Don’t Look Back in ELT or LGBTQ* Lament
Written by Peter Fullagar
Self-employed ELT & DEI editor, writer and consultant. Creating Principled, Just & Fresh content.
I imagine for some of you reading this, you may have no idea what ELT is. Or EFL, ESP, EAL, EAP, ESL, ESOL … the acronyms are endless. I prefer to use ELT (English Language Teaching) to describe what I’ve been teaching and creating materials for over the last twenty years. For the other acronyms, I’ll put a small glossary at the end.
Yes, ELT has enabled many of us in the profession to travel the world and see different countries and cultures – usually on a minuscule pay packet, too. However, I’d like to see ELT on a par with ‘regular’ teaching and materials so that we can benefit from all our experiences and expertise together.
Like mainstream education, the ELT industry is working hard to become more inclusive and representative in its materials, not to mention its teams within publishing and teaching. Although I’m mainly focusing on materials here, I feel it’s worth mentioning that native speakerism is, unfortunately, still prevalent in the industry. Advertisements which specify for native English speakers are discriminating against the teachers who have gone through the process of learning and mastering another language. Invaluable experience, if you ask me. For an interesting (and successful) story, see Rachel Tsateri’s blog post on native speakerism and her personal experience.
Take an ELT coursebook published in the last twenty years and look through it, if you can. See how we represented people to learners of English. White, heteronormative, ‘Western’ (UK & US), non-disabled, middle class, neurotypical, stereotypically gendered and aged, slim … I could go on. One particular activities book, published in 2001, looks at ‘controversial’ issues, with ‘Gays and jobs’ being one unit. I discuss this in a blog post – Queerience: I am neither a taboo nor an issue. OK, so it’s twenty years old, but did we really think that was acceptable even then?
As a gay (queer) cis man, I’m determined to make a difference to help represent the LGBTQ* community in ELT materials. Out of the protected characteristics, it will probably be the last one to be addressed in ELT. Some of the biggest ELT markets are also those that criminalise LGBTQ*. According to the Human Dignity Trust, 71 jurisdictions criminalise private, consensual, same-sex sexual activity. Almost half of these are in the Commonwealth. Therefore, one of the biggest issues for me is how can we represent marginalised communities in countries where the very essence of the identity is forbidden? How do we reach those people in those countries who identify as part of the forbidden community? If people don’t see themselves represented, then they may believe that their very being is wrong. That’s what growing up in Section 28 did for me.
Things are changing for the LGBTQ* community in ELT. The commitment by publishers to incorporate DEI initiatives in their daily working life is encouraging. I worked on in-house guidelines for a major ELT publisher. Freelancers like me are producing their own inclusive materials. But there is still a long way to go. Do publishers go fully inclusive with an LGBTQ* family and risk losing a large portion of their income? Or does a publisher go fully inclusive with an LGBTQ* family and lead the way in representing the reality of the world? I know which one I’d prefer.
I said I’d help with a little glossary:
EFL – English as a foreign language (TEFL = teaching …)
ESP – English for specific purposes
EAL – English as an additional language
EAP – English for academic purposes
ESL – English as a second language
ESOL – English for speakers of other languages
Ukraine, Russia, Palestine, Israel, Afghanistan, Covid-19, Climate Change…and so much more: how to get Political Impartiality right.
Written by Zahara Chowdhury
Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.
The last few weeks, or perhaps years, feel like a surreal blur when thinking about our global context. From the outbreak of Covid-19 to the recent war in Ukraine, it is now as if we are living through the dystopian and historical literature I once taught through fictional and non-fiction texts in the classroom. As teachers and educators there is an expectation that we not only educate students about these topics, but we must know and be aware of every article and news feed that emerges on a daily basis. In many ways, the recent Political Impartiality Guidance released by the DfE was as much to refresh our responsibilities as educators, but also to reassure teaching professionals too; unfortunately, social media coverage and wider analysis of the guidance seems to suggest the opposite. Our students and colleagues want to learn, discuss and explore current affairs, but how do we do this in light of this guidance and a school climate, where GCSEs, A Levels, limited time and limited resources dominate?
Much of the specific economic and political facts go over my head (even as a DEI Lead). Equally, my advice to teachers and schools is that you do not need to be a global, political, geographical or economic expert to address these matters. Instead, in order to get political impartiality ‘right’, whilst prioritising curriculum, teaching, learning and pastoral needs, we must remember what teachers and schools do best: we can critically navigate and evaluate the differing perspectives of world politics without being political. We can support students in how to challenge and respectfully discuss contentious topics. We can also help our students learn to be empathetic, acknowledge their emotions whilst being mindful of others too.
However, this in itself is challenging considering the ‘diversity’ within teacher training and lived experiences too. To help teachers and education professionals, below are some key learning points and explanations that can help schools get political impartiality right; if we are aware of them, we are more likely to create inclusive, safe spaces for all of our students and staff too.
Media Bias
There has been an outpouring of sympathy, global empathy, local and community charity and Influencer support for Ukrainian refugees – and rightly so. It has been heart-warming and necessary to see so many come together at a time of intense suffering to protect and support our human race. However, the media coverage and perception of refugee status has been problematic. In many ways, it seems some Western media outlets have usualised poverty, strife, pain and refugee status for particular races and regions but portray it as wrong for Western, white, ‘blue eyed’ individuals to experience the same. The question for teachers that might arise here is how do we explore such controversial media bias without making it ‘political’?
Aisha Thomas, founder of Representation Matters, asks a pivotal question: what story is your curriculum telling – a question that could not be more relevant in light of media bias, social media algorithms and being politically impartial in the classroom.
- Does your curriculum teach success stories from the East, North, South and West?
- Does it teach socio economic barriers (and opportunities) in the West, East, North and South?
- Is it gender equitable?
- Does it elevate the voices of all protected characteristics? Does every member of your class ‘see’ and ‘hear’ themselves in lessons?
- Is it intersectional?
- Is it fair?
- Is it truthful?
- Does it allow students to question, critique and evaluate the situations independently?
These are worthwhile questions to bring to the forefront of any CPD training and classroom work you do to strategically address belonging, equity, anti-bullying and teacher/student safety.
The media sources referenced above also contain bias – pretty much everything we read, see and explore does. However, it is important to explore the language and literacy of a range of media sources so students are able to have critical, mature and nuanced discussions – what every school ultimately aspires to!
Selective Empathy
Selective empathy is when we empathise with a particular group, particular causes and people for many reasons: it is dominant in the news; we relate to it, or maybe it feels close to ‘home’. Whatever ‘it’ is, it somehow resonates so much that we find ourselves becoming socially just, publicly outraged and visibly allying with a particular cause or issue. For example, you may notice that certain members of staff or students visibly ally with some causes more than others, whether that be the war in Ukraine, the Israeli-Palestinian conflict, anti-Semitism or LGBT+ rights.
Being selective in how and with whom we empathise in a globally diverse society is problematic. In many ways, it can lead to ‘whataboutisms’, alienation and further antagonism. If we are really committed to creating a diverse and inclusive world where protected characteristics need not exist and everyone feels a sense of belonging, we must approach all areas of DEI consistently – with nuance and transparent, shared values. Schools, teachers and students will need to ask themselves how they are creating safe, equitable spaces of belonging regardless of geography, economics, beliefs and values. Individuals with and without protected characteristics, individuals from marginalised and non-marginalised backgrounds need work together to create a sustainable culture for DEI. Equally, centralising ‘lived experiences’, the intersections of society and people who often fall victim to decisions and events beyond their control are who we need to ally with – they need our voice and their voices amplified. This is not political, that is just empathy and being human.
However, acknowledging our empathetic responsibilities can feel jarring; it can make some feel uncomfortable, critique ‘woke culture’ and more. Some may feel they are able to unapologetically selectively empathise – why should it matter that I empathise with one cause more than another? Why does it matter that I share my outrage for the war in Ukraine but not Syria? The answer to this question requires some introspective work:
- if we felt uncomfortable advocating for the rights and safety of Palestinian citizens in the Spring/summer of 2021, but little discomfort advocating for the safety and rights of Israeli citizens (I am using citizens and geography intentionally here as this is not a Semitic discussion), we must ask why? Does this discomfort or lack of responsibility enter your sphere of allyship with Ukrainian refugees? If not, why? If yes, why? If you feel your heart pang when you see your child or your students in a young Ukrainian child, but not in a Palestinian, Afghan or Syrian child, question why? If you are collecting charitable donations for Ukrainian refugees but this did not necessarily feel as urgent or necessary last summer again, question it. Do you find supporting and understanding the barriers faced by the LGBT+ community more accessible than anti-racism? Why?
These are difficult questions. They are challenging, jarring and some may choose to dismiss them immediately. I encourage you to work through the discomfort and potential feelings of offence. This is not a criticism, unnecessary ‘wokeism’ or misplaced social justice work; this is a call to critically address and navigate feelings of empathy. Empathy is a skill that needs to be nurtured and learned. Allyship is a set of actions that need to be consistently practiced and addressed. This is only possible if we are always sitting and working through our discomfort. It does not need to shake our core values and beliefs – instead, it reinforces that our core values and beliefs are wholly inclusive and respectful of all human life – not selective.
Intersectionality
The last 3 years isn’t a movie set in the past or a book we might be currently studying in lessons. It isn’t a case study for exam boards (yet). It is the lived experience of all of us. There are intersections to recognise, people to listen to and an opportunity to learn about globalisation, economics and geography in real life. Ask students what changes they’ve noticed: Chanel, Netflix and more no longer trading in Russia- what does this actually mean for the global economy, but also the different intersections of society? Create opportunities to learn about the intersections of economics and business and what the world will look like beyond this war. Ask students to question the impact of certain decisions and suggestions they see (and potentially support or refute) on social media. This can help overcome the fear and uncertainty associated with the current global climate – along with create opportunities for young people in a new and equitable manner.
Explore global inequality and diverse perspectives – why and how is the current world a result of a past world? There are multiple answers to explore here. This is where history, PSHE, RE, Geography, Economics, Philosophy and Politics can take precedence on the curriculum. Consider the questions and ways in which these topics are explored in their relative subject areas and how other subject areas can adopt their approaches. How can we make changes or additions to curriculum areas to explore wider perspectives?
Intersectionality is in effect, the very key to the success of every student, regardless of their background, protected characteristic, lived experience and more. An appreciation and amplification of nuance within our schools, society, student and staff body will create a culture of belonging and there is plenty of research to suggest that ‘belonging’ leads to success.
It is possible to remain politically impartial and work within a rich and valuable teaching environment. If we take a proactive, diverse and critical approach to current affairs we will be able to overcome the fear and discomfort associated with discussing ever-changing global and social climates. And, ultimately, we have the power in a classroom to create trusting and safe spaces for our students, communities and professional bodies – something that often goes amiss in the ‘politics of social media!
Teachers Working from Home - Working Hard or Hardly Working?
Written by Lindsay Patience
Lindsay Patience is the co-founder of Flexible Teacher Talent. She is a Teach First Ambassador, a School Leader and a mother.
A recent TeacherTapp question asked how people felt about heads, senior leaders and teachers having a regular day to work from home. Here are the results:
Should HEADTEACHERS be allowed a regular day to work from home?
13% Strongly agree 30% Agree (43%)
22% Disagree 22% Strongly disagree (44%)
Should SENIOR LEADERS be allowed a regular day to work from home?
11% Strongly agree 30% Agree (41%)
27% Disagree 22% Strongly disagree (49%)
Should TEACHERS be allowed a regular day to work from home?
14% Strongly agree 33% Agree (47%)
30% Disagree 14% Strongly disagree (44%)
Obviously, given my love of all things flexible working, these responses left me perplexed and frustrated. Why shouldn’t heads, senior leaders and teachers work from home one day a week? What if they would do a better job if they worked from home? What if that meant we had better retention, recruitment, motivation and productivity in the education sector? Why do more people disagree that senior leaders should be allowed to work from home than they do for heads? What could it be that made people disagree with this?
Is it because they think school staff need to be in school?
Of course, they do. But all the time? Not all of our working time is in front of out pupils. In fact, heads have the least contact time in the classroom or elsewhere with students, so they have the greatest opportunity to work from home. Similar for senior leaders. Working from home is more possible for them because they don’t have so many face-to-face lessons.
The lockdowns showed us (in a very unplanned and unexpected way) that a great deal can be achieved away from the school site. It obviously was not an idyllic situation and outcomes and working conditions were often inferior to what we could have achieved in school, but there were some aspects that showed us we didn’t need to all be on site, all of the time. Staff communication, briefings, CPD, parents meetings, using software for assessment and for meetings and many other things. If we could make some of those things work when we were thrown with no warning into such an unprecedented situation and some of them were effective, just imagine how successful they might be if they were planned and utilised strategically. Working from home is one of those things.
Is it because the more senior you are, the more important it is that you are in school?
Heads and senior leaders often have administrative or strategic work to do that would be better conducted privately, quietly, uninterrupted in a work environment that suits them. This may not be in school. This might also be true for teachers, why does PPA have to be on-site? I have never been able to plan effectively at school. My best planning is when I am at home with time and space to reflect and I find it more conducive to creativity. I mark best in cafes, in fact it is the only place I can productively mark away from distractions at school and home.
Maybe those who disagreed just did so because it doesn’t seem possible?
Full time teachers with 10% PPA get half a week out of class, not one full day. So maybe they interpreted the question as one day a week and immediately said no as they assumed it meant time away from classes?
Or maybe there is something else going on here as mentioned in the Teacher Tapp blog on the findings. They mention the “phenomenon that people typically don’t like it when their colleagues are given a benefit which won’t be extended to them.”
Why did more people disagree about senior leaders than heads? Is it something about the job role? You have to be present and in school dealing with issues as they come up? More important as a senior leader than as the head?
Is it because we just don’t trust people to work from home?
Media coverage of the pandemic showed that there is a sentiment that those working from home rather than the office are not working as hard. There are images of people lounging around in their PJs, looking after their kids at the same time, generally not working hard. But really this just boils down to lack of trust in people as professionals. So what if someone works in their PJs if they still get the work done, maybe they are more productive in their PJs. Accountability is important but it doesn’t disappear when people work from home. They still have to do the work and get the results. Some managers just find it problematic if they can’t heavily supervise and monitor workers and so don’t trust them to work from home. Echoes of this are shown again with Teacher Tapp data from the following week suggesting only 15% of teachers are allowed to have their PPA time off site. Why is this figure so low? Why can’t teachers do their planning, preparation and assessment time outside of school? It is dedicated time when they are not to be scheduled for contact time or other commitments so why can’t they have more autonomy in where and how they use this time?
The positives of working from home
Well, here is why I was strongly agree that some time working from home would be good for teachers, senior leaders and head teachers:
Working from home is more productive
A study by Standford of 16,000 workers over 9 months found that working from home increase productivity by 13%. This was attributed to a quieter more convenient working environment and fewer breaks and sick days. Workers also reported improved work satisfaction, and the rate of employees leaving was cut by 50%.
77% of those who work remotely at least a few times per month show increased productivity, with 30% doing more work in less time and 24% doing more work in the same period of time according to a survey by ConnectSolutions.
A study conducted by Ask.com found that 86% of employees prefer to work by themselves when they are trying to be as productive as possible. There are many tasks that would be much easier without constant interruption. Schools are noisy, busy places by their nature. They are also not always particularly well kitted out or designed as staff work spaces.
And in schools, better productivity, means better outcomes for our pupils, but also better use of public money.
Working from home attracts and retains a diverse staff
What if your heads, senior leaders and teachers can’t work full time? What if they don’t want to work full time? Without flexible working, you miss out of candidates, you miss out on diversity, you miss out on experience and perspective and the opportunity for effective succession planning and development.
Working from home makes us happier
Another US study reported that 82 percent of telecommuters said their overall stress level was lower, while 80 percent reported higher morale because they worked remotely. Other reported benefits of working from home include: less commuting time and more time for wellbeing. Time spent working from home can mean more time for hobbies/pets/time with family/exercise. We are better teachers if we are happier, which is better for students, and relationships, and retention etc.
Also, just give the people what they want! 91% of the UK’s office workers would like to work from home at least part of the time. I know teachers aren’t office workers as such but such overwhelming positivity about working from home must be somewhat reflected also in out staff bodies. It is also worth considering that if office jobs continue to offer hybrid work environments but schools do not, it will be harder to recruit career changers and those currently working in schools who are looking to leave may find more attractive working conditions in other industries.
So that turned into quite a long essay in support of working from home! But I feel strongly that if the education sector doesn’t embrace flexible working and make changes to facilitate it then our schools are missing out on diversity, retention, motivation and productivity that is crucial for our children. Working from home doesn’t mean never being on site, flexible working doesn’t mean teachers walking out on a class in the middle of the day. Our traditional school structures don’t lend themselves well to flexible working but more importantly neither do our attitudes and the cultures in our schools. Flex can work in schools, there is a growing evidence base of case studies showing this, but we need to change how we think about flexible working. Embrace the benefits and make changes to allow them to be taken advantage of.
Working from home reads/references
Has the use of VAK changed at all since 2018? – Teacher Tapp
Surprising Working From Home Productivity Statistics (2022) (apollotechnical.com)
How Working from Home Makes People Happier – Remote.co
The productivity pitfalls of working from home in the age of COVID-19 | Stanford News
Ten Facts You Should Know About Telecommuting (baselinemag.com)
Coronavirus: Why some people want to keep working from home – BBC News
How East Stanley Primary School used Rainbow Laces to build a more inclusive environment for its pupils
Written by Adam Walker
Adam is a Primary Teacher at East Stanley Primary School in Durham and is a member and advocate of the LGBTQ+ community.
‘The number one thing is the inclusivity benefits of the resources. Not having pupils question who is playing football and building a much deeper level of respect for each other.’
Creating an inclusive environment for pupils is a top priority for many teachers and their schools. As we celebrate LGBTQ+ History Month, Adam Walker, a teacher from East Stanley Primary school tells us about how using the Rainbow Laces resources, from Premier League Primary Stars, helped create a more inclusive environment for his pupils – increasing their understanding of gender stereotypes and the LGBTQ+ community.
“We had an incident at a football match a few years ago where a pupil from our school called a player from another team a homophobic slur. It was at this point we realised that we needed a solution that we could use to support our pupils in understanding the importance of being inclusive. After a long search to find the right solution, we came across the Rainbow Laces resources from Premier League Primary Stars. A bank of free resources that could educate our pupils around the importance of inclusivity, challenging stereotypes and being a good ally – it was exactly what we were looking for.
At East Stanley we are seeing more girls wanting to get involved in sport. So it was great to see Premier League Primary Stars use male and female professionals in their resources to show balanced representation of real sport. Activities such as ‘Do it like a…’ and ‘Be an ally’ have been popular with the pupils. It has especially given the girls something to look up to and through challenging stereotypes we have mixed teams playing football with a deep level of respect for each other.”
East Stanley has used the Rainbow Laces resources in PSHE lessons at the school to create a more open environment: “The Rainbow Laces resource pack helped us in our PSHE lessons when talking about what it means to be a part of the LGBTQ+ community or discussing gender stereotypes. Now all the pupils are aware of different types of representation; they know that it doesn’t matter if you are homosexual or heterosexual, a boy or a girl, your ethnic descent, or what your first language may be.”
As a member of the LGBTQ+ community, Adam appreciates the difference that resources like Rainbow Laces make: “Now that I have these resources I reflect and think that if material like this had been available when I was in school, it would have helped me to identify and feel more comfortable as a result of inclusive topics being spoken about openly. The more we use material like this in primary schools, the more we will create a better environment for everybody to live freely. It is only going to have a positive influence.”
Speaking about whether he would recommend the resources to fellow teachers, Adam said: “I would 100% recommend them. Knowing how the PSHE curriculum works, Rainbow Laces has been great for us. For other teachers who are looking to increase inclusivity at their school, we have loved the outcomes the resources have given us. Premier League Primary Stars has a wide variety of resources too and there is also the opportunity to build Rainbow Laces – and others resources – into additional lessons around Maths, English and PE. We have seen a real difference and our pupils are happier as a result.”
At the end of 2021 and during the Premier League’s Rainbow Laces campaign, Premier League Primary Stars launched a new resource pack called ‘Rainbow Laces – This is everyone’s game’. The pack, perfect to build into PSHE lessons this LGTBTQ History Month, includes an educational film, and supporting resources, celebrating LGBTQ+ football fans and showcases the power of football to bring people together. The film tells the story of a young Sheffield United fan and member of the LGBTQ+ community, who talks about what football means to her and how it has played a part in helping her to feel proud of who she is.
Premier League Primary Stars has a wealth of dedicated LGBTQ+ and Anti-Discrimination resources – all free – for teacher to use in the classroom linked to English, Maths, PE and PSHE here.
About Premier League Primary Stars
Premier League Primary Stars is a national primary school programme that uses the appeal of the Premier League and professional football clubs to inspire children to learn, be active and develop important life skills. Clubs provide in-school support to teachers, delivering educational sessions to schools in their communities. Free teaching materials ensure the rounded programme, which covers everything from PE and maths to resilience and teamwork, is available to every primary school in England and Wales.
The Premier League currently funds 105 Premier League, English Football League and National League clubs in England and Wales to provide in-school support for teachers.
For more information about Premier League Primary Stars or to register, visit: www.plprimarystars.com
You can also contact Ben Lewis-D’Anna on blewisdanna@everfi.com or 07590465455.
What it means to be a diverse educator
Written by Chloe Roberts
Chloe is an English trainee from Hampshire. She is currently completing her training with BASCITT.
Teaching for diversity refers to acknowledging and celebrating a range of differences in and out of the classroom. Being an inclusive practitioner who embraces difference allows transformations in the way we think, teach, learn and act. This is vital in ensuring all students feel celebrated in their learning environment. Although we have come a long way in recognising and celebrating diversity, we still have a long way to go. It is not a case of acknowledging that you are already ‘inclusive’, it is about educating yourself on key aspects of your students’ lives and the dynamics of society. This is something that I will continue in my practice as I embark on my journey to becoming an English teacher. I am quite fortunate that in my subject I can use a variety of resources within the classroom that celebrate a vast amount of different people and cultures, however, this is more limited in KS4 due to the GCSE specifications. Understandably there are more limits in other subjects but having more of an awareness of what you could do is vital. So going forward, what can you do to increase your own knowledge and understanding on diversity?
DiverseEd:
This site is a hub of resources and knowledge on diversity and inclusion. Hannah Wilson has created a space where a variety of practitioners can come together and share thoughts and research. In addition, events and seminars are organised regularly to support teachers and equip them with a breadth of knowledge.
I attended an online conference with Diverse Ed and the range of topics discussed were extremely informative. Hearing from a diverse number of practitioners gave me lots to think about in terms of my own practice. Inspiring teachers to be activists and encouraging a diverse number of people into the profession is a way to make waves in the education community. Jo Brassington, who discussed their own experience in the classroom as a non-binary teacher, claims that ‘to make change we need to be seen in the room’. I absolutely agree with this, as a member of the LGBTQ+ community I have always struggled with being open about my identity with others. Discussions like these have encouraged me to ‘be seen in the room’ and embrace my own differences, which some of my students can relate to. I am no way implying you must ‘come out’ to students if you do not feel comfortable, but having some transparency about your own lived experience can create a safe space for others to.
The whole morning was incredibly thought provoking and gave me a lot to think about in my own practice. Fortunately, there are recordings of the conference on Diverse Ed alongside lots of blog posts which can inform your teaching. (see below in further resources for website).
Seminars:
Over the past year I have attended a variety of seminars relating to diversity in education. All of which I have found on Eventbrite. I find this website incredibly useful for a range of different forms of CPD. It is accessible and the majority of seminars are free to access. This is another way to increase your knowledge on a variety of different topics, including diversity within education.
A recent seminar I attended was on ‘Recovering Black Storytelling in Qualitative Research’. This covered how we can encourage our students to use their narrative voice alongside a discussion on Stephanie Toliver’s new book, which is being released. She discussed the literary devices she used in her novel and the origins behind them, which was really interesting. The thought process behind a writer’s writing is always incredibly fascinating! This was a celebration of black culture along with discussions that can translate into the classroom. Although curriculums are becoming more diverse, I have found there is still a lack of celebration when it comes to people of colour; the negative connotations that are presented in literature through the texts we have historically studied are not changing. Why are we continuing to study outdated ideologies? I am not discrediting the fact that it is important to have an understanding of such things, but to prioritise information presented by white cisgendered men, does limit our understanding and knowledge of other cultures.
Overall, seminars are brilliant and can really inform your practice. Eventbrite has such a range from something subject specific or general CPD for teachers. I recommended having a look around the site and searching for seminars that spark your interest.
What can you do in school?
I think a good place to start is speaking to colleagues and gauge an understanding of what your school already does. In my previous school, I knew that there used to be an LGBTQ+ and ally group during lunch times. I then decided to reinvent the club and bring it back. I wanted to create a space where anyone could come and discuss their experiences and learn about the LGBTQ+ community. I was really pleased with the turnout and the maturity all students displayed when discussing their experiences. It was great to hear their ideas and what the school could do to ensure they were being more inclusive.
Speak to your departments and see what you can bring into the curriculum. Again, as an English teacher I am fortunate to be able to bring in a range of different texts that students can learn from; however, tutor time is an excellent way to go into more detail and have discussions with students regarding diversity and what it means to them. Obviously PSHE is an excellent way to integrate these topics but get to know what your students are learning in PSHE and relate that into lessons. In addition, during LGBTQ+ History month and Black History month, there are a range of one off lessons that you can use in school which celebrate and educate those on diversity. Please don’t limit yourself to using these resources during their celebratory months, there are so many amazing things we can learn from a variety of lived experiences.
Here below are a range of resources that I have found really useful in my learning journey:
Books:
- How to transform your school into an LGBT+ friendly place by Anna Carlile and Elly Barnes
- Celebrating difference: A whole school approach to LGBT+ inclusion by Shaun Dellenty
- From Ace to Ze: The little book of LGBT terms by Harriet Dyer
- The Emperor Has No Clothes: Teaching about Race and Racism to People Who Don’t Want to Know By Tema Jon Okun
- So You Want to Talk about Race By Ijeoma Oluo
- White Fragility By Robin D’Angelou
- Why I’m No Longer Talking to White People about Race By Renni Eddo-Lodge
- Memoirs of a Black Englishman By Paul Stephenson
- White Privilege By Kalwant Bhopal
- Not Light but Fire: How to Lead Meaningful Race Conversations in the Classroom by Matthew R. Kay
- Facilitating Conversations about Race in the Classroom by Danielle Stewart, Martha Caldwwell, and Dietra Hawkins (comes out in March)
- Knowing How To Discuss Race In The Classroom: A Guide For White Teachers On How To Develop and Understand Racial Literacy by Ashlee A. Jeannot
- A Little Guide for Teachers: Diversity in Schools by Bennie Kara
Websites:
- Stonewall: LGBTQ-inclusive education: everything you need to know (stonewall.org.uk)
- Youth.gov: Schools | Youth.gov
- Breakout Youth Basingstoke: About Breakout Youth: LGBTQ+ Hampshire-based Charity
- Diverse Ed: https://www.diverseeducators.co.uk/
- Black Men Teach: https://blackmenteachtc.org/
- Preparing for Cultural Diversity: Resources for Teachers: https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers
- Resources for Educators: https://equaliteach.co.uk/education/classroom-resources/
People to follow on Twitter:
Here are some of the things I have thought about when increasing my knowledge on diversity. It is a journey and it is important to ask yourself difficult questions and reflect on what you can do within the classroom. As teachers we can all be activists and create an environment where all of our students feel heard and validated.
Anti-bullying beyond Anti-Bullying Week
Written by Hannah Glossop
Head of Safeguarding at Judicium Education. Previously a Designated Safeguarding Lead and Assistant Head, Hannah now leads audits and delivers training to support schools with all aspects of their safeguarding.
2021 was yet another year where we saw a raft of deeply worrying examples of bullying. Research from the Anti-Bullying Alliance highlights that bullying continues to play a big part in young people’s lives: “Data we collected from pupil questionnaires completed between September 2020 and March 2021 also showed that one in five (21%) pupils in England report being bullied a lot or always.” High profile cases such as the institutional racism within the cricket world show that bullying in relation to our nine protected characteristics is a problem that goes far beyond schools.
Anti-Bullying Week 2021 brought with it a range of wonderful resources, tweets and articles in relation to anti-bullying back in November. As we march through the academic year, it is essential that we do not lose momentum and that we pay particular attention to tackling any bullying related to protected characteristics. So how can you do this?
1.Involve your pupils.
Consider an anonymous survey of your pupils, asking how many have witnessed bullying at school. This will give you a much clearer picture of how much is going on at your school and which groups are particularly targeted. Show students that you are taking bullying seriously and involve them in the policy decisions. Create a version of the bullying policy that is accessible for younger pupils.
2.Embed a culture of vigilance.
Empower both staff and students to act when they see or hear bullying taking place, either in person or online. Review the ways in which bullying is reported at your school-will all staff know how to progress bullying disclosures? Do students recognise that many nasty remarks may violate the Equality Act? Do students have a way to report bullying which avoids them having to speak face-to-face to a member of staff? Promote your anti-bullying work around the school, share it online and tell parents and carers. If pupils know you are taking it seriously, they are more likely to report it.
3.Identify hotspots.
Identify any particular areas in school, times of the day or online platforms where bullying seems to be taking place more frequently. Where possible, increase supervision in worrying areas or at problematic times of the day. If much of your reported bullying is taking place online, use external resources such as your Safer Schools Officer to explain when online abuse crosses a line and becomes illegal activity-for example hate crime and blackmail.
4.Curriculum.
Educate young people around the protected characteristics, what the Equality Act means and what impact this Act has on everyday life. Ofsted have recently updated their guidance on ‘Inspecting teaching of the protected characteristics in schools,’ noting that “No matter what type of school they attend, it is important that all children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people.” In addition, the Proposed changes to Keeping Children Safe in Education 2022 include a new section on schools’ obligations under the Equality Act 2020, adding schools, “should carefully consider how they are supporting their pupils and students with regard to particular protected characteristics – including sex, sexual orientation, gender reassignment and race.”
5.Record and review.
Paragraph 78 of the Ofsted’s School Inspection Handbook lists the “Information that schools must provide by 8am on the day of inspection” and includes:
- “Records and analysis of bullying, discriminatory and prejudiced behaviour, either directly or indirectly, including racist, sexist, disability and homophobic/biphobic/transphobic bullying, use of derogatory language and racist incidents.”
Rather than seeing this as a mere Ofsted “tick box” exercise, use these records to fully explore which forms of bullying are happening within and around your school. Ensure that each reported bullying instance is recorded, using your behaviour management or safeguarding reporting mechanisms. Investigate any trends in these reports, share these with governors and senior leaders and take meaningful action to address these. For example, if disability-related bullying is becoming prevalent, think about what resources are needed to both educate children and show them that this form of abuse will not be tolerated.
Over the coming months ahead of the next annual Anti-Bullying Week, bear the above in mind and remember that embedding some of these ideas could make many of your students feel much less segregated from school life and much more likely to thrive.
Geography: Righting the world?
Written by Steve Brace
Head of Education and Outdoor Learning at the Royal Geographical Society. He started his career as a geography teacher and had previously led the education programmes for ActionAid and the Commonwealth Institute.
Studying geography enables young people to better understand the world’s people, places and environments, the interactions between them – from the local to the global scale.
As Ofsted notes, this requires teachers to critically reflect on the imagery, data and attitudes they portray to pupils, so that geography can accurately represents the nature of the world’s people, communities, economies, diversities and experiences (Ofsted 2021). And, as our world continues to change so must geography. This makes the subject such a fascinating and challenging one to teach and why geography has an important role in supporting equality, diversity and inclusion (EDI).
Geography has one of the best gender balances of all subjects and over the last 10 years its GCSE cohort has become much more diverse. Since 2010 its GCSE entries have increased by over 50% reaching a record high of 282,000 candidates last summer. It is welcome that this growth has come predominantly from those groups who were previously less likely to study geography: Black, Asia and minority ethnic pupils; pupils with lower prior attainment; those from low-income backgrounds; and/or pupils studying in comprehensive schools (RGS 2020)
However, the positive change at GCSE is not yet being seen at A Level and the narrowing of intake continues further at university. This is despite the positive outcomes that geography provides for its graduates, who experience above average rates of graduate employment and ‘top 10’ graduate salaries.
It is recognised by the colleagues across the subject community that more work is needed to better support EDI in relation to the curriculum, resources, the teaching workforce and how the subject can support young peoples’ career aspirations. Examples of current activities include:
- Puttick and Murrey’s research (2020) which identified that the ‘piecemeal approach to geographies of race and racism is insufficient for educating students for the 21stC’
- The scholarship shared through the RGS’s Decolonising geographical knowledges conference
- The Higher Education community’s support for accessible and inclusive fieldwork and pride in the field
- The advocacy and work of Black Geographers
- And teacher led initiatives such as Decolonising Geography , Inspirational Geographers and – alongside many others – that of Shiv Das, Hina Robinson and Hafsa Bobat
There are also opportunities to reduce the gap between geographical research and the classroom, such as through the RGS’s Ask the Geographer podcast which share the work of research geographer with teacher and their pupils. Schemes-of-work can also be updated through the incorporation of new research findings, such as the resources based on the Migrants on the Margins research programme which investigated the lives of migrants in Colombo, Dhaka, Harare and Hargeisa. Such resources are further complemented by the wider contributions of many others including Worldmapper, Gapminder and Dollar Street.
Consideration needs also to be given to not only to what is being taught, but also who is teaching geography. This situation is explored in I didn’t have any teachers that looked like me which shares the perspectives of Black, Asian and minority ethnic trainee and early career geography teachers. And they recommend the need for EDI to be held as a responsibility for all geography teachers, as well as the wider subject community and its institutions.
Geographers can also critically reflect on the subject’s development through Britain’s period of Empire and imperialism, how the subject helped create and share stereotypical views about the world and the continuing legacy of these. For example, the very first volume of the Proceedings of the Royal Geographical Society (1857) an author ascribes the Moroccan town of Sala’s decline to “ignorance, despotism and Mohammedanism”. However, dissenting voices – including those of African descent – can be found in geography’s history, such as the 19thC testimony of James Africanus Horton of Sierra Leone and Edward Blyden of Liberia. Both were critics of Eurocentric stereotyping of African cultures and provide an early precursor to Chimamanda Adichie’s warning of a single story. Now in the 21stC there an imperative to rediscover geography’s diverse voices some of which can be seen in the RGS’s Hidden Histories of Exploration which highlighting the important contributions of African, Asian and Inuit people
As the geographer Professor Chris Philo recently said – geography invites both ‘earth-writing’ – words to evoke worlds, and ‘earth-righting’ – actions to improve worlds. For this to be achieved geography needs to become more equal, diverse and inclusive. Many within the subject have been setting a course to help achieve this, though this journey has still significant distance to travel.
Limp Handshakes and Auditory Bias: My Process of Applying for Headship
Written by Kevin Carson
Headteacher at The Royal Masonic School for Girls. A learner, an English teacher, and a dad to 2 fab girls. Originated in Liverpool, enjoying living in the Shires.
I have been attending a monthly Diversity, Equity, and Inclusion leadership programme with Diverse Educators since April 2021. It is led by @Ethical_Leader and @Angela_Browne, and it has uplifted, educated, and inspired me every month.
Hannah and Angie are clear and correct that DEI work is safeguarding work, that well embedded DEI makes school communities safer places. The aim of their programme is not to rush into anything in a knee-jerk way, but to listen, reflect, learn, and then start to put together a 3-to-5-year plan that works for each school: carefully planning sustained change over time.
At the start of this week’s session, mention was made of an excellent candidate for headship who so far has not been appointed and there was a feeling that this may at least in part be connected to his race and from that perhaps also in part to his strong accent. This anecdote stayed with me after the session, conscious as I am that over 96% of male and female headteachers in England are white, and with my own awareness of how frequently my accent was referenced when I was applying to be a Headteacher.
I have decided to share a couple of anecdotes relating to my applications for the post of Head at independent schools when my accent was considered a relevant factor.
I once applied for a Headteacher post where afterwards I was told by the head-hunters, “You were the preferred candidate, the first choice, but the Board have decided not to appoint. They were quite vague and evasive with us about why this was, and they could only give reasons such as ‘His handshake wasn’t strong enough’, whatever that means. I think you can draw your own conclusions from this, Kevin.” A few months later, the Bursar at that particular school later told me straight that the Chair of Governors didn’t wish for somebody from my background as Head of ‘his’ school.
On another occasion I attended a training session with one of the head-hunter firms, as part of a course for half a dozen applicants who they felt were close to headship. Afterwards, the course leader told me, “We agreed that you were the strongest candidate from the process we saw today. You are 100% ready to be a headteacher, but we think that you should seriously consider booking yourself in for elocution lessons because your accent will be the reason that you are not going to be appointed.” As an English teacher I know enough about language, culture, and identity to be able to reply that if a school didn’t wish to take me as I am then they weren’t the right school for me and I wouldn’t wish to be their headteacher.
For those who do not know me, as my About Me section says, I grew up in Huyton, Liverpool, a working-class area that is in the second most deprived borough in England, and I have quite a strong Liverpudlian accent. The Chair of Governors at my then current school did make a decision to directly address my accent in his reference, raising it as a potential consideration before clarifying why this shouldn’t be a factor in a Board’s thinking, pre-emptively calling this out as it were.
I am a straight, white, male headteacher of an independent school. I have a 1st class degree, and an M.Phil. from Trinity College, Cambridge – there is a whole bunch of privilege there. At the time of the anecdotes above I was also Interim Head of The Grammar School at Leeds, a large, diamond model school. I had quite a strong CV on paper, and to be honest I suspect that in a comparable way to my accent wrongly being deemed relevant at interview, it is also not inconceivable that my educational background helped get me to the interview stage. Some Boards like this kind of thing, taking it to signify far more than it should.
I want to be clear that this is not a post about bias and class in the independent sector. I have worked in four independent schools, valued them all, and have found them all to be far more egalitarian workplaces than some might imagine. Very many people working in the independent sector desire to do social good and to help to create a more inclusive and sustainable world. More specifically, in RMS, I have found a values-led school with a strong ethos that is prepared to think differently about all aspects of education. I feel appreciated there for who I am, and my accent or social background aren’t referenced in relation to the job that I do because nobody feels they are relevant.
But I have shared a few of my experiences here, (and each of these are only from six years ago), as anecdotal evidence that bias is still out there in appointing Heads. The education system would be a better place if this were not the case, and we all need to consider the ways in which we can demonstrate commitment to a diverse, equitable, and inclusive staff community in our schools. For me, it was bias in relation to attitudes to social class, and a little bit of auditory bias. The government figures from 2019 indicate the extent to which this is a far greater issue in relation to race and ethnicity.
The data shows:
- There were around 22,400 headteachers in 2019, and over two-thirds of those (around 15,100) were women
- 96.1% of female headteachers were White (92.6% White British, 1.7% White Irish and 1.8% White Other)
- 97.0% of male headteachers were White (92.9% White British, 2.1% White Irish and 2.0% White Other)
A few final thoughts on this topic for now from me:
- I hope and want to believe this bias and prejudice is receding, gradually diminishing. I believe in the transformative power of education as a force for social change that makes a positive difference. Interestingly, the Foundation that found my background not the right fit for them and that blamed it on my limp handshake have changed their entire Board since then, and there are now seven women and three people of colour on a more diverse Board there. You would like to think this would not happen again.
- @jillberry102 was a great source of advice and support throughout my applications for headship. She always said that in the end you find the right school for you, the right fit for you. I do think there is something in this. I can now view my earlier experiences as lucky escapes.
- There is a great deal I have taken from the Diversity, Equity, and Inclusion leadership course, both from the leaders and from the brilliant colleagues that are attending with me from both sectors, and from the UK and overseas. I am sure I will write about this learning again, including about how we strive to apply it at RMS. We have just appointed two DEI leads at RMS – they are brilliant colleagues who will do a great deal of good in this role. My first show of support for them was to sign them up for Hannah and Angie’s training course with Diverse Educators.
Supporting pupils with ADHD in schools
Written by Nadia Hewstone
Nadia is a certified executive school leadership coach. She left headship to start Destino Coaching and now supports school leaders with their own development as well as development of their teams.
Even as a parent of a child with ADHD, as a teacher I struggled to find and implement strategies to support my students with the diagnosis. I found many things that ‘worked’, but many more that didn’t. The search continued when I became a Headteacher who was supporting colleagues who also struggled to find the answer. Where things changed was when I stopped looking for what worked and started understanding what I was happening for those students.
In his book Shattered Minds, Gabor Mate identifies a number of strategies, that spoke to me and that I wished I’d discovered sooner in my career. He makes a case for reducing ‘imposed structure and discipline’ and increasing ‘freedom for individuality and self-expression.’
I was relieved he didn’t go on to advocate unstructured classrooms, as I know that would be nearly impossible, in the current climate. Instead, he talks about recognising the ‘supressed energy’ of students with ADHD through our responses to them, which so often includes sarcasm, shaming and shouting.
This principle is the first to master in our endeavour to support these creative and courageous young people. The secret to success in this matter, for teachers, lies in not adding to the problem by alienating these student any further.
I saw the impact of this in my own school when the teaching staff and I made a pact to refrain from any type of shaming response to a child’s behaviour. We did some work as a team to recognise our triggers and manage our reactions to be able to keep to the pact. Behaviour in this group of students improved dramatically.
This came back to bite me again, when my own child’s behaviour invoked explosive responses in me. I was at my wits end. Then I realised I was angry with my child for having the struggles associated with having ADHD. With lots of support from family, I learnt to change the way I responded to her and I worked on accepting her exactly the way she was. Our lives and our relationship improved remarkably.
Unconditional positive regard doesn’t have to come just from parents, we can adopt it as teachers too. It require honestly, courage and a safe environment, but it is possible. Gabor argues that ‘understanding the student is transformative’ and I have seen this first hand, as a teacher and as a parent. There are other considerations such as working with parents, tailored access arrangements in exams and planning for the need to move and play but the commitment to stop trying to fix children with ADHD is the power pill we all need to take.
So when I work with people who want to provide better support for young people with ADHD, I start with pressing the stop button on wishing they were different and start work on meeting them where they are. All the other work is easy after that.
The British Army’s Diverse Resources for the New Term
Written by Eleanor Brown
Head of Education Marketing at Capita
The British Army has developed new resources to help students aged 11-16 build their understanding of why it is important to commemorate significant groups in the history of the British Army. Focusing on diversifying the curriculum, This resource pack features Women in the Army, LGBTQ+ Voices and Black History resources with links to PSHE, History and Citizenship.
Each of the resources are available for key awareness days in the school calendar and include ready-to-use lesson plans, assembly presentations, case studies and films to help students understand the changing roles of service people in the British Army throughout history, reflect on who we remember as a society or individuals and explore what it’s like to serve in the Army today. The resources are part of the British Army’s dedication to addressing the inequalities within the organisation and raising awareness of the contributions of service people both historically and now.
Women in the Army Resources
An excellent resource for International Women’s Day on March 8th, the Women in the Army resources have curriculum links to PSHE / Health and Wellbeing, Citizenship and History. The lesson plan offers interactive tasks to help young people to recognise and challenge harmful stereotypes and prejudice both at work and in society as a whole. Showcasing the significant roles women have played from the 1800s to today, the resources explore key terms such as feminism, gender and intersectionality, encouraging students to consider the evolving roles of women in the Army in the context of wider society.
The assembly slides and the film builds on these key themes, showcasing the contributions and accomplishments of women in the Army and reflecting on the stories we remember. The assembly brings a specific focus to the history of women in wartime and features empowering women including Captain Flora Sandes, who was the only woman to fight on the front line of WWI, and Adelaide Hall, a jazz singer who entertained troops in WWII and was the first Black performer to be given a long-term contract with the BBC.
LGBTQ+ Resources
Perfect for LGBT History Month 2020 in February, The LGBTQ+ Voices lesson resources show the progress made within the Army and in wider society with activities that celebrate the contributions of historical and current LGBTQ+ Army personnel, including WWI soldier Edward Brittain and Deborah Penny, the first trans soldier in the British Army. Students can also learn how they can be supportive of all LGBTQ+ people, and other groups and communities, through the allyship video resource.
By profiling six historical LGBTQ+ figures, such as the mathematician Alan Turing and poet Wilfred Owen, the assembly resource asks students to reflect on their contributions. This is followed by a film featuring current LGBTQ+ soldiers, addressing the significance of LGBTQ+ history to them and the progress that has been made by the Army to ensure everyone feels welcome.
Black History Resources
These Black History digital resources for Key Stages 3 and 4 include an assembly and lesson plan to help students understand the stories of Black British, African and Caribbean service people who have often been unfairly excluded from the history books and help students consider some of the reasons for and effects of these omissions.
The assembly resource profiles service people from throughout history, while the interactive lesson resources offer source materials to help students build core historical skills and explore the contributions and stories of Black Britons, West and East Africans and Caribbean service people during World War One. The resources also offer examples of the impact of the war on different Black women, documenting case studies of a Trinidadian, British and an East African (from the Tanzania-Malawi border region) woman.
Questions at the end of each resource help facilitate discussions that address the significance of Black History Month and studying Black History more broadly and how this relates to modern discussions on race and diversity, including reflections from current Black soldiers to help build student’s discussions.
All the British Army resources can be downloaded for free online at: https://apply.army.mod.uk/base/lessons