Diana Osagie Coaching Profile

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Diana Osagie

Diana Osagie

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Coaching Bio

Diana started coaching in 2010 and specializes in coaching head teachers in challenging circumstances. She uses skillful questioning to help her clients forge a plan of action and new ways of thinking in the midst of difficult situations. Diana is expert at helping clients navigate leadership challenges that arise when working with multiple teams, she is adept at helping clients find new levels of clarity and courage.

Coaching Experience

Diana has coached over 30 head teachers in various stages of their career, helping clients to navigate system leadership and culture development. She has coached senior teams in 9 countries in the state and independent sector. Diana has developed successful individual and team coaching programs under the banner of Courageous Leadership – coaching senior teams to reflect deeply on their culture and practice.

Career Experience

22 years’ experience leading secondary education, including six years as a successful head teacher in a London secondary school and subsequently an executive head; Diana works at the cutting edge of leadership development. She is known as a resilient, skilled in urban leadership under challenging circumstances. Diana couples sound strategic vision whilst giving clear operational direction. Diana was a school inspector for 9 years with developed expertise scrutinizing operational systems and leadership competency. She founded The Academy of Women’s Leadership; specializing in supporting women to grow the leadership cultures of their organisations and to flourish as leaders supremely confident leaders.

Coaching Qualifications


Coaching Accreditations

Fierce Conversations

Five Dysfunctions of a Team

This enabled us to be open, honest, and up front with each other. Whilst we are an extremely cohesive and positive team who work on our strengths, we have never really considered our weaknesses. This was quite liberating and gave plenty of food for thought. This exercise allowed us to strengthen our trust and relationship, which is crucial as a leadership team. Quite liberating…

Nicola Howard, Vice-Principal, The Alice Smith School, Malaysia

The work Diana did with us encouraged my team and I to think differently…

Given she spent only one day with us, it is amazing how often we use the phrase ‘ as Diana said…’ The work she did with us has encouraged my team and I to think differently about tricky conversations and situations, and given us additional tools with which to handle these.’ The work Diana did with us encouraged my team and I to think differently…

Dinah Hawtree, Principal, Prince of Wales International School, Malaysia

I would highly recommend working with Diana. She has coached me over the last year and we have explored a range of complex leadership issues. What I found most useful is that Diana went straight to the root of the issues which required me to carry out some very deep self-reflection. Diana is a highly skilled coach and utilises her extensive experience and I always enjoy our sessions – they are challenging progressive and fun. In a short time Diana has helped me grow as a leader and I anticipate I will be using her support and expertise in the years to come.

Nick Langham, Head teacher, Langdon Park School

Inclusive Leadership Toolkit

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Inclusive Leadership Toolkit

Inclusive Leadership Toolkit

Toolkit collated by Hannah Wilson

What Is Inclusive Leadership?

Inclusive leaders are leaders who interact with the diversity around them, build interpersonal trust, take the views of others into account, and are adaptive. These abilities increase their effectiveness and the impact they have on:

  • Individuals
  • Teams
  • Organisation as a whole

What Are the Individual Benefits of Inclusive Leadership?

Inclusive leaders help organisations attract the best talent from talent pools that have not yet fully been tapped. This is crucial, not simply because it engages more high-quality talent for your business, but bringing in perspectives and experiences from traditionally underrepresented talent groups provides insight into the perspectives and experiences of underrepresented customer groups as well. This can also help shed light on problems that more homogenous teams have been stuck on and unable to resolve.

But attracting diverse talent is only the start. The biggest advantage of inclusive leadership is that inclusive leaders know how to unleash individual potential and create an environment where all talent can thrive and grow.

How Do Inclusive Leaders Unlock Individual Potential?

  • They enable individuals to feel free to bring their authentic selves to work
  • They provide individuals with a sense of empowerment to take risks
  • They reassure individuals that there is equity and fairness and that they will be challenged with job stretch opportunities

What Does the Research Tell Us About Inclusive Leadership?

Research shows that leaders who are seen as fair and respectful, encourage collaboration, and value different ideas and opinions are 2.5 times more likely to have effective employees on their teams. In other words, the ability to unlock individual potential benefits everyone that is led by an inclusive leader, but it benefits underrepresented talent even more. Why?

Individuals from traditionally underrepresented groups face additional biases and barriers to their professional development. If they do not feel included in an organisation, they are unlikely to reach their full potential. Inclusive leaders help underrepresented people understand that they have the power to take ownership of their own careers and equip them with the specific insights, strategies, and tools they need to drive their development forward.

They do this through mentoring, sponsorship and coaching, and they are advocates for individuals who they think are being treated unfairly. They also help individuals develop greater self-agency, encouraging them to speak up, be heard, and optimise their contributions.

What Are the Benefits of Inclusive Leadership?

  • Team benefits of inclusive leadership = unlocking collective intelligence
  • Organisational benefits of inclusive leadership = driving innovation and growth

What Are the Core Traits of an Inclusive Leader?

  • Authenticity: Inclusive leaders are humble and set aside their ego. They authentically establish trust in the face of opposing beliefs, values, or perspectives.
  • Emotional resilience: Inclusive leaders have the ability to remain composed in the face of adversity or any difficulty around differences.
  • Self-assurance: Inclusive leaders take a stance of confidence and optimism.
  • Inquisitiveness: Inclusive leaders are open to differences, curiosity, and empathy.
  • Flexibility: Inclusive leaders can tolerate ambiguity and adapt to diverse needs.

What Are the Core Competencies of an Inclusive Leader?

  • Builds interpersonal trust: Inclusive leaders are honest, and they follow through. They establish rapport by finding common ground while simultaneously valuing perspectives that differ from their own.
  • Integrates diverse perspectives: Inclusive leaders consider all points of view and the needs of others, and skillfully navigate conflict situations.
  • Optimises talent: Inclusive leaders motivate others and support their growth. They join forces for collective success across differences.
  • Applies an adaptive mindset: Inclusive leaders take a broad worldview, adapt their approach to suit the situation, and innovate by leveraging differences.
  • Achieves transformation: Inclusive leaders are willing to confront difficult topics. They bring people of all backgrounds along in order to achieve results.

What Are the Personal and Professional Experiences that May Enhance Your Capacity to Be an Inclusive Leader?

  • Growing up in a different country or region from the one you live and work in today
  • Having parents who have done an overseas stint in business, not-for-profit, government, military, or missionary organisations
  • Experiencing being in the minority or majority or in a fully racially or ethnically mixed environment
  • Studying abroad or participating in a service program while in school
  • Undertaking an extended stay in a different culture, inside or outside your native country
  • Taking on expatriate work assignments or cross-functional, cross-divisional or cross-market work assignments that push you outside your comfort zone

The Diverse Educators’ Anti-Racism Toolkit

We are collating a growing bank of resources to support you in reflecting on the following questions:

  • How do you take a collaborative approach as opposed to a command and control approach?
  • How do you operate transparently rather than behind closed doors?
  • How culturally agile instead of being tied to your own worldview are you?
  • How do you fully embrace the vast diversity of today’s workforce?
  • How do you create a safe space for people to give the best of their talents?



What makes an inclusive leader? These 6 behaviors are a good start.



Inclusive Leadership: Steps to Take to Get It Right.



The six signature traits of inclusive leadership.



Inclusive Leadership Remains A Priority For Organizations In 2023.



Leadership Is About Inclusion. Here’s How To Get It Right.



The Key to Inclusive Leadership.



What Makes an Inclusive Leader?



The journey to becoming a more inclusive leader.



Ferdman, B. and Prime, J. (2020)

Inclusive Leadership: Transforming Diverse Lives, Workplaces, and Societies (Leadership: Research and Practice).


Gundling, E. and Williams, C. (2021)

Inclusive Leadership, Global Impact.


Jenkins, N. (2023)

The Inclusive Organization: Real Solutions, Impactful Change, and Meaningful Diversity.


Sunny, D. and Jocelyn, A. (2022)

Onboard As Inclusive Leaders: Increase Job Readiness; Improve Performance & Innovation, and Profit by Learning Inclusive Leadership Skills. Identify … & Productivity (Clear Career Inclusive).


Sweeney, C. and Bothwick, F. (2016)

Inclusive Leadership: The Definitive Guide to Developing and Executing an Impactful Diversity and Inclusion Strategy: – Locally and Globally.


Unerman, S., Jacob, K. and Edwards, M. (2022)

Belonging: The Key to Transforming and Maintaining Diversity, Inclusion and Equality at Work.



Dare to Lead


Diverse and Inclusive Leaders


Faculty Futures Lab


Leadership Amplified


Surfacing Inclusive Leadership


The Brave Leader



Bonnie St John

The Power of Inclusive Leadership.


Daniela Landherr

How inclusive leadership drives cultural change.


June Sarpong

We need leaders who boldly champion inclusion.


Juvencio Maeztu

Purpose in Business: the Era of Inclusive Leadership.


Meagan Pollock

How to become an inclusive leader.


Sandra Garcia

Bridging Worlds, Building Leaders – The Path to Inclusive Leadership.


Trauma-Informed Approaches to DEI Toolkit

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Trauma-Informed Approaches to DEI Toolkit

Trauma-Informed Approaches to DEI Toolkit

Toolkit collated by Amy Sayer

What Is Trauma?

Trauma can be a one-off event or series of events. Any event which creates feelings of fear, powerlessness, unsafe or rejection can be considered to be traumatic. Each person who experiences trauma can have a different physiological response and/or psychological response and it is important to take time to understand the various ways that trauma can affect people. Each adverse childhood experience a child has in their lives increases the likelihood of a child developing trauma-based behaviours. This can lead to a lack of feeling safe in their bodies on a day-to-day basis. This can have a huge impact on their self-esteem, relationships with others, and their ability to access learning.

What Is a Trauma-informed Approach?

Trauma-informed approaches in schools are important to support the emotional wellbeing of children who have been exposed to ensure that they have the best opportunities to reach their educational potential. Every part of school life and culture must be trauma-informed so that students are given a consistent approach and a sense of safety is felt.

What Is the Link Between DEI and Trauma?

Schools need to have an inclusive approach to support students who have experienced trauma. There needs to be a culture of giving students the tools to talk about their feelings and process their emotions. There needs to be a culture of safety which means that diversity within mental health is celebrated and bullying is challenged. Systems need to be in place to provide opportunities for students who have experienced trauma so that they are not disadvantaged in their learning opportunities and any barriers are removed.

The Diverse Educators’ Trauma-Informed Approaches to DEI Toolkit

We are collating a growing bank of resources to help you to understand trauma and trauma-informed approaches. Here are some questions to reflect on:

  • Which students are more likely to experience trauma in your school?
  • How will staff be made aware of students who have experienced trauma?
  • Is your behaviour system trauma-aware?
  • Are staff who have experienced trauma supported?
  • Have staff in your school been provided with training on understanding the impact of trauma?


Amy Sayer

How to spot and support students who have experienced trauma.


UK Trauma Council

A review of the evidence: Understanding educational experiences of children and young people who are seeking refuge and asylum.


Young Minds

Trauma: A guide for young people.



Calm Classrooms

How can teachers support students with trauma?


Laila El-Metoui

The need for a trauma-informed bias aware and compassionate curriculum.


Nancy Perez

Classroom Strategies to Support Students Experiencing Trauma.



Brooks, R. (2019)

The Trauma and Attachment-Aware Classroom: A Practical Guide to Supporting Children Who Have Encountered Trauma and Adverse Childhood Experiences.


Brummer, J. (2020)

Building a Trauma-Informed Restorative School: Skills and Approaches for Improving Culture and Behavior.


Brunzell, T. and Norrish, J. (2021)

Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies for Nurturing Students’ Healing, Growth, and Learning.


Cherry, L. (2021)

Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline.


Naish, S., Oakley, A., O'Brien, H., Penna, S., Thrower, D. (2023)

The A-Z of Trauma-Informed Teaching: Strategies and Solutions to Help with Behaviour and Support for Children Aged 3-11.


de Thierry, B. (2016)

The Simple Guide to Child Trauma: What It Is and How to Help (Simple Guides).



Trauma and Resilience

Ricky Robertson


Trauma Informed Care in schools

Ariel Strahle


Trauma Informed Education

Dr. Kay Ayre


Trauma Informed Educators Network Podcast

Matthew Portell


Trauma Informed Schools


Trauma Informed Schools

Trauma and Adverse Childhood Experiences – Dr Jerry Yager.



Dr Emma Lynch

Introduction to Trauma Informed Practice (TIP) in Schools.


UK Trauma Council

Resources for professionals.


Young Minds

Trauma-Informed Practice.


TED Talks

Lisa Godwin

How teachers can help students navigate trauma.


Dr. Mary Crnobori

Why All Schools Should Be Trauma-Informed.


Uchenna Umeh

Trauma in Children: What You Can Do to Help.



Bessel Van Der Kolk

What is trauma?



Getting started with trauma-informed practices.


UK Trauma Council

Childhood Trauma and the Brain.


Male Childcare & Teaching Jobs

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Male Childcare & Teaching Jobs

Male Childcare & Teaching Jobs (MCTJ) is a pioneering UK-wide organisation dedicated to breaking the gender norms in the education and childcare sectors. Founded in May 2021 by Claudio Sisera, a visionary in early childhood education, MCTJ addresses the underrepresentation of men in these crucial roles. Recognising the challenges men face in these fields, Sisera’s inspiration was to foster a supportive community and advocate for systemic change.

MCTJ’s core mission is to encourage more men to pursue careers in childcare and teaching, supporting them through mentorship programmes, advocacy, and targeted recruitment campaigns. By working closely with nurseries, primary and secondary schools, training providers, and recruitment agencies, MCTJ not only aids in personal career development but also advises institutions on best practices for gender inclusivity.

Unique in its focus, MCTJ stands as the sole organisation championing this cause. With initiatives like a diversity jobs board specifically aimed at men and comprehensive mentorship opportunities—including webinars, one-on-one sessions, small group discussions, and in-person events —MCTJ is making significant strides toward its vision. These efforts not only support men in the sector but also encourage educational and childcare institutions to embrace gender diversity, enriching learning environments for all.

Through its dedication to fostering inclusivity and breaking down stereotypes, MCTJ is not just reshaping the landscape of education and childcare but also paving the way for a more diverse and inclusive future in these essential sectors, and therefore in our future society.

We have been shortlisted as finalists by the Men and Boys Coalition for ‘Project of the Year 2022’.

We have been shortlisted as finalists by Job Boards Connect for their DJAx Awards 2024 for 2 categories:

  1. Best Social/Positive Impact Initiative (winner to be announced on 16th May 2024)
  2. Outstanding Impact in a Niche Market – Start-up Job Board (winner to be announced on 16th May 2024)

Contact Male Childcare & Teaching Jobs

Visit Website

Get Real Sessions

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Get Real Sessions

Get Real Sessions exists to support schools in providing consistent, high quality, inclusive RSE from years 7 to 11.

The complete Get Real Sessions consist of 80 sessions which cover the statutory RSE guidance through a spiral curriculum, using video teaching and fully planned classroom based activities. The sessions provide students with consistent messages about healthy relationships and practical ways to develop healthy relationships with self and others.

The Get Real Sessions were founded by Becky Blackledge who worked in a variety of schools and saw the need for consistent RSE which equipped students for real life and supported teachers in the classroom.

Contact Get Real Sessions

Visit Website


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Afrikindness is a visionary non-profit organization committed to reshaping the narrative around race, neurodiversity, and mental health in children. Our mission is to foster positive racial identity development in children and young people. Our existence is rooted in the belief that every child, regardless of background or cognitive differences, deserves a nurturing environment to thrive.

We work tirelessly to dismantle racial biases, foster inclusivity, and empower parents and communities with the knowledge and tools necessary to navigate the complexities of modern parenting.

At Afrikindness, we employ a multifaceted approach, blending research, education, and community engagement. Our impactful training programs cover topics ranging from positive parenting to neurodiversity, supporting parents, educators, and community leaders. Through webinars, workshops, and initiatives like the Empower Project, we instil confidence in children to tackle real-world challenges and nurture a sense of belonging.

Our commitment extends to the wider community, promoting cultural exchange and understanding through events like Africa Awareness Week. By actively engaging with schools, parents, and children, we break stereotypes, empower silent voices, and address issues related to parenting fears, identity crises, and bullying. Through awareness campaigns, partnerships, and training scholarships, Afrikindness endeavours to create a more tolerant, harmonious, and inclusive society.

In essence, Afrikindness is a catalyst for positive change, working towards a world where children embrace their identities without limitations and parents are equipped with the support needed for their children to flourish. Join us in fostering a global community where every child’s potential is celebrated and nurtured.

We launched a campaign awareness – Africa Awareness Week as part of Black History Month celebration. We recognize the negative narratives, myths, and misconceptions about Africa that perpetuate harmful stereotypes, leading to racial bullying and a sense of inferiority. Our mission is to challenge these narratives and create a balanced view that celebrates the beauty of Africa’s diversity and promotes cultural inclusiveness, kindness, and racial harmony in schools. Further details here: www.africaawarenessweek.co.uk

Contact Afrikindness

Visit Website

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