The Diversifying the Curriculum Conference 2025

Bennie Kara portrait

Written by Bennie Kara

Co-Founder of Diverse Educators

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

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

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

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

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

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

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

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

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

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


Reimagining Your Curriculum: Steps to Embrace Diversity and Equity

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.

In recent years, educators worldwide have begun to scrutinise their curricula for underlying biases and exclusions, calling for a wider range of diverse materials to enhance every student’s learning journey (Kara 2022). While many teachers hold a strong commitment to equality, their curricula still lack diversity, and often fail to reflect the multiplicity of perspectives that make up our increasingly globalised world. As societies grow more diverse, educational institutions face increasing pressure to adapt curricula that genuinely reflect the communities they serve. For many educators, “reimagining” the curriculum to embrace diversity and equity means moving beyond mere rhetoric or the adding of decorative slides; it requires a transformative approach that at its epicentre embraces inclusion, broadens perspectives, and fosters a deeper understanding of global issues. This ultimately brings to the forefront an essential question: how can educators reimagine and enrich their curricula to ensure all students see themselves represented, where they can feel seen, heard and believe that they belong.

The Need for Change

In May 2020, following the senseless killing of George Floyd Jr, amidst a time of isolation and solitude, many individuals began questioning not only their personal beliefs but also the societal structures that perpetuate inequality. The mere stance of not racist, no longer suffice, saw many people make an active shift towards reconsidering their position to one of anti-racist, intentionally seeking ways to disrupt and remove the barriers many face on a daily basis worldwide both from a personal and an institutional perspective.

With this being the landscape, many teachers decided they wanted to make meaningful changes and begun questioning their lessons and curriculums, exploring the inclusivity of them and to what extent they were representative of the diverse nature of the country and communities they served. Nabagereka and Melzer (2022) argue that for children and young people to fully engage with their learning, they need to see themselves reflected in what they are learning about. Furthermore, they argue that by not feeling represented in the curriculum, this can be disempowering and discouraging, negatively impacting pupil wellbeing, stopping them from achieving their full potential. Therefore, diversifying the curriculum extends beyond a mere nice to have, but rather critical for student care.

Engaging All Learners: The Imperative of an Equitable Curriculum

A diverse and inclusive curriculum plays a fundamental role in developing cultural competence, empathy, and critical thinking in students. It allows all students to see themselves and others within their learning, not only fostering a sense of belonging but also supporting with the much-needed work on social cohesion too. Banks (2015) argues that inclusivity in education not only enriches the learning experience for students from marginalised communities, but also benefits all students by broadening their worldviews and preparing them for a multicultural society. Without a deliberate effort to incorporate diverse perspectives, we risk perpetuating a curriculum that reflects an extremely narrow and predominantly Eurocentric, White male-dominated narrative.

Whilst the uptake has been slow, and efforts lagging within many institutions, the call for a more diverse curriculum has been clear. The Commission on Race and Ethnic Disparities (CRED) report recommended curriculum reforms to increase the representation of Black, Asian, and Ethnic Minority communities, arguing that more inclusive content could help reduce racial disparities (CRED, 2021). Additionally it asserted that a curricula reflecting a range of experiences, histories, and perspectives contributes to a learning environment that is more engaging, inclusive, and better prepares students for citizenship in a multicultural world.

Limitations in Traditional Curricula

It would be remiss of me however, to not state there are barriers and limitation. The first step however, in building a diverse and equitable curriculum is acknowledging the limitations in traditional approaches. Traditional curricula often exhibit an over-reliance on Western-centric authors, perspectives, and historical events, particularly within the humanities. Within this we have seen the intentional omitting of stories, contributions and voices of cultures, far too often classified as ‘other’ (Au, 2009). Therefore, a curriculum audit is a way which can identify gaps, guiding us to understand where imbalances and exclusions may exist. I would recommend that when starting an audit to critically assess a curriculum, it is vital to consider the following questions:

  • Are there voices, narratives, or cultural perspectives missing from my curriculum?
  • Does the curriculum offer diverse perspectives within each subject area?
  • How does the material encourage students to engage critically with the world around them?

Building an Inclusive Curriculum

Creating an inclusive curriculum involves more than the mere adding of decorative diverse images, but rather relies on three core elements: representation, relevance and reflective engagement.

Representation: Critical to an inclusive curriculum is the reflection of a wide range of perspectives, including those from various racial, cultural, socioeconomic, and gender groups. It is important to remember, diversification  does not remove existing literary masterpieces by White authors, nor does it erase Western history, or remove Europe from the map in geography lessons as some might suggest, but rather broadens the amount of narratives being explored. For example, presenting African nations not merely through a lens of poverty, but also in terms of their rich resources and complex histories offering a fuller picture of the individual countries. In doing so, it helps to present a balanced narrative of events allowing students to engage with an in-depth, more nuanced understanding of the world around them.

Relevance: Schemes of work should be culturally and contextually relevant to students’ lives. Whilst the communities practitioners serve now might be monocultural, it is imperative that they are preparing their students for the wider, multicultural Britain they live in, and the globalised world around them. Critical to a diverse and inclusive curriculum is one that not only engages students academically but also fosters critical consciousness, helping students to understand, question, and reshape the world they live in, allowing for them to question and formulate their own worldviews. By doing so, we can at least begin to develop a curriculum that resonates with students’ identities and experiences, enabling them to connect their learning to broader societal issues.

Reflective Engagement: As reflective practitioners, it is of upmost importance that we encourage students to reflect too, with a robust diverse curriculum allowing for this to take place. An inclusive curriculum encourages students to question dominant narratives and think critically about issues of power, privilege, and inequity. Ultimately, through reflection, we create the space for students to explore and understand their own positionality too. Within this, students move from being merely passive recipients of knowledge to active participants in uncovering and understanding complex social dynamics (Au, 2009).

Conclusion: Embracing Diversity as a Journey, Not a Destination

Creating an inclusive curriculum is not a one-time task but an ongoing journey. While some may fear the time commitment required for these changes, it’s important to remember that small steps—such as integrating diverse materials or adapting lesson plans—are all meaningful progress. By embracing diversity iteratively, we can gradually build curriculums that reflects the values of equity and inclusion.

Note, resistance from stakeholders may arise, especially when changes challenge long-standing traditions. However, professional development and collaboration with colleagues is crucial for this work to be successful, whilst also not overwhelming ourselves or the curriculums already in place.

Whilst the journey might be difficult, it is certainly a rewarding one. Through intentional and incremental work of diversifying your curriculum now, I assure you one thing: The work you do won’t just change the classroom, but will change you as a person too.  As practitioners,  we have an opportunity and an obligation to be part of this change, so that the teachers of tomorrow no longer have to justify the necessity of a representative curriculum and their pupils never have to suffer the pain of questioning their place in the classroom or society again.  An inclusive curriculum not only enriches the educational experience but also helps students navigate a complex, interconnected world. By transforming our curricula, we take an essential step toward creating a society where all students feel seen, heard and that they belong. While the journey may be complex, the rewards—students who are more empathetic, culturally competent, and engaged global citizens – are worth it.


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

Nicole Sherwood portrait

Written by Nicole Sherwood

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

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

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

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

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

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

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

Change your thinking and your approach

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

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

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

Empower neurodivergent children and young people

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

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

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

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

Teach students about neurodiversity

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

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

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


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

Mirabel Lavelle portrait

Written by Mirabel Lavelle

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Useful Links:

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

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

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

 


The one human skill that powers all others: Is empathy the secret to wellbeing, inclusion & the future of work?

Ed Kirwan portrait

Written by Ed Kirwan

Ed Kirwan is the Founder and CEO of Empathy Studios, an organisation using film to develop empathy, a vital human skill. A former science teacher and Head of Chemistry, Ed transitioned into filmmaking in 2018, launching The Empathy Programme in 2020. Ed also founded Empathy Week, the world’s largest empathy festival, reaching over 1.3 million students in 50 countries.

As an educator, you’re often faced with student situations you can’t anticipate. Those situations are almost always personal, nuanced and highly-specific to that individual. They require a human response. They require empathy.

Empathy is the skill to understand another and the ability to create space for someone to reveal their authentic self, whilst reserving judgement.

Empathy is no longer merely a nice-to-have; it’s essential and has been listed as one of the most vital skills for the 21st century. Is vital for conflict resolution, it helps increase creativity) and can even reduce cyberbullying. Empathy can be passed from generation to generation View here and so teaching it has far-reaching benefits beyond the immediate impact.

Neighbourhood diversity has doubled on average in the UK since 2001 and, in some towns, it has increased ten fold. This should be a wonderful opportunity of celebration and learning, yet we know from the UK riots this summer that cohesion and community isn’t a given. It also doesn’t come about from simply teaching students to ‘be kind’ and ‘be tolerant’. Empathy sits at the foundation of the human skills that enable inclusion, communication and adaptability that are crucial in our globalised world.

Since 2020, my team and I have been helping educators give their students the tools needed to develop empathy – and we continuously research the impact, in partnership with Cambridge University . In these last five years we’ve learnt a lot. Our Empathy Programme has engaged 175,000 students and our annual festival, Empathy Week, has reached over 1.3 million students in 50+ countries. But for me, it all started in the classroom.

At the age of 22, I began teaching science in North London at a co-ed state school – something I deeply loved. It taught me a lot about privilege, society and the importance of empathy. It also taught me that humans are complex social and emotional beings. 

Much of my motivation comes from having taught the infamous (self-named) “U-gang” – a group of 24 boys who all received ‘U’ grades in their christmas mock exams.

They had a lot of anger and lacked motivation. In their eyes, they were already destined to be a failure. They hadn’t yet learnt how to communicate their needs effectively, or they were misunderstood – in all honesty I think it was both things at once. As I got to know them I realised they were, quite simply, scared young men. 

Teaching that group was one of the most rewarding experiences in my teaching career. None of the “U-gang” ended up with a U grade, despite one of my students missing his Chemistry exam because he was in a police cell. They all passed. 

Looking back now it’s not because I was the best science teacher, but because I took a genuine interest in them as individuals. Who did they live with at home? What hobbies did they have? What did they aspire to be? What made them tick?

I took as many steps as possible to understand and develop a healthy rapport with the class, including delivering science classes on the basketball court and shifting our practical lessons to be less daunting. I was using empathy, I just didn’t have language for what I was doing yet.

Empathy underpins everything needed to make a child feel seen, heard and understood. Everything that’s needed to make someone feel safe and like they belong and that’s what we’re all really after isn’t it? To belong?

Empathy is not a value or a trait. It is a skill which can be actioned and, crucially, taught. Our pilot research with Cambridge University explores the impact of our term long programme to develop empathy skills in 5-18 year olds. Teachers report a measurable impact to empathy levels – and excitingly they also report improvements to behaviour and increased global citizenship after completing the programme.

Crucially there are three drivers of success  that manage to build empathy successfully:

1) Engage and entertain students – A lot of education content can be boring and only serves to transfer information rather than ignite genuine conversation and learning. Our programme and films are a trojan horse for empathy building. They excite students from the very start and in turn lead to conversations and connection.

2) Increase the amount & diversity of experiences of students – We can’t all fly around the world, but we can allow students to experience real life stories through film. From Lipa who talks about the right to wear a Hijab in sport to a Mexican paralympian who is now giving back,, students can gain insight into themes such as culture & identity, disability, bereavement, sustainability & mental health. 

3) Skills building can’t be a one-off – Empathy is a muscle and the best results come with sustained and long-term intervention. It’s the schools that build empathy into a golden thread of their school that are seeing the benefits.

As educators and teachers, we need more support to help equip young people with the human skills they need.  As the world becomes ever more connected and AI transforms the way we live and work together, it is our human relationships, adaptability and resilience that will allow us to thrive – and empathy is the one human skill at the foundation of this.


Talking Race and Racism with Children - when do we start?

Omena Osivwemu portrait

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. 


Cultural Intelligence in the Classroom

Cecilia Harvey portrait

Written by Cecilia Harvey

A quadrilingual Social Anthropologist whose passion for the richness of diversity and the psychology of the human race, Cecilia focuses her Equity, Diversity & Inclusion work on connecting people through difference. As a subject matter expert, Cecilia has driven and coordinated strategic initiatives centred around identity, gender, LGBTQ+, ethnicity and disability, working with multiple stakeholders. Accomplished in designing training programmes such as unconscious bias awareness, microaggressions and inclusive language, Cecilia’s deep understanding of culture, psychology and behaviours has allowed her to become an Accredited Facilitator in Cultural Intelligence (CQ ®).

In 2024, cultural intelligence (CQ) is not merely a desirable trait but a critical competency for thriving in a globalised, diverse, and interconnected world. In sectors ranging from business and education to diplomacy and personal interactions, CQ equips individuals and organisations with the tools necessary for success and positive contributions to global society. As migration continues to shape societies, CQ plays a pivotal role in fostering cohesive communities.

The benefits of CQ extend beyond the business realm. Educators, in particular, can greatly benefit from high levels of cultural intelligence. Educational institutions that host international students or conduct exchange programs reap significant advantages from faculty and staff with high CQ. It enhances the educational experience by creating a more inclusive and understanding academic environment. Students with high CQ are better prepared for global citizenship, possessing the skills to thrive in diverse settings.

By fostering CQ, educators can better support their students, leading to improved academic outcomes and a more inclusive school community. Just as businesses benefit from CQ, so too do educational institutions, which create environments where everyone can succeed and thrive. Investing in cultural intelligence is not merely a strategic business move; it is a transformative approach that can revolutionise education, leading to a more inclusive and effective learning and working environment.

Here’s how CQ can help educators navigate effectively in increasingly diverse classrooms:

  1. Enhanced Communication: Educators with high CQ can better understand and interpret the cultural contexts of their students, leading to more effective communication. This understanding helps address the unique needs of students from diverse backgrounds.
  2. Inclusive Curriculum Design: CQ equips educators with the knowledge to design curricula that are inclusive and reflective of diverse cultural perspectives. This enriches the learning experience and ensures all students feel represented and valued.
  3. Improved Student Engagement: By recognizing and valuing cultural diversity, educators can foster a sense of belonging among students, leading to higher levels of engagement and participation in the classroom.
  4. Conflict Resolution: High CQ allows educators to navigate and mediate conflicts that may arise from cultural misunderstandings. This skill is crucial for maintaining a harmonious and productive learning environment.
  5. Professional Development: For educators, CQ is an essential component of professional growth. It encourages continuous learning and adaptation, keeping educators at the forefront of best practices in multicultural education.
  6. Cultural Sensitivity in Assessment: Understanding cultural differences in learning and assessment styles helps educators develop fairer and more effective evaluation methods. This ensures that assessments are truly reflective of student capabilities, not biased by cultural misunderstandings.
  7. Personal Development and Global Awareness: On an individual level, CQ fosters personal growth and global awareness. It encourages empathy, open-mindedness, and adaptability, qualities essential for both professional success and personal enrichment in an increasingly interconnected world.


Diary of a Dyslexic Teacher

Liz Boyer portrait

Written by Liz Boyer

Liz Boyer has dedicated 21 years to education, she specialises in EYFS and KS1. Liz has taught across phases in both the Independent and State sectors, most recently in inner-city schools that are wonderfully diverse in nature. Liz has held various school leadership roles and has devotedly mentored ITT/E students for 15 years. In 2021, she became a SCITT Tutor, and currently serves as Primary Lead for Bluecoat SCITT Alliance BSA. Starting in September 2024, Liz will begin her role as a Senior Lecturer at the University of Derby UoD, continuing her commitment to fostering excellence in education and developing the next generation of teachers. Liz is also dyslexic but doesn’t wish that to define her.

In 2021, I wrote a diary during a 10-day COVID isolation. Fast forward to today I am a Primary SCITT Lead at Bluecoat SCITT Alliance BSA within the Archway Learning Trust ALT. Here, I have the honour of collaborating with an array of exceptional trainee teachers, each with their own unique experiences. Some of these trainees have encountered the challenges associated with neurodiversity, and it is a privilege to support them as we navigate the dynamic landscape of teaching together. I firmly believe that every individual has valuable contributions to make, and I am committed to working with both trainees and educational institutions to ensure that everyone’s strengths are recognised and celebrated.  Some schools actively champion colleagues of all backgrounds, while others are striving to achieve this inclusive environment. My primary support in this endeavour is Diverse Educators DE, an organisation that not only shapes policy but also guides schools as we navigate the era of inclusivity.

2021 Highlights

Day 1: Introduction

I am Liz Boyer, an educator with 18 years’ experience, whilst I have had many senior school roles I identify first and foremost as a teacher.  What sets me apart from some others (although 20% of the population are with me) is my dyslexia, a facet of my professional life I typically do not emphasise however, I am not saying it should be hidden. Today, I aim to share insights, coping strategies, and reassurance for teachers—whether dyslexic or not—drawing from my own journey. 

Day 2: Lists

Make a plan with tiny steps to kick start tasks, applicable beyond teaching. For instance, when tackling a long-term plan, start by just gathering necessary materials. Set a specific day and time for each step, adhering to it diligently. Embrace list-making to maintain momentum—I find ticking tasks off deeply rewarding.

  • Write day 2 diary entry for blog.

Day 3: Mathematics

Reflecting on my own education in maths, I faced significant anxiety around numbers, which mastery, a concept absent in my schooling, would have alleviated. My breakthrough came shortly before my PGCE during a refresher course, highlighting missed fundamental concepts. Witnessing mastery in Early Years, I see its power in building confidence and comprehension, ensuring all students succeed.

Day 4: Level 7

For reluctant readers and writers aiming for academic credibility at Level 7, the demands on trainees, ECTs, and their mentors are undeniably higher than before. While high expectations for teachers are justified, they should come with increased trust and respect for the sector. Amidst such pressure, retaining and nurturing good teachers becomes crucial. Here are practical pointers for those feeling overwhelmed:

  • Start with subjects that genuinely interest you, for me EYFS or ITT/E.
  • Cultivate a network of trusted friends and colleagues who can help read and rephrase materials.
  • Utilise social media groups for resources and support.
  • Incorporate audiobooks or podcasts into your routine for multitasking.
  • Engage in webinars or teaching hubs for ongoing, affordable support.

Day 5: Phonics

Balancing play, phonics, and literacy is challenging but crucial. Reflecting on my education and my son’s journey, I recognise the importance of time in learning to read and write. While the new EYFS framework is positive, there is still a lack of trust in children’s need for exploration and play. More emphasis on Phase 1 and language development in Reception is essential.

Day 6: Asking for Help 

Accepting support is vital, even though I found it challenging in the past. My mum checked my work as a teenager, and although I found it embarrassing then, I now appreciate support from her or other trusted checkers.

Day 7: Making Mistakes 

Mistakes are part of learning, but professionalism demands accuracy in communication. You also need to set a good example to children and I think that written and spoken English needs to be correct.   Daily practice and support are essential for improvement, use flashcards and revision techniques just as you would with children. Senior Leaders need to play to people’s strengths and celebrate the creativity, ability to communicate and energy to name a few positive attributes that often come from pupils and teachers with dyslexia.  

Day 8: Health and Resilience

Resilience is vital for teachers. Learning from setbacks and taking care of mental and physical health are crucial. After setbacks like nerves in interviews, it is important to learn and grow.

Day 9: Supply Teaching 

Supply teaching offers valuable learning opportunities and keeps educators sharp. It allows observation of various school cultures and improves subject knowledge through diverse experiences.

Day 10: Conclusion

I hope you have found my experiences useful and that I have emphasised that having dyslexia or other learning needs need not be a barrier to teaching. Full blog available on request.


Understanding Staff Wellbeing in Academies: A Mid-Year Review

Iona Jackson portrait

Written by Iona Jackson

Iona leads on turning Edurio’s national datasets into useful and impactful insights for trust and school leaders. Iona has worked on national reports focused on topics such as equality, diversity and inclusion, staff retention and pupil experience and wellbeing. She works closely with education leaders and industry experts to understand what the current position means for the sector, and where to go from here.

In the education sector, the wellbeing of staff is a critical issue that impacts not only the individuals involved but also the quality of education provided to pupils. Recent data from the Edurio 2023/2024 mid-year report of Staff Wellbeing in English Academies sheds light on the diverse experiences of educators and other school staff, highlighting significant variations in wellbeing across different roles and protected characteristics.

Overall Wellbeing Insights

The report reveals that less than 40% of staff feel very or quite well, with over a quarter reporting poor wellbeing. Additionally, while around a third of staff report sleeping well, almost half feel stressed and overworked. Despite these challenges, the majority of staff often feel excited about their work, showcasing a dedication to their roles despite the pressures they face.

Role-Based Wellbeing Differences

Wellbeing varies significantly by role within the school environment. Teachers, for example, report the lowest levels of wellbeing across almost all measures, including sleep quality and stress levels. Leadership roles, while also experiencing high levels of stress and workload, report better overall wellbeing compared to other roles.

Protected Characteristics and Wellbeing

Examining wellbeing through the lens of protected characteristics reveals notable disparities. Age, gender, sexual orientation, ethnicity, disability, and parenthood all influence wellbeing in distinct ways.

Age: Younger staff, particularly those aged 25-34, report the lowest levels of wellbeing, highest stress, and poorest sleep quality. In contrast, older staff, particularly those aged 65-74, report better overall wellbeing and less stress.

Gender: Male respondents generally report higher wellbeing compared to female respondents. However, those identifying with another gender identity, although a small group, report significantly worse wellbeing across all measures. 

Sexual Orientation: Heterosexual staff report slightly more positive wellbeing outcomes than their LGB+ counterparts. Stress levels are notably higher among LGB+ staff, reflecting the unique challenges they face in balancing personal and professional identities in often unsupportive environments. As contributors Jo Brassington and Adam Brett from Pride and Progress noted, “The stress that LGBT+ teachers experience speaks to the need for LGBT+ teachers, and teachers from minority backgrounds, to receive mandatory training and support as part of ITE programmes and throughout their careers.”

Ethnicity: The relationship between ethnicity and wellbeing is complex, with no clear trend emerging. However, it is noteworthy that White British staff are the least likely to feel excited by their work. The commentary from Black Men Teach highlights, “While there are variations across ethnic groups, the disparities are not always stark and consistent. This aligns with broader discussions on intersectionality, recognising that individuals may experience unique challenges based on the intersection of various identities, such as race, gender, and socio-economic status.”

Disability: Disabled staff report significantly lower wellbeing across all measures, with issues like poor sleep quality and high stress levels being particularly pronounced. Catrina Lowri from Neuroteachers emphasises that creating a sense of belonging and celebrating disability can have a substantial positive impact on staff wellbeing. “Where schools are trying to improve situations for disabled staff the most successful organisations are those which create a sense of belonging, not only for disabled staff but for those with protected characteristics as a whole.”

Parenthood: Staff who are parents generally report higher overall wellbeing, lower stress, and a greater sense of excitement about their work compared to non-parents. However, they do report slightly lower sleep quality. The reflections from Maternity Teacher Paternity Teacher underscore the importance of understanding the unique experiences of parent-teachers to better support their wellbeing, “More information is needed to understand the experiences of parent-teachers. The age of their children, for example, is likely to play a part in their sense of wellbeing, particularly the impact of their sleep on their stress levels, resilience and ability to cope with their workloads.”

Recommendations for Improving Wellbeing

The report concludes with several recommendations aimed at enhancing staff wellbeing, including taking more intersectional approaches to understand wellbeing disparities more comprehensively, providing cultural competency training, establishing mentorship and support networks for staff from minority backgrounds, advocating for more equitable policies and wellness programs tailored to the unique needs of diverse staff, and fostering partnerships with community organisations to strengthen support for staff.

Hannah Wilson, Director of Diverse Educators, contributes to the conclusion of the report, inviting readers to reflect on their practices:

  • Do we know how many trans and non-binary staff that we have in our organisation? How is their MHWB and what can we do to support this group who are very vulnerable in the current climate?
  • Do we know how many LGBT+  staff that we have in our organisation? Is there a difference in the MHWB of a gay man to a lesbian woman, and how does this differ if they are also a person of colour or a person of faith?  
  • Do we know how many disabled staff/ staff with a disability that we have in our organisation? How are different staff disabilities and access/ inclusion needs supported in an intentional and a proactive way?

By recognising and addressing the diverse needs of staff, schools can create a more inclusive and supportive environment that promotes the wellbeing of all educators, ultimately benefiting the entire educational community.

For more information:

The 2024 Staff Wellbeing in Academies report reveals important contrasts in the wellbeing of different groups of staff working in England’s schools and features expert commentary from Black Men Teach, Diverse Educators, Maternity Teacher Paternity Teacher, Neuroteachers, Pride and Progress and Sufian Sadiq.

Edurio is England’s leading provider of staff, pupil, and parent feedback surveys for schools and multi-academy trusts. So far, our school surveys have supported over 750,000 pupils, parents and school staff. Edurio’s platform and nationwide dataset allow trust and school leaders to benchmark their performance against national averages on topics like staff wellbeing, retention and EDI, parental engagement, pupil wellbeing and others. By measuring the often difficult-to-track elements of education quality, Edurio can help school leaders make informed decisions, develop engaging relationships with staff and communicate their values to their community.


What Could Sustainable Teacher Recruitment Campaigns Look Like?

Emma Sheppard portrait

Written by Emma Sheppard

Emma founded The MTPT Project, the UK's charity for parent teachers, in 2016 when on maternity leave with her first child. She has 12 years experience as an English teacher, Lead Practitioner and ITT Lead, and now runs The MTPT Project full time.

When I trained to teach in 2010, I was drawn into the profession by the motivation to Make a Difference.  I wanted to be a Changemaker; to have Social Impact; to Do Good.  And I was willing to work all hours and make sacrifices to – essentially – satisfy my guilty white saviour complex.

Maybe that’s a little cutting: after all, a sense of moral purpose and the pursuit of meaningful work are values to live and stand by.

But, two years later, after missing holidays with my family, developing chronic migraines and unable to identify any other hobbies beyond the bassoon that I had once enjoyed (but no longer had time to play), I burnt out and quit UK education for a stint in an international school, and the luxury of an expat lifestyle.

Vivid memories of two recruitment videos remain with me from this time.  In the first, a young man rides to school in the dark, and is the first in the building to switch on the lights.  He excels at his job, cares for his students.  At no point do we see him doing anything other than living and breathing teaching.

In the second, a young man wakes up, arrives at school, and we jump between his previous office job (dull) and his current teaching role (fulfilling).  At dinner time, he talks about how great teaching is and then gets into bed, and the cycle repeats itself.  At no point is there anything in his life other than teaching (and the back of his girlfriend’s head).

There is nothing incorrect about either advert: teaching is a brilliant and life-affirming career.  And – let’s admit it – as teachers, we do love to regale our friends and family members with hilarious school anecdotes at every opportunity.  The kids are the best bit.  Indeed, both adverts are powerful appeals to potential recruits who want to do nothing but teach.

But for how long do we want to – or are we capable of – martyring our whole lives to our profession?

Surely, if we want to see improved teacher retention, we need recruitment campaigns that sell teaching as a career choice that allows for a life beyond the classroom?

This is where a recent video from Reach Teacher Training has got things so right.  Like the videos previously mentioned, this advert follows two teachers from the start to the end of their working day, but the marketing team behind this piece have made some deliberate directorial decisions about the culture that new recruits can expect at Reach.

In the first iteration of the video – a 29 second clip – Reach dedicate 6 seconds to images of one of the teachers hugging her own child and waving goodbye at the door before she drives away.  That is 21% of expensive marketing time given over to stating that teaching is a family-friendly career choice – at least at a Reach Academy.

In the second version of the video, Reach set aside a glorious 23 seconds (of 55 seconds in total, so 42% of the entire clip) to the life-friendly nature of their school.  The first teacher joins her running club to run home with her pals in the sunshine.  Meanwhile, we zoom in to the second teacher closing her laptop and checking her watch as she finishes her day.  Her watch says 15:54 and, presumably, she’s on her way to school pick-up.

In both videos, we see the teachers enjoying animated conversations with their students.  We see them delivering excellent lessons.  We see them Making a Difference.

Indeed, the text that accompanies the social media posts sharing these videos reads: Join our community; Change lives; Train to teach.

But unlike those adverts that drew me into a military lifestyle of teaching that – as a 22-year-old with no real prior experience of the workplace – I could not sustain, these adverts state very clearly that the dream is possible.  Teaching is a life-friendly career, state Reach, and one that you can enjoy for years to come around all the other beautiful moments that life will offer you.

Bravo, Reach Teacher Training, and the team behind your recent recruitment video.