goal. It’s the point where leaders no longer ‘accommodate’ difference but celebrate it. It’s where representation is no longer an initiative but an expectation.

The Governance Gap: A Recipe for Change

The Department for Education (DfE) mandates that schools and trusts prioritise diversity in governance. The Public Sector Equality Duty requires active promotion of equality and inclusion. And yet, how many governing boards truly reflect the communities they serve?

The data tells its own story. Governing boards remain overwhelmingly white, predominantly male, and heavily weighted towards those over 50. Meanwhile, young voices, Black and Asian perspectives, and disabled representation remain painfully absent.

The solution? A new approach.

Turning Theory into Action

If schools are serious about DEIB, they must move beyond rhetoric. This means:

  • Mapping the gaps: Who is missing from your governing board?
  • Expanding the search: Looking beyond the usual networks—engaging with Black professional groups, student unions, disability organisations.
  • Creating real pathways: Making governance accessible for those who may never have considered it.

DEIB isn’t about optics—it’s about outcomes. Schools with diverse governance bodies are better equipped to navigate the complexities of modern education. They make stronger decisions, build more inclusive policies, and ultimately create better environments for students.

The Call to Action

So, the question isn’t whether DEIB is important—it’s whether we’re brave enough to do the work.

Are we prepared to step beyond our comfort zones? To challenge long-standing norms? To build governing boards that truly represent the schools they serve?

The choice is ours. We can keep serving up plain lettuce, or we can create something extraordinary.

by Hannah Wilson

Inclusive Recruitment: 20 Tips to Consider

Hannah Wilson portrait

Written by Hannah Wilson

Founder of Diverse Educators

‘Diversifying Recruitment’ and ‘Inclusive Recruitment’ are two terms that we often hear being mentioned frequently in education circles, but what is the difference in approach?

Diverse or diversifying suggests the focus is on finding diverse candidates. Inclusive or ‘inclusifying’ (phrase coined by Professor Paul Miller which we have adopted) suggests the focus is instead on including diverse candidates. A subtle and nuanced difference which makes the commitment more authentic and meaningful for all parties.

As fans of Simon Sinek’s ‘Golden Circle’ from his TED Talk: ‘Start With Why’, we would suggest that you start in your thinking and in your discussions as an educational employer, by using the model (Golden Circle = Why > How > What) to map out and align the purpose of recruiting differently. 

Example 1: 

  • Why do we want to diversify our staff body?
  • How diverse is our community and how does this compare to our various stakeholder groups?
  • What impact/ legacy are we striving for by diversifying our staff?

Example 2:  

  • Why do we want to make our recruitment process more inclusive?
  • How inclusive are our existing policies, processes and practices?
  • What is the impact of a more inclusive approach to our recruitment and to our workplace?

The clarity of understanding what we are trying to change and why we are trying to change it, is an important starting point in transforming how we do things. Moreover, becoming more conscious, confident and competent in identifying and removing/ reducing existing barriers facing candidates in the recruitment process is an ongoing training priority.

A shared understanding, a shared language and a shared approach will lead to a greater consistency in experience for all.

Some key language to consider and explore:

  • ‘Unconscious bias’ – have we discussed this in advance of starting a recruitment process and have key stakeholders had training?
  • ‘Glass ceiling’ – are we aware of where this sits above the women in education in the system and in our own organisation?
  • ‘Concrete ceiling’ – are we aware of where this sits about the people of colour in education in the system and in our own organisation?

Moreover, have we discussed, are we values-aligned and do we have a strategic approach when it comes to topics such as flexible working and the pay gap? 

We get asked a lot to support schools, colleges and trusts in their approach to recruitment, but the request is often too late in the process to make a real difference and to make changes meaningful. There are some quick wins you can make in the short term to create a more inclusive recruitment  process and experience, but really this needs to be a medium to long term project and we need to be planning for Summer 2025 and Autumn 2025 activities to get us better prepared for the Spring 2026 recruitment.  

Here are 20 tips to reflect on and discuss with colleagues: 

Tip 1: Review the JD & PS – particularly look at what  is down as being ‘desirable’ v ‘essential’ as some people will not apply if they do not meet all of the criteria. We are creating false barriers e.g. you must have the NASENCO or NPQH award to apply for this job is incorrect – they can be working towards it or start it once appointed.     

Tip 2: Review the Job Advert – screen the wording for bias and especially review any gendered language. Some language choices will suggest only a certain type of candidate should apply e.g. for headship a leader ‘with gravitas’ might lead to more male candidates applying.

Tip 3: Articulate your DEIB Commitment – consider where in the initial documentation would a candidate know that you are on a DEIB journey and truly committed to change as an organisation.  Do you have a DEIB statement that can be lifted and included? A policy and/ or a DEIB action plan that can be hyperlinked? 

Tip 4: Share your Commitment to Flexible Working – research shows us that by mentioning an openness to flexible working you get an increase in applicants. Since the Flexible Working Bill was passed the system has had to consider flexible working as a recruitment tool as well as a retention tool. Make it explicit from the beginning of the process what might be possible so candidates do not waste your time and you do not waste their time either!

Tip 5: Consider where to Advertise – if we keep doing the same we will keep getting the same. Some Jobs Boards are very expensive and draw a certain audience. Diversifying where you are advertising can also lead to you finding more diverse candidates. E.g. for governance you can post adverts in special interest Linkedin groups and networks such as Black Governors Network.

Tip 6: Consider who is Sharing the Advert and where / to who – recruitment needs to  become a team sport and not just the work of HR. If your staff are outward facing and are on socials, ask them to share opportunities with their networks. Push it beyond the immediate network around the organisation to find people beyond that. 

Tip 7: Review the Application Form – you might already be doing all of the above and wondering why it is not working, but have you looked at the fields the candidate has to complete at application level and the information they have to read as often forms are out of date and undermine the DEIB work that is happening e.g. asking a question like What is your gender? With binary answers like M/F. How would someone trans or non-binary complete this question? How might this put off trans allies from applying too?

Tip 8: Review your ‘Shop Window’ – your organisation’s website and your social media accounts also need reviewing and updating so everything is harmonised. If you are saying in the call to action you are interested in hearing from diverse candidates who reflect the diversity of the local community, but your website imagery does not reflect this it creates dissonance. If the person running the social media accounts has not been briefed and is only amplifying white, male thought leaders and people who share exclusionary content online, this will contradict the DEIB commitment you have articulated and this will lead to further self deselection.

Tip 9: Create a ‘Blank’ Selection Process – lots of organisations pride themselves on running ‘blind’ recruitment processes. Consider how ableist this language is and how it might undermine your commitment to DEIB. Is there another way of sharing what you are doing to try to remove bias in the process from blanking out names, race, age, salaries and institutions candidates have worked/ studied at?

Tip 10: Diversify who is Involved in the Long and Short Listing Process – bias creeps in as soon as applicants start arriving. Different people reviewing and handling the applications will have their own biases around spelling, punctuation and grammar, around font choice and formatting, around language choices before you even start digging into the details. Consider who is involved in creating and applying the selection criteria and how you score the application.  

Tip 11: Articulate in the Invitation to Interview what Support is Available – instead of waiting for diversity to wave at you and say ‘hey, I am different and need this from you…’ consider leading with what you can offer as adjustments and support, and share this with all candidates. E.g. On the day you will have access to allocated parking, a lift, a quiet room, a prayer room… we serve Halal food in our school kitchen. People will feel more comfortable confirming what they need to thrive at the interview, but this will also show all candidates that you are fully committed to inclusion.    

Tip 12: Send out Interview Questions out in Advance – many institutions are now sending questions out in advance to support neurodivergent applicants with processing time. But this approach also benefits other candidates including those who are less confident, introverted or who have had some time out of the system. Everyone will perform better! There are concerns that people will cheat and use ChatGTP to craft responses but we will be able to identify a contrived response and interrogate further.   

Tip 13: Create an Accessible and Inclusive Interview Experience – ensure the interview format, tasks and briefing documents are accessible for all candidates, thus removing any barriers. Build in a task or a question to check for values alignment to your organisational commitment to DEIB. Values tasks can be scenario-based but can also be sent out in advance to reflect on and prepare as a pre-task to share at the interview.

Tip 14: Consider all of the Candidate Touchstones – curate the range of people that the candidates will interact with at each point of the process from ringing up to book a visit, coming for a pre-interview tour, to the day itself and communications from the HR lead before, during and after. Where are the opportunities for candidates to see themselves and other diverse identities in the process?

Tip 15: Be Authentic and Honest, Avoid Being Performative – we get regular feedback from candidates that they appreciate transparency from prospective employers. If an organisation can identify and articulate their gaps/ shortcomings this acknowledges that they are aware of their gaps and they want to do better in representing the diversity of their community in the diversity of the staff body. We are also aware that some organisations use stock images of diverse staff and center a couple of children from marginalised identities in all of their marketing materials.    

Tip 16: Close the Training Gaps for HR, SLT, Governors and Administrative Staff –  creating a more inclusive approach to recruitment to diversify the staff, takes a lot of time and energy. This starts with identifying the training needs of all of the stakeholders potentially involved in recruitment. The DEIB training needs to be scheduled, in advance and form part of an ongoing commitment to upskilling all managers and leaders in HR matters to bring the people strategy to life. We know that we need Safer Recruitment training in place, wrap the DEIB and unconscious bias training around it.        

Tip 17: Plan for Induction – finding and securing candidates is the start of the journey of onboarding new staff into your team to ensure they are included. As new staff are oriented into your ways of working, ensure that DEIB is a golden thread. Have a standardised DEIB session for line managers to deliver to all new staff at the start of each term, or get your DEIB lead to deliver it or pre-record it so everyone gets a consistent message. 

Tip 18: Outline Development Opportunities – see the vacancy as an opportunity to showcase  how you develop and nurture your staff. Find an opportunity at interview or in the interview documentation to share the talent management strategy and what CPD is on offer. This will inspire and motivate staff, and affirm that you invest in your staff including offering coaching and mentoring to empower them to have impact in their roles.  

Tip 19: Focus on Retention as much as Recruitment – efforts are often focused on recruitment, but we also need to pay attention to staff retention. We need to regularly scrutinise and share our attrition data, identifying patterns and trends. If we are losing our mothers, how family-friendly is our school? If we are losing our neurodivergent staff, how neuro-inclusive are we? Exit interviews are too late to find out what is going on and what is going wrong, create feedback loops to listen and learn from staff surveys/ staff voice around levels of inclusion and belonging to make regular tweaks to the approach.    

Tip 20: Give and Get Feedback from all of the Candidates – we hear from so many candidates who are not offered feedback following an interview, or who receive feedback that is not specific, constructive nor helpful for their development. Build into the process how feedback will be harvested and cascaded, see this as part of the value-add to all candidates but also as an opportunity to show your commitment to staff development. Also ask for feedback, be open to what worked and did not work to consider changes in future interview activities.  

Our biggest advice is plan ahead and design for inclusion. These tips can all feed into a longer term piece of strategic work around your talent management process and people strategy. A strategic approach to inclusive recruitment and diversifying the workforce means we are focused on being proactive, preemptive and preventive instead of being reactive. 

We have worked with some trusts where the training starts in May, the summer term is spent mapping milestones out with key stakeholders. The HR and recruitment team spend the summer period whilst schools are closed to review and update documentation. Then in the Autumn updates can be shared through meetings and training sessions for all stakeholders involved in recruitment. This means that our processes, policies, practices and people will be ready for the big push on recruitment from the Winter/ early Spring. 

Our call to action is to be brave and to commit to doing things differently. This might include:

  • Becoming more outward-facing as an organisation
  • Creating a campaign about what it is like to work/ why you should consider working at the organisation
  • Articulating your Employer’s Promise in multiple ways on your socials
  • Growing the network around the organisation
  • Holding recruitment days and open events for the organisation
  • Hosting events and training to create a buzz around the organisation
  • Keeping a pipeline of talent warm and informed about opportunities

For more information check out the following support and resources:

If you are an organisation who has already committed to using our #DiverseEd Jobs Board throughout 2025, we will be in touch regarding a free webinar to support you all in your inclusive recruitment efforts.

by Hannah Wilson

From Representation to Transformation: The Impact of Diverse Governing Boards in Schools

Krystian McInnis portrait

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.

School governing boards in the UK are entrusted with the critical task of shaping the  educational experiences of both students and staff. Within their role, they have the power to influence curriculum choices, define and redefine budget allocations and set  the future direction of the school or trust, all whilst ensuring robust safeguarding  policies are in place. Therefore, for these decisions to be equitable, inclusive, and  representative of society, there must be a concerted e=ort to foster diversity within  governing bodies that are then truly representative. 

In a country as richly multi-cultural as the UK, ensuring that school governing boards  reflect the communities they serve is notably more important now than ever before.  Unfortunately however, as the UK’s demographics shifts, the diversity in school  leadership remains stagnant. I believe that it is fundamental that we ensure governing  boards mirror the demographics of their school communities. In doing so, this allows for them to be better equipped in making informed, equitable, and culturally competent  decisions that benefit not only their students and staff, but the local community too.  Sadly however, we see too often, where governing boards fail to reflect the diversity of  their student bodies, they risk the potential for policies and practices to be occasionally overlooked and the inadequate addressing of key issues surrounding cultural sensitivity, religious practices and diverse student engagement and motivation. 

Why Diversity on Governing Boards Matters 

It’s important to note that the significance of diverse governing boards goes beyond fair  representation and rather works towards a system where we can directly challenge  biases and dismantle systemic inequities within education. When boards include  individuals from varied cultural, racial and socioeconomic backgrounds, they bring with  them a wealth of knowledge which not only benefit individual schools but also  strengthens that of the local community too. Fundamentally, leadership diversity can seek to challenges traditional ideas of governance and in doing so encourage schools to  adopt more inclusive and adaptable leadership styles. With diverse leadership teams  often outperforming homogenous ones in terms of innovation, empathy and policy  relevance, the time has come for us to move beyond the idea that leadership is  monolithic and embrace the variety of voices available (George 2022). 

Moreover, with diverse boards also more likely to foster a greater sense of cultural  competency, having board members and trustees from different cultural backgrounds is  beneficial and often results in a better understanding to address the unique needs of  students from diverse backgrounds too. Carter (2021) found that within governing bodies, cultural awareness did not just enrich a board’s discussions, it in fact had tangible impacts on policy priorities, curriculum content, and school culture.

Although research is still in its infancy, emerging findings shows that there is also a link  between diverse governing boards and student success. Begum (2020) asserts that a governing board that mirrors its student body helps to creates an environment where  every child feels they belong, ultimately resulting in an increase to their motivation and  engagement to learning. This level of representation becomes of even more importance  at the governance level, not just for students, but for sta= and the local community too.  With one of the roles of school governance to have a positive impact for both the school  and local community too, strengthening relationships between schools and the wider  community, where parents and community members see themselves reflected on the  governing board, helps to build trust and foster greater engagement with the school.  

Reimagining School Leadership: Moving Beyond Outdated Governance Models 

Diversity within school governing boards also has broader implications for the diversity  of sta= within the school. A diverse governing body helps to set the tone for inclusive  hiring practices, which in turn ensures a more diverse teaching and support sta= workforce. For decades, UK school governance has been based on an antiquated, old fashioned model of leadership, concentrated in the hands of a small group of  individuals, often lacking in diversity. The time has come however, for this to be truly  reimagined. Leadership teams need to be able to address the challenges faced by their modern, multicultural student and sta= populations, not just from a theoretical  standpoint but through having similar lived experiences too. Therefore, reimagining what leadership looks like means moving away from the ‘we have always done it this  way’ approach, to creating space for innovative and culturally competent governance. It  is vital therefore, for diverse governing bodies to support in this work, to take up the  mantle and challenge the traditional hierarchies of leadership that have often  overlooked the contributions of minority groups. By creating space for a broader range  of voices, schools will undoubtedly develop a more flexible and inclusive leadership  structure.  

Building a Diverse Governing Board: Recruitment and Support 

Whilst the recruiting of diverse members to school governing boards is an essential  step, it is by no means enough on its own. Once diverse board members are recruited,  schools must ensure they have in place adequate support and training necessary to be  effective contributors. One of the major issues I have found, is that within many schools  and trusts, once diverse members are recruited, the assumption is that the work is complete. Arguably however, the work has merely only begun. Training and support is  fundamental, as is the revisiting of preexisting induction processes, which are often  insufficient in preparing new governors to tackle the complexities of a multicultural,  multifaceted education system. Schools need to rethink their induction programs to  include tailored training on cultural competency, anti-racism, and inclusive leadership at the very least to genuinely support their staff, students and newly appointed  governors too.

Schools and academy trusts however, do not need to do this work in isolation. Building  collaborative networks is a key benefit of diverse boards, as is creating a more equitable  educational system too. By connecting with a broad range of community organisations  and support systems, schools can access additional resources, partnerships, and  opportunities that enrich students’ educational experiences, ones which may not have  been open to them before. Within this, these connections not only strengthen the  school’s ties to the community but also provide a network of support for families, and  staff members too. 

To increase diversity within school leadership, intentional steps must be taken. Whilst  many schools are in their embryonic phase of capturing diversity metrics, very few know  what to do with it, leaving it merely for senior leaders to interpret, or rather misinterpret.  Therefore, schools must establish processes for tracking diversity metrics, including  ethnicity, gender, socioeconomic background, and disability status, hold leaders  accountable for the data, and allow for it to be an iterative process, understanding what  is useful within their school context. Tracking diversity isn’t about collecting numbers  for the sake of it—it’s about using that data to inform decisions, identify gaps, and  ensure that all voices are being heard.  

The Path to Inclusive Governance 

Diversity on UK school governing boards is not merely a goal to be achieved but a  foundational element of effective, representative, and inclusive governance. When  students, parents, and community members see themselves reflected in leadership,  they are more likely to engage. Ultimately, schools must become a hub where the wider  community feels seen, heard, and that they belong. When actioned with genuine  intention, this approach moves beyond being mere performative gestures, to one which  brings about collaboration, community support, and academic success too. Whilst  achieving diversity is good, sustaining this diversity requires dedication. Undoubtedly parts of the journey will be difficult, the rewards however, will be abundant. 

A truly diverse governing body is not just a benefit for the school, but for society as a  whole, shaping future generations of engaged, informed, and empowered leaders. So as we look to the future of school governance, I pose that we ask ourselves the following  questions:

  1. How can we ensure that our school governing boards are truly representative of  the diverse communities they serve, and not just in terms of numbers, but in the  richness of experience and perspective? 
  2. What steps can schools take to break down the barriers that currently prevent  underrepresented groups from accessing leadership roles in governance?
  3. How can we move beyond the idea that diversity on governing boards is a ‘nice to-have’ and shift towards understanding it as an essential element for fostering  student success and community engagement? 

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.

by Hannah Wilson

Preventing Digital and Sexual Violence

Georgia Latief portrait

Written by Georgia Latief

Georgia is a Content & Marketing freelancer who supports Life Lessons with their content and marketing including social media, blogs, website upkeep, manages our webinar and drop-in sessions and partner school testimonials. She helps multiple business across the UK supporting them with their marketing and content needs with her business Latief Content & Marketing. Before joining Life Lessons, Georgia worked for an education recruitment company and a safeguarding company both based in Wales. She is originally from New Zealand and has a background in theatre and media studies.

Digital and sexual violence is a massive global issue. Teachers need support in order to gain the confidence in addressing these issues and lead discussions on these topics to prevent future violence. Life Lessons has worked in partnership with UCL and Anglia Ruskin University to develop a set of evidence based materials for schools that empower educators to counter digital and sexual violence. 

In November 2024 Life Lessons hosted a webinar on Empowering Educators to Eliminate Digital and Sexual Violence. Our speakers discussed the current issue of digital and sexual violence in our society and how best to support educators to have these conversations with their students. 

We also launched our brand new Violence Prevention course, developed with UCL and Anglia Ruskin University. This course includes a set of evidenced based materials for schools that empower educators to counter digital and sexual violence.

What is Digital and Sexual Violence?

Digital violence is a very broad term which encompasses any form of violence perpetrated using digital technologies, including: 

  • Cyber bullying
  • Trolling 
  • Cyber stalking
  • Non-consensual sharing of private images

Sexual violence is any sexual act or attempt to obtain a sexual act by violence, coercion, threat or intimidation, or taking advantage of the inability of the victim to give free consent. 

When violence is perpetrated or facilitated through digital technologies, it’s known as Digital Sexual Violence and includes: 

  • Online sexual harassment
  • Sextortion
  • Cyber bullying with a sexual nature

Statistics Around Digital and Sexual Violence

When we talk about digital and sexual violence is it vital to understand the state of the nation when it comes to this violence in our society and around the world.

Digital and sexual violence has become normalised, with Ofsted’s 2021 report finding that 80% of pupils have seen unwanted comments of a sexual nature. We also see that women and girls experience higher levels of digital and sexual violence than their male counterparts. 

Ofcom’s Online Safety Report 2023 found that 53% of girls and young women aged 11-21 reported encountering sexist comments or jokes online and 57% of young women aged 17-21 know a girl their age who has experienced sexual harassment online.

Not only has digital and sexual violence become normalised, but it is also a massive societal problem. NSPCC reports that violence against women and girls accounted for 20% of all reported crime in England/Wales from 2022-23. Women and girls across the world are experiencing digital and sexual violence with 1 girl being raped every 6 minutes in Brazil. 

Clearly something needs to be done to prevent future violence occurring.

How Education can Help Prevent Digital and Sexual Violence 

Educators are uniquely placed to empower both students and staff to report instances of sexual violence and harassment, and to continuously work toward fostering a healthy school environment where such behaviours are challenged and not normalised. 

On the topic on digital and sexual violence, Stephen Morgan, the minister for early education said: 

“…There’s probably more we can do around misogyny in schools, and I’m keen to talk to school leaders about what that might look like.”

“The escalatory nature of misogyny means that education plays a crucial role in challenging these attitudes early on. Through relationships, sex, and health education (RSHE), we are equipping young people with the knowledge and skills to recognise and reject harmful content, build empathy, and promote respect for all.”

The 2024 Ofsted Handbook also states that “Inspectors will expect schools to have effective behaviour policies in place regarding harmful sexual behaviour. The policies should include details of appropriate sanctions that should be applied consistently and that reflect and are consistent with the messages that are taught across the curriculum.” 

However; we frequently hear from educators that they lack confidence in addressing these issues and leading discussions on these topics. This is what inspired us to create our Violence Prevention Course.

Life Lessons Violence Prevention Course and Resources

This course has been developed in partnership with UCL and Anglia Ruskin University to develop a set of evidence based materials for schools that empower educators to counter digital and sexual violence.

These materials are based on the latest research into digital harms and image-based sexual violence and aims to support educators to tackle this type of inappropriate behaviour.

The course includes:

  • CPD for educators and include a certification

5 units which cover:

  • Introduction to sexual violence prevention
  • Understanding sexual violence
  • Educating about gender and sexual violence
  • Tech facilitated gender based violence
  • Dealing with disclosures and instances of sexual violence

We have also included a free lesson and videos for secondary educators:

  • A 1 hour lesson for use with year 10 secondary students. Copy and edit to suit the needs of your classroom.
  • A collection of short Life Lessons videos addressing the topics of sexual and digital violence. These videos feature boys discussing the issue, demonstrating openness, and modeling how to engage in meaningful conversations to be part of the solution.

This course is free for educators. Access it here: Violence Prevention – Life Lessons

References:

by Hannah Wilson

My Becoming

Caroline Anukem portrait

Written by Caroline Anukem

Caroline Anukem is Equity, Diversity and Inclusion Lead at Beaconsfield High School in the UK. She is a driving force, a change-maker, and a relentless advocate for equity.

Once upon a time, in the 1980s village of Woolton, Liverpool, my educational journey began at Notre Dame, a Roman Catholic Grammar School with a simplicity and homogeneity that defined the era. Diversity, an unfamiliar term, seldom found its way into our vocabulary. Inclusivity, if acknowledged at all, meant conforming to a narrow mould. The notion of an EDI Lead was beyond imagination, and conversations about inclusion were but a whisper in the wind. I will definitely one day take a trip down memory lane and share my experiences.

Fast forward to the present day, where the quaint village experience meets the vibrant landscape of Beaconsfield High School. Here, I am privileged to be the school’s EDI Lead. Over the years we have witnessed an extraordinary transformation. Our school, once bound by conformity, now embraces the range of backgrounds, cultures, and identities. Diversity is not just acknowledged; it is a cause for celebration. This celebration of diversity and citizenship was ignited during our inaugural Global Citizens Week celebration. Inclusion is not just a buzzword; it is consciously embedded into the very aspect of our educational system.

The positives of this transformation are as abundant as the perspectives, worldviews, and lifestyles our students now encounter. They merge a rich foreword thing, diverse and inclusive learning experiences, the invaluable lessons of empathy, respect, and the strength derived from unity in the face of diversity. We are not merely preparing them for a world where these qualities are admirable; we are preparing them for a world where these qualities are essential. Yet, as we bask in the glow of progress, the journey towards true equity and inclusion continues. Barriers, some dismantled, others still standing, remind us that our work is far from over. As the EDI Lead, I recognise the need for more diversity among our educators and leaders. Our curriculum must reflect a global perspective, ensuring every student feels seen and heard.

The concept of an EDI Lead, once unimaginable, now stands as a beacon. It should not be a rarity but a standard that is imperative at the core of our education system. I believe that EDI and Safeguarding share common ground promoting a safe and secure environment. Our aim is a society where uniqueness is embraced, where every student sees themselves reflected in their education, and where equity is not just a distant goal but a living reality.

In conclusion, the journey from the simplicity of my village education in Liverpool to the vibrant inclusivity of BHS is a testament to our progress. Yet, it serves as a reminder of how much further we can go. As an EDI Lead, my commitment is to develop a learning environment thriving on differences, not just educating minds but nurturing hearts, building lasting friendships, relationships and encompassing the British Values in our daily practices. The journey toward a more inclusive and equitable educational landscape continues, one story at a time.

by Hannah Wilson