Leading with Heart: Why Humanity Belongs in Leadership
Written by Sarah Mullin
Deputy Headteacher and EdD student
When Chancellor Rachel Reeves appeared tearful during Prime Minister’s Questions, it became national news. Speculation followed. Some questioned her professionalism. Others expressed empathy. But what if her emotion wasn’t about weakness or pressure — what if it simply showed that she cared?
We may never know what Reeves was feeling, and that’s not the point. What matters is how society responded. In contrast, when Prime Minister Keir Starmer’s voice cracked with emotion moments earlier, many praised his sincerity. The double standard reminds us that we still judge emotional expression differently in men and women — and that’s something schools have the power to change.
In my doctoral research with women secondary headteachers, many shared the pressure to appear composed at all times. One told me:
“I’ve learned to hide my emotions because if I show them, people assume I’m not coping.”
Another said:
“I care deeply about my staff and pupils. But there’s still a sense that to be respected, you have to be hard.”
This expectation isn’t just unfair — it’s limiting. When we reduce leadership to stoicism, we ignore the relational skills that make leaders truly effective: empathy, emotional intelligence, and care.
That’s why these public moments of emotion matter. Because our young people are watching.
Girls need to see that leadership doesn’t require hiding your feelings or shrinking your identity. That you can be strong, successful, and still be yourself. And boys need to see that care and vulnerability aren’t weaknesses — they are part of responsible, emotionally mature leadership.
In schools, we have the chance to model a broader, healthier version of what leadership looks like — not just in what we say, but in how we lead. Staff and students alike benefit from environments where humanity is welcomed, not hidden.
Let’s create a culture where showing heart doesn’t undermine leadership — it defines it.
Courageous Conversations
Written by Hannah Wilson
Founder of Diverse Educators
What is a Courageous Conversation?
In courageous conversations, whether in the context of performance appraisal, mentoring, or coaching, individuals are encouraged to express their views openly and truthfully, rather than defensively or with the purpose of laying blame. Integral to courageous conversations is an openness to learn.
What Is an Example of a Courageous Conversation?
Typical examples include handling conflict, confronting a colleague, expressing an unpopular idea on a team, asking for a favour, saying no to a request for a favour, asking for a raise, or trying to have a conversation with someone who is avoiding you. Research shows that many women find such “courageous conversations” challenging.
How Do You Frame a Courageous Conversation?
- Set your intentions clearly.
- Create a container.
- Prepare facilitators & groups.
- Set it up.
- Open with vulnerability.
- Have the discussion.
- Come back together and close.
- Support each other.
What Does the Research Tell Us About Courageous Conversations?
According to the work of Susan Scott there are The Seven Principles of Fierce Conversations:
- Master the courage to interrogate reality. Are your assumptions valid? Has anything changed? What is now required of you? Of others?
- Come out from behind yourself into the conversation and make it real. When the conversation is real, change can occur before the conversation is over.
- Be here, prepared to be nowhere else. Speak and listen as if this is the most important conversation you will ever have with this person.
- Tackle your toughest challenge today. Identify and then confront the real obstacles in your path. Confrontation should be a search for the truth. Healthy relationships include both confrontation and appreciation.
- Obey your instincts. During each conversation, listen for more than content. Listen for emotion and intent as well. Act on your instincts rather than passing them over for fear that you could be wrong or that you might offend.
- Take responsibility for your emotional wake. For a leader there is no trivial comment. The conversation is not about the relationship; the conversation is the relationship. Learning to deliver the message without the load allows you to speak with clarity, conviction, and compassion.
- Let silence do the heavy lifting. Talk with people, not at them. Memorable conversations include breathing space. Slow down the conversation so that insight can occur in the space between words.
From Silence to Story: How My Autistic Son Inspired a New Chapter in Inclusive Literacy
Written by Pamela Aculey
Pamela Aculey is an award-winning author, public speaker, and the founder of Just Like Me Books and MIXD Reality—the creators of the world’s first inclusive augmented reality picture book. Inspired by her autistic son Walter, Pamela is passionate about using storytelling and technology to create inclusive, interactive experiences that reflect the beautifully diverse ways children see and engage with the world. She is also a full-time carer and advocate for representation in education and beyond.
They say necessity is the mother of invention. But for me, motherhood itself sparked an invention that would not only change how my son reads, but how countless children see themselves in stories.
My journey with autism, storytelling, and technology began with my eldest son, Walter. A bright, beautiful mixed race boy who, in his early years, struggled to communicate verbally. Walter is autistic and was non-speaking until the age of 7. As a parent, nothing prepares you for the silence—especially when all you want is to hear your child say “Mummy.” But in that silence, I learned to listen differently. I began to see the world through Walter’s eyes: colourful, musical, expressive in ways that didn’t require words.
Books became a lifeline. But while reading to Walter, I noticed something glaringly absent—him. None of the characters looked like him. None moved, spoke, or communicated like him. Representation wasn’t just lacking; it was almost non-existent. I wasn’t just searching for stories; I was searching for mirrors.
And one day, in the silence, Walter showed me what connection could look like.
He had one particular book he returned to every single day. He’d scan the pages, then walk over and hand it to me—always open to the same page. He’d hum and flap the book gently in front of my face. I assumed he wanted me to read the story—again—for what felt like the tenth time that day. So, I would.
But then Walter would get upset. Irritated.
He’d snatch the book out of my hands and throw it to the floor.
And a few minutes later? He’d bring it back and start the whole process again.
I was confused. Frustrated. Heartbroken.
Until one day, I paused long enough to really look at the page he kept coming back to.
It was an image of a little boy drinking water.
Suddenly it hit me:
Walter wasn’t asking for a story.
He was trying to tell me he was thirsty.
That moment changed everything. My little boy, who didn’t use words, had found his own way to communicate. He didn’t need language—he needed connection.
That’s when the idea behind Just Like Me Books was born. I wanted to create stories that reflected children like Walter—not only in how they look, but in how they experience the world. Our debut title, Buster Finds His Beat, follows Buster, an autistic, music-loving mixed-heritage boy who communicates using beats, rhythm and music. Sound familiar? It should. Buster is inspired by Walter.
To bring the story to life in a way that resonated with children like him, I incorporated augmented reality (AR). I created an app where children can scan the pages and watch Buster dance, laugh, and play drums in 3D. For neurodivergent readers, this fusion of storytelling and sensory experience offers not only joy but accessibility.
Seeing themselves in stories is one thing. Interacting with them? That’s a whole new world.
This innovation became the foundation for MIXD Reality—a creative tech company I co-founded to explore how immersive technology can transform learning, reading, and communication. We now partner with educators, publishers, and brands to create AR-powered experiences across industries: from children’s books and emotional literacy tools to museums, healthcare, and financial literacy.
With nearly 1 in 7 people identifying as neurodivergent (NHS England), we need more than just good intentions—we need practical, inclusive resources. Traditional classroom tools often leave behind children who process the world differently. AR bridges this gap by turning passive reading into an interactive journey that supports diverse learning styles.
We are currently in the early stages of conducting our own research to explore how augmented reality can support autistic children aged 5–8. We are actively seeking partnerships with families and organisations to help us carry out this important work. If you would like to be part of this, please get in touch. Because innovation shouldn’t be reserved for the few—it should uplift the many.
I’ve watched Walter go from being non-speaking to now writing his own short stories—and talking all the time! He’s 11 now, and still beats on everything—tables, tubs, anything that makes a sound. But more importantly, he reads. Not because he has to, but because he wants to. And when he saw himself in Buster, he beamed.
That smile reminded me why I started this work in the first place.
We often talk about diversity and inclusion in terms of policy, but what about practice? Are our bookshelves inclusive? Are we designing content with all learning styles in mind? Are we creating mirrors and bridges?
My hope is that Just Like Me Books and MIXD Reality spark more questions, more conversations, and more creativity.
Because every child deserves to be the hero of their own story—and sometimes, all it takes is pausing long enough to really look at the page they’re holding.
BLAM UK BOOK: Global Black Narratives for the classroom: Vol 1 & 2
Written by Bettina Ogbomoide
Project Coordinator at BLAM UK (Black Learning Achievement and Mental Health UK). Passionate about Black studies, and dedicated to educating and exploring the cultures and histories of the African diaspora.
Too often, Black history is limited to the margins of the school calendar, and only acknowledged during Black History Month, which also normally tends to focus on specific narratives i.e. the transatlantic slave trade or the civil rights movement in America. This approach not only restricts the richness and diversity of Black experience, often excluding Black Britain altogether, but also squanders the opportunity to engage students with a fuller, more accurate version of global and British history.
At BLAM UK, we believe that Black history is not an add-on, but rather it is an integral part of understanding the world we live in. This is why we developed Global Black Narratives for the Classroom, a two-volume educational resource designed to facilitate primary school teachers to embed Black history, including British and global narratives throughout the academic year. Rooted in England’s National Curriculum, the books aim to save teacher’s time, boost their confidence and subject knowledge, and make it easy to teach global Black histories in a way that is accessible and inclusive.
Volume 1: Black Britain and Europe
The first volume focuses on the histories of Black communities in Britain and across Europe. It offers creative lesson plans for themes ranging from early Black presence in Tudor England to 20th-century activism and cultural movements. By highlighting figures such as Claudia Jones, Olive Morris, and Josephine Baker, the book challenges educators to expand their understanding of British and European history beyond narrow Eurocentric, male-domoinated, traditional narratives.
Volume 2: Africa, the Americas, and the Caribbean
The second volume provides a broader global context. It provides a deep dive into African histories before colonialism, the cultural traditions of the Caribbean, and the layered experiences of Afro-descendant communities across the Americas. Through guided activities and thought-provoking content, students are encouraged to explore the global interconnectedness of Black narratives and resistance.
Both volumes are filled with practical tools which include lesson plans, engaging worksheets and creative activities, making it easier for teachers to deliver high-quality lessons with confidence and cultural sensitivity.
At its core, Global Black Narratives for the Classroom equips educators with the toolkit they need to centre Black perspectives in the curriculum, not just occasionally or tokenistically, but consistently and meaningfully. By doing so, we not only enhance the learning experience for all students, but we also create a more inclusive and culturally relevant and responsive educational environment.
Teachers who are seeking to counter the narrow, divisive rhetoric we are seeing increase, or are committed to anti-racist pedagogy will find in these books an invitation for reflection and the opportunity to increase your subject knowledge. All whilst encouraging critical thinking, and opening up space for alternative perspectives and more diverse stories to be told in the classroom.
You can purchase Global Black Narratives Volumes 1 & 2 from independent, Black-owned bookstores Book Love and Afrori Books, as well as Amazon, and Routledge.
Please see the links below to purchase:
Book Love (Black-owned anti-racist bookseller)
Vol 1: Global Black Narratives for the Classroom Africa, the Americas and the Caribbean
Vol 2: Global Black Narratives for the Classroom: Britain and Europe
Afrori Books (Black-owned independent book shop)
Brighthelm Church & Community Centre, Brighton and Hove, Brighton BN1 1YD
Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe –
Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean
Routledge
Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe
Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean
Amazon
Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe
Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean
Order our book and spread the word!
BLAM UK is here to transform the way we think about Black narratives, one classroom at a time!
“When they try to deny us, resist with Shades of Bias!”
Written by Wayne Reid
Professional Officer & Social Worker
In recent years, the social work profession has made declarations of support for anti-discriminatory, anti-oppressive and anti-racist practice. However, circular conversations, intensive dialogue, never-ending searches for ‘evidence’ and performative actions ensure that a critical gap persists: a lack of tangible reforms and person-centred support in real-world professional settings. This is the void in which Shades of Bias was conceived – to help move us beyond repetitive rhetoric and towards meaningful action.
In a profession built on values and ethics, social workers often find themselves navigating the culture war minefields of bias – sometimes as victims/survivors, sometimes as observers/witnesses and sometimes (albeit unintentionally), as perpetrators or people responsible. Shades of Bias emerges not as a blunt instrument of blame or guilt, but as a structured, compassionate and forward-thinking innovation for critical thinking and scalable change.
What is Shades of Bias?
Shades of Bias is a pioneering and universal case study framework designed to enable critical reflection on how discrimination, oppression and racism manifests in social work and beyond. It is a simple process for documenting, analysing and addressing instances of bias, whether it is experienced directly, observed/witnessed or perpetrated (by the person/people responsible). Shades of Bias can be used by:
- Victims/survivors of discrimination, to articulate their experiences in a therapeutic and structured way
- Witnesses and observers, to reflect on incidents of bias they encounter and contribute to ethical practice
- Those responsible for bias, to engage in non-punitive reflection, learning, and personal growth
The framework has 3 pathways and one vision. It embraces intersectionality and is underpinned by the protected characteristics in the Equality Act 2010. Based on anti-discriminatory, anti-oppressive and anti-racist values and ethics, Shades of Bias helps to create a culture of accountability, inclusion, self-expression and systemic change.
Whether you are a victim/survivor, witness/observer, or person responsible for bias, Shades of Bias provides a psychologically safe structure to:
- Reveal the event or issue
- Reflect on its dynamics and impact
- Repair through learning, growth and accountability
A philosophical framework for reflection
At its core, Shades of Bias is a conscious rejection of ‘tick-box EDI’ and a bold call for social work to live up to its ethical mandate. It is grounded in anti-discriminatory, anti-oppressive and anti-racist values. However, it reaches beyond these to promote dignified empowerment and restorative learning. Shades of Bias is intentionally non-punitive – designed not to shame, but to enable growth, positive change and cultural competence. It recognises that progress depends not just on systems changing, but on individuals reflecting, learning and being brave enough to do better.
Shades of Bias is an adaptable, expansive and multidimensional framework for healing, self-examination and transformation across policy, practice and education. It provides:
- A safe space to document injustices and validate lived experiences
- A professional development tool that promotes ethical decision-making and inclusive practice
- A resource for institutions to use anonymised case studies to promote collective learning and inform organisational change
It is intended for Shades of Bias to become the standardised framework for documenting discrimination and exposing harmful systemic patterns that are often ignored.
Shades of Bias has the following self-explanatory sections:
- Case study title
- Background and context
- Nature of the incident
- How was the situation handled?
- Reflection and learning
- Reflection and learning (for the person/people responsible for bias)
Shades of Bias is available in multiple formats – PDF, Word, and as an online Microsoft Form – and is supported by detailed guidance.
Shades of Bias does not aim to replace regulation or formal policies/procedures – it offers an accessible middle space between silence and escalation. Its aim is to document harm, cultivate learning and disrupt harmful patterns – especially when more formal channels may be unresponsive.
Unlike many reports that merely outline problems or recommend solutions that are not implemented, Shades of Bias is a universal template developed by BASW England members and staff to document, analyse and support people in real-world scenarios.
Origins rooted in lived reality
Shades of Bias was co-developed and co-produced in response to a groundswell of concerns from Black and Global Majority BASW England members. It is the culmination of collective contributions from frontline practitioners and thought leaders from the Black and Ethnic Minority Professionals Symposium (BPS), Professional Capabilities and Development (PC & D) group, Anti Racist Movement (A.R.M), School of Shabs, BASW England and myself. The concerns raised include:
- Students facing racism during placements and academic experiences
- Practice educators encountering bias in assessment and supervisory contexts
- Newly Qualified Social Workers (NQSWs) struggling against institutional racism in recruitment, progression, and workplace culture
These concerns were escalated through BASW (British Association of Social Workers) and representations made to key stakeholders and partners, highlighting systemic racism in social work education, early career pathways and relevant regulatory frameworks.
Shades of Bias’s launch is timely. Its development coincided with the publication of The Child Safeguarding Review Panel “It’s Silent”: Race, racism and safeguarding children report, which highlighted a lack of accountability in addressing racism in safeguarding practices.
Importantly, Shades of Bias is informed by BASW’s Code of Ethics; Professional Capabilities Framework (PCF); the Local Government Association’s Standards for employers of social workers in England; Social Work England’s professional standards and the Social Care Workforce Race and Equality Standards (SC WRES). Also, it is a logical progression from the BASW England ‘Anti-racism in Social Work’ activities across the UK (between 27/05/20 – 26/09/21) report.
Shantel Thomas, founder of the award winning Anti-Racist Movement (A.R.M.), BPS member and key partner said: “Shades of Bias is more than a tool – it’s a bold declaration that lived experience matters, and that reflection is the first step towards action. As the A.R.M. collective, we are proud to stand behind this transformative framework, which empowers practitioners not only to reveal and reflect on harm, but to repair and rebuild with integrity. This is how we dismantle racism – from the inside out.”
Shabnam Ahmed MBE, founder of School of Shabs, BPS member and key partner said: “Shades of Bias is a transformative tool, powerful for both deep reflection and bold action. It empowers self-agency by giving voice to silenced experiences and challenging the minimisation of racism. True change demands bravery: to recognise that both courage and vulnerability can sit side by side. The discomfort is necessary for accountability. When we face these truths together, change and anti-racism becomes possible.”
More than just a template
Shades of Bias can be used to inform policy, practice and education, as follows:
- In policy, it can inform consultation responses and track systemic patterns of discrimination
- In practice, it serves as a supervision tool, a CPD mechanism and a reflective journal
- In education, it supports students and educators to explore bias meaningfully and sensitively
- It encourages multi-level perspectives and multi-disciplinary dialogue
Shades of Bias can be used:
- Individually for personal reflection, CPD or supervision
- Within teams to address group dynamics and organisational culture
- Across institutions as part of safeguarding, HR processes, whistleblowing or reflective learning
The section for people responsible for the bias supports individuals who have engaged in discriminatory, oppressive or racist actions/behaviours whether knowingly or unwittingly. It has a structured, non-punitive approach to reflection, helping individuals to take responsibility, learn and commit to anti-discriminatory, anti-oppressive and anti-racist practices.
The template encourages people responsible for bias to:
- Recognise and understand personal biases
- Acknowledge and address the harm they have caused
- Align themselves with professional ethics and regulatory expectations
- Contribute to a culture of self-honesty and transformative change
From seed to systemic
Social workers have shared the benefits of implementing and applying Shades of Bias:
- “We all have biases. It’s the human condition. Recognising them is what makes the difference.”
- “I love the guidance questions under each section because it helps me think and probe further into the situation. By the time I get to the reflection at the end, I have literally torn apart the entire situation and now, allows me to think beyond the situation. The fact that the case study is going to be used to “repair” gives me the motivation to complete this.”
- “The ideas are innovative and a pragmatic approach to seeking to achieve change. I can see how I could use it either in my role as a Practice Educator and/or when I take on Anti-Racism within the organisation. The Reveal>Reflect>Repair part is easily relatable too.”
- “I do feel it’s really positive and I could completely relate as a neuro diverse Black woman. Thank you I feel it’s a great resource and is easy to understand.”
- “I just wanted to say that Shades of Bias is a fantastic and ingenious idea! I am genuinely impressed with the depth and thoughtfulness that has gone into developing this framework.”
- “Shades of Bias is a fantastic initiative. This addresses an area often overlooked, as many instances of discrimination, particularly from managers towards social workers, result in disciplinary action but rarely focus on the underlying bias. The burden of proof unfortunately falls on the aggrieved party, who often belongs to the global majority. While this is a positive step, I still believe we need stronger action at the policy level.”
Shades of Bias helps to foster a culture of honesty, humility and hope – centred on the belief that accountability is not an accusation, but a duty of care and professionalism. It is a framework for all levels of the profession – from students and practitioners to senior leaders, from academics to policy influencers. Shades of Bias supports the profession’s evolving need for brave, psychologically safe spaces that honour complexity, intersectionality and human emotions.
What distinguishes Shades of Bias is its belief that transformation starts within. By confronting our blind spots, we move towards integrity and self-awareness. By documenting injustice, we can seed change. By embracing our discomfort, we honour the dignity of others.
Shades of Bias is not a one-off resource. It is a philosophy, a practice and a call to action. If widely adopted, it has the power to humanise systems, reimagine accountability and hardwire social justice into the fabric of social work and beyond. When bias is revealed and reflection is authentic, repair becomes possible.
“When they try to deny us, resist with Shades of Bias!”
‘One world, one race… the human race!’
Download the Shades of Bias case study template and the full suite of materials and templates today at: https://basw.co.uk/shades-bias.
Let’s talk about the criticisms of EDI work
Written by Shammi Rahman
Shammi is a Diversity and Equalities Adviser for HFL Education and a former member of the Advisory Board for the Children's Commissioner. She brings 19 years of secondary education experience, specialising in Religious Studies. Shammi has played a key role in promoting high-quality Religious Education as an Executive Leader for NATRE,working with SACRE boards and providing support for teaching Islam at GCSE and A Level. With a background in championing community cohesion and interfaith activities with young people in Milton Keynes, Shammi advocates for diverse student voices. Dedicated to enhancing race equity in education, she supports school leaders through bespoke support or training for a more inclusive educational landscape.
I’m very aware of the conversations happening across organisations amongst EDI (Equity, Diversity, and Inclusion) professionals on LinkedIn and those facing growing scrutiny. Whether from leadership, colleagues, wider society or online, there are increasingly vocal critiques about how EDI is approached and who is seen as credible in the space. Understanding these criticisms, whether we agree with them or not, helps us engage more thoughtfully and improve the impact of this vital work so we can all work together with meaning.
Here are some of the common criticisms I am seeing being expressed:
- Questioning Authenticity and Expertise – the idea that some EDI professionals are self-appointed or lack formal expertise.
- Questioning Motivations and Job Security – A belief that some professionals are driven more by job preservation or ideology than by organisational outcomes.
- Perceived Bias – Advisers seen as leaning left politically, overly virtuous, or part of ideological “echo chambers.”
- Questioning Communication Style – some feel the language can feel “othering” or overly dramatic, especially around race, and allyship.
- Questioning the Emotional Impact – seeing Distress in the workplace as real but sometimes viewed as performative or exaggerated.
- Framing – as “black-and-white thinking,” often linked (rightly or wrongly) to neurodivergent traits or rigid ideologies.
- Concerns about Social Justice Orientation – the idea that the work is politically motivated or aligned with activist agendas.
Many of these critiques misunderstand the depth and purpose of equity work, while some raise perfectly important challenges that EDI leaders should reflect on. I think a much deeper understanding is essential for anyone engaging in this space, both those who support EDI and those questioning it to move forward with greater clarity, purpose, and mutual respect.
So how do we navigate pushback? Here are my reflections:
Working in the field of Equity, Diversity, and Inclusion (EDI) and in my role, specifically focusing on race and religion, is incredibly rewarding, but it comes with its own challenges, which I personally find helpful in helping me understand better and reassess how I help people. It is particularly interesting when faced with resistance or pushback because these challenges can manifest in many forms, from scepticism about the value of the work to outright dismissal of lived experiences.
As someone who left the teaching profession because I knew, and have known, for many years education has much work to do in race equity and understanding faith communities better, I have been very grateful to have been working closely with some of the most inspiring school leaders, but I want to share some personal reflections on these challenges.
The goal isn’t to point fingers and I don’t know anyone who has that intention. My intentions are to foster understanding and open the door for more honest, respectful conversations, even if we disagree, about how we can all contribute to creating better, more inclusive workplaces. That’s the bottom line. More importantly for the benefit of doing right by the children and communities we serve and care about.
- The Struggle to be Heard: Questioning Experience and Expertise
One of the most frustrating aspects of EDI work is when your expertise or lived experience is questioned. The very people who are often asked to speak out about racism, exclusion, or marginalisation are met with scepticism about the validity of their experiences. It’s important to remember that for many of us in this space, we’re not just speaking from academic knowledge, we’re also sharing the experiences of colleagues, friends, and family members who face these challenges daily but often feel too unsafe to speak up. The real cost of these discussions is often invisible, but it is crucial to acknowledge and respect the lived experiences behind them. - The Burden of Proof: Constantly Justifying Your Claims
Another significant problem is the expectation to constantly “prove” the validity of what you’re saying. I’ve often found myself in situations where even after providing clear evidence, whether it’s research, statistics, or firsthand accounts, the response is to ask for more proof or dismiss the evidence entirely. This can be incredibly discouraging, as it implies that the experience or evidence being shared isn’t worthy of consideration. It’s essential that we move beyond the need for endless validation and start acknowledging the lived realities of those who have been marginalised. - The Dismissal of Personal Experience
Personal stories and experiences are powerful tools for change, yet they’re often dismissed as “emotional,” “biased,” or “misunderstood.” Phrases like “You would say that, wouldn’t you?” or “I think you misunderstood” can undermine the point of the conversation. We have to recognise that personal stories are not just anecdotes, they are a crucial part of understanding the broader systemic issues. When these stories are minimised or invalidated, we lose an opportunity to connect and find solutions to problems behind the issues. - Political Labels: Don’t Pigeonhole EDI Advocates
One of the challenges of working in EDI is the tendency to be pigeonholed into a political category. People often try to label EDI advocates as “left-leaning” or “activists,” which oversimplifies our perspectives. The reality is many of us don’t fit neatly into these boxes. In fact, some of us have experienced racism from self-proclaimed liberals or left-leaning individuals. EDI advocates come from diverse backgrounds and political ideologies, just as people with racist views do and it’s important to respect that there is diversity of thought amongst all groups. The work we do is not about political affiliation, it’s about creating spaces where everyone can thrive. - Race and Religion: The Topics We Often Avoid
Why have I focused on these two protected characteristics? Not only can I relate to them, I also know many real stories of discrimination that have and still prevent people from enjoying a fulfilling career or school experience. While all protected characteristics are important, there is a consistent pattern where discussions around race and religion are either avoided or deprioritised. This is often a silent issue in many workplaces where conversations about race or religion are treated as uncomfortable or taboo. This lack of focus on these critical issues only perpetuates the marginalisation of those who experience racial or religious discrimination. So that is why it’s vital that we prioritise these conversations (where it is needed) and create environments where they can happen openly and without fear of retaliation. - Allyship and Accountability: Why It Matters
The concept of allyship often makes some leaders uncomfortable because it involves acknowledging their own role in creating change and can feel threatening. But the truth is, we cannot continue to rely on ethnically minoritised individuals to bear the burden of EDI work. Leaders, especially those with power and influence, must be held accountable for creating inclusive environments. If leadership doesn’t take responsibility for EDI efforts, progress will always be limited. True allyship involves accountability, and it’s time for those in power to step up and lead effectively and that is where my energy lies and why allyship is needed. - The Impact of Racism on Well-Being: It’s Not Exaggerated
Another reality that often gets overlooked is the profound impact that discrimination can have on an individual’s health and well-being. Many people who speak out about their experiences with racism or discrimination do so at great personal risk. For some, the consequences are dire stress-related illnesses such as heart disease or high blood pressure are not uncommon. This isn’t an exaggeration. When individuals are forced to endure toxic work environments for years, it takes a toll on their mental and physical health. Recognising this harm is essential to making meaningful progress in the EDI space. - Stereotyping EDI Advocates: A Misunderstanding
A common stereotype about those working in EDI is that they are “ideologically rigid” or predominantly neurodivergent. This stereotype not only undermines the professionalism and rigour of EDI work, but it also perpetuates a harmful narrative about those who are dedicated to creating inclusive spaces. EDI work is not about rigid ideology, it’s about fostering environments that allow everyone to thrive, regardless of background. Reducing EDI practitioners to one-dimensional labels only serves to dismiss the complexity of the work and its importance. - Racism Is Political: It Doesn’t Stay Out of the Workplace
Some critics argue that EDI work is too political. But the reality is that racism and discrimination are inherently political, they are driven by policies, social norms, and cultural attitudes that affect every part of society, including the workplace. The influence of politics doesn’t stop at the doors of the office. National and local political agendas that perpetuate racism and discrimination impact everyone, including employees. It’s crucial that we understand the broader societal forces at play and work to mitigate their effects in our organisations instead of ignoring them and again, expecting racially minoritised people to take the brunt of the negativity. - Creating Space for Open Conversations
Ultimately, tension and conflict within EDI spaces often arise when open, honest conversations aren’t welcomed or facilitated. For everyone to thrive in an organisation, we need to create spaces where all voices can be heard, where differences are respected, and where leadership is willing to listen, learn, and adapt. It’s only when we build good relations with one another and trust each other that we can truly work efficiently and inclusively.
Conclusion: A Call for Action
EDI work is not easy, but it is necessary. The challenges we face in navigating resistance, misunderstanding, and pushback are real, but they shouldn’t deter us from our mission. We need to keep the conversation going, foster empathy, and encourage leadership to take responsibility. Only then can we begin to create workplaces that are truly inclusive and equitable for everyone. This is not the time to cave into push back, this is the time to embrace and push back with something better, with collective strength, kindness and sustained commitment.
Ten years of ‘No Outsiders’ assemblies: driving inclusion at a whole school level
Written by Andrew Moffat
Andrew Moffat has been teaching for 25 years and is currently PD Lead at Excelsior MAT. He is the author of “No Outsiders in our school: Teaching the Equality Act in Primary Schools” and “No Outsiders: everyone different, everyone welcome”. In 2017 Andrew was awarded a MBE for services to equality and diversity in education and in 2019 he was listed as a top ten finalist in the Varkey Foundation Global Teacher Prize.
No Outsiders assemblies are 10 years old this month! Hooray! This is amazing – it’s gone by in a flash and I can remember each one like it was only yesterday … all 693 of them and with over 300,000 views.
The point of a No Outsiders assembly is to make the ethos real. The No Outsiders scheme is based on 43 picture books with a progression of lesson plans written for children in Reception to Year 6. The picture books are great; I’m using some wonderful authors and classic reads in there. Some of the picture books are based on real life stories, but it’s still different to discussing a photo taken of a real person in the last week.
I realized in the early days of introducing the scheme in my school, that the lesson plans were not enough. You can’t build a whole school ethos on 6 lesson plans in each year group spread over the year; you need a weekly inclusion injection. Assemblies are the way to do this – everyone together discussing and driving the inclusive narrative. My aim was to find interesting current pictures to discuss with children and find ways to reach a ‘No Outsiders’ conclusion: “That’s why we say there are no outsiders here- everyone is welcome.” The assemblies became a key driver in our effort to develop the inclusive language and understanding. Everyone attended the weekly assemblies, and I encouraged staff to comment and relate to their own experiences in front of the children. Furthermore, as all the teachers were in the assembly, they would be referencing it throughout the week with their class.
I was worried when I first started doing the assemblies that we were summarising with the same sort of conclusion every week and I was reflecting whether children might get bored and start blandly replying, “No Outsiders” to every question, but it never happened. Even so, I started thinking about better questions and discussions; foster empathy skills and critical thinking; get a debate going with the children- ‘why does that person think that?’ and give them space to consider new and different ideas to their own.
Oracy changed everything. I remember attending an oracy inset at my school in about 2021 and it was a game changer. The oracy lead at the time suggested we worked together and used No Outsiders assemblies to teach oracy and it was a perfect solution to both our aims.
The aim in oracy is to teach children to speak; to use sentence stems and articulate their feelings; to agree and disagree. Disagreeing is ok as long as you disagree respectfully. This was key for No Outsiders because I could put in to practice this idea that different opinions were ok as long as you voiced them with respect and non-judgement. The ability to hold two points of view and balance opinions has always been central to a no outsiders ethos- I’m not teaching children what to think; rather I am teaching children to think. Now, using oracy, I had strategies and literally scripts (sentence stems) that I could use to encourage children to see other points of view and articulate those points of view in a reasoned manner, without necessarily agreeing with those points of view.
The first No Outsiders assembly was published on June 27th 2015. Looking back at my first attempt., it’s very different to the No Outsiders assemblies I am publishing today. It’s short, there are few questions and there is no attempt at recognising different points of view. Still, it’s a good first attempt and interesting to see how far we have come since June 2015.
Here it is (June 27th 2015): https://no-outsiders-assembly.blogspot.com/2015/06/assembly-picture-1-british-values.html
The picture shows a hand holding an old photo at chest height of an army squad. The focus is on the photo and the medals pinned to the jacket of the person holding up the photo. We can’t see their face.
Our activity:
Sword Beach, France Normandy veteran Alan King, from the Norwich and District NVA, holds a photo of himself (front second left) and his comrades from B Company taken on VE Day 1945, as dozens of British veterans made a cross-Channel pilgrimage to Normandy to honour the legacy of comrades killed in the D-Day landings 71 years ago. Photograph: Jonathan Brady/PA
- Who is this man?
- Why does he wear medals?
- Who do you think is in the photo he holds?
- What happened on June 6th 1944?
- Why does Alan King want this photo to be seen?
- What do you think are his feelings about that time?
The obvious change over the last 10 years is the development of questions. I would still use the photo today but if I were writing this assembly in 2025, the questioning would be completely different. Here’s a plan using the same picture but ten years on. The questions to ask the children use italics.
Our activity:
- What do you see in the picture? What do you think this story is about?
- There are two pictures here, how do you think they are related?
The photo shows Alan King who is a France Normandy Veteran.
- What is a Veteran?
- What does “France Normandy” mean – what famous event happened on the beaches at Normandy in WW2?
Alan holds a picture showing his comrades, taken on VE day in 1945. Alan is in the picture on the front row, second left.
- Why do you think Alan is holding this picture?
- What is VE day, what does it stand for and what happened on that day?
- We can’t see Alan’s face in the photo today; we just see his medals and the old Alan in the photo he holds. Why do you think the photographer chose to do this?
- Do you think the photographer should have sown Alan’s face? What are the arguments for and against this decision?
This photo of Alan was taken in 2015 as dozens of veterans crossed the English channel to Normandy to honour the legacy of comrades killed in the D-Day landings on June 6th 1944.
- What were the D-Day landings, what happened on that day?
- Why do you think veterans chose to make the crossing again 71 years later?
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- On the day in 1944 how many people do you think were involved in the crossing? (there were 175,000 soldiers involved.) Why only dozens today?
- Why do we still remember that time when it was so long ago? Why not forget about it?
- What can we learn from Alan?
- Why is this about No Outsiders?
- Which British value is this about?
I love the questions about the focus of the image- why can’t we see Alan’s face? This is a great debate, and we can encourage pupils to think about and articulate both sides of the argument using sentence stems such as:
- “I would like to start by saying…”
- “I can see both sides: on the one hand, ___________, on the other…”
- “One argument might be…”
- “Building on…”
- “That’s an interesting point, have you thought about…”
Today I always end my assemblies with the two questions, “Why is this about No Outsiders?” and, “Which British value is this about?” to ground the discussion in our school and link it back to the experience of the children in school.
So, how should I finish this ten year anniversary blog post? It can only be to choose 5 of my favourite assemblies. It’s an impossible task to choose 5 out of over 500 so I will select 5 assemblies that reflected key events at the time. A key strength of these assemblies is I can write them quickly in response to any news event that I think schools need to talk about. I can respond right away, and schools can use the resource the next day.
1 – The death of Queen Elizabeth II
The photo shows thousands of people congregating outside Buckingham Palace.
I struggled at first to think of an angle that linked to No Outsiders and then when commentators kept referring to the stability and constant presence that the Queen represented in their lives, I realised my focus could be on how equality laws and attitudes have changed while she was on the throne and also how people from different backgrounds felt the same way about her. This assembly is by far the most viewed assembly of the last ten years. https://no-outsiders-assembly.blogspot.com/2022/09/queen-elizabeth-ii-1926-2022.html
I did meet the Queen in 2017 when I received a MBE. I had about one minute with her, and she asked what I did in school. I told her what No Outsiders was aiming for and how we taught it in schools – I got in the protected characteristics and British Values! I think she didn’t quite know what to say at first and my boyfriend in the audience who was watching said you could see her concentrating and thinking of a reply. Then she said, “Very important for all our futures, I should think.”
2 – England losing the Euros final 2024
The photo shows Gareth Southgate in a kit on a pitch cheering. The impression is he has just scored a goal.
The Euro final between England and Spain was held on a Sunday evening in July 2024 and I knew that the game was going to be the only topic of conversation in school the next day. It had to be the theme for the Monday morning assembly, but I didn’t want to be writing an assembly at 10:00 on a Sunday evening about the result. I needed an assembly that could be used in schools the next day regardless of the result.
I found a fantastic article on radio 4 about Gareth Southgate and a speech he gives to the players in the changing room before every match. In the speech, Gareth talks about what it means to be English and about Pride in the game. He also says this:
“I am the England men’s football team manager. I have a responsibility to the wider community to use my voice and so do the players. It’s their duty to interact with the public on matters such as equality, inclusivity, racial injustice, while using the power of their voices to help put debates on the table; to raise awareness and educate.”
A Head teacher contacted me after using this assembly to say it visibly lifted the children on Monday morning after they came in despondent and disappointed because of the result. That was exactly the response I hope for. This assembly became the third most viewed of the ten years.
3 – General elections
The photo shows Prime Minister Theresa May standing alongside Lord Bucket Head at the count in her constituency for the general election.
General elections give us a wonderful opportunity to talk about British values and this picture from 2017 says it all. It’s a perfect vehicle to get children discussing democracy and how it works.
The assembly also referenced Mr Fish Finger who stood in Westmorland and Lonsdale. Questions to consider included:
- 37,469 more people voted for Theresa May than voted for Lord Buckethead; why?
- Do you think Lord Buckethead and Mr Fishfinger wanted to win?
- Why do you think Mr Fishfinger and Lord Buckethead stood for election?
- Some people voted for either Mr Fishfinger or Lord Buckethead. Did their votes count? Why?
- Should Lord Buckethead and Mr Fishfinger be allowed to take part in elections? What would happen if they won?
- What does this story demonstrate about democracy in the UK?
- Why is this about No Outsiders?
4 – Fish and Chips
The photo shows Gary Lineker in a cafe tucking in to a plate of fish and chips.
When the horrific violence against refugees erupted last summer in Southport and across the country, I published assemblies for schools to use when they returned in September. In the autumn term 2024 I was invited by a school in Southport to deliver No Outsiders training to their staff. Five other local schools joined the training and the local police also came.
This assembly was a direct response to any voices arguing refugees are not welcome, by making clear how England has benefitted from refugees. In a short video, Gary Lineker celebrates National Fish and Chip day, by asking where all the food on his plate originates.
I recently asked the Head Teacher of the school where I delivered training to reflect on the impact of that training a year later and here is his response:
“The No Outsiders programme has had a huge impact at our school. The assemblies are fresh, relevant and provide wonderful opportunities for interactive assemblies that cover vital issues. In addition, the units of work for classrooms provide a depth of discussion that has really improved provision at our school. The programme has been embraced by the whole school community and is one of the most positive things we have undertaken in the last few years.”
5 – Start of a school year
The photo shows a sky dive formation involving 113 people making a flower shape in the sky.
The most re-used assembly of the last ten years has placed this one as the second most viewed overall. It’s perfect for the first assembly of a new school year. I find small ways to update it every time I repost, but the essence remains the same. It uses a photo of a world record flower formation skydive performed by an international crew and asks what is the impact when people of different nationality, gender, religion etc work together. Why don’t all the black sky divers stay together, and the white sky divers stay together? The flower formation took 13 attempts to get right; why didn’t they give up after 5?
There’s also a lone figure top left who is not part of the formation – who are they, what are they doing? What do you think people are shouting to them? My most recent update included questions about how the photo was taken- from what angle and form where? And how long would the divers have to make the formation? What can we learn from them?
https://ks1no-outsiders-assembly.blogspot.com/2024/09/start-of-school-year.html
I want to say thank you to anyone who has used a No Outsiders assembly over the last ten years and also to anyone who has got in touch to give feedback. I can’t see a time when I won’t be writing and publishing these assemblies; I think I’ll be writing them long after I am retired! The assemblies still give me joy both to write and deliver, and when things get challenging in the world outside, they give me hope. These assemblies are my way of saying “It’s going to be ok – we can get through this together. Together we are strong.”
Here’s to the next ten years. Cheers!
Signposting:
No Outsiders assemblies are published weekly free to access on the No Outsiders website www.no-outsiders.com
Andrew Moffat also sends assemblies in powerpoint form to schools on a mailing list each week. To join the free mailing list and receive the power points, contact Andrew on his school email a.moffat@excelsiormat.org
Designing Neurodivergent-Friendly Classrooms: Rethinking Inclusion from the Inside Out
Written by Sana Siddiq
Sana Siddiq is an educator, coach, and creator of The Elevate Framework™, guiding schools to lead with empathy, equity, and emotional safety. Her work centres neurodivergent inclusion, systemic transformation, and holistic development—supporting educators to unlearn outdated systems and build compassionate, conscious spaces where every learner can thrive.
As the educational landscape evolves, the call for inclusive classrooms has grown louder. But inclusion, when viewed through a neurotypical lens, often amounts to little more than accommodation. True inclusion must be co-designed with, not just for, neurodivergent learners—and that demands a radical reimagining of the systems, assumptions, and environments we teach within.
A Paradigm Shift: From “Fixing the Child” to Rethinking the System
Traditional classroom models are built on industrial-era expectations of standardisation, control, and passive compliance. These models were never designed for neurodivergent minds—and expecting children with ADHD, autism, sensory sensitivities, or anxiety to thrive in such spaces without reconfiguration is not just misguided, it’s unjust.
Instead of asking: How can we make this child fit the classroom? we must ask: How can we make the classroom fit the child?
This isn’t just semantics—it’s a shift in power, responsibility, and educational ethos. Inclusion is not the work of putting ramps in place for those who can’t walk the stairs. It’s the work of redesigning the building altogether.
What Does a Neurodivergent-Friendly Classroom Actually Look Like?
- Sensory-Conscious Spaces
Sensory overwhelm is one of the most commonly misunderstood barriers to learning. Yet classrooms are often visually cluttered, fluorescent-lit, noisy environments. We must move beyond tokenistic “calm corners” and instead build entire spaces that are:
- Predictable in layout
- Low-arousal in aesthetic (muted tones, warm lighting)
- Flexible in sensory offerings (noise-cancelling headphones, wiggle stools, movement options)
Rather than viewing sensory needs as “special,” we can normalise and embed these supports universally, benefiting all learners.
- Regulation as a Collective Culture
Many schools still use behaviourist models—token charts, clip systems, sanctions—that confuse dysregulation with defiance. But neuroscience tells us that the developing brain cannot access executive functioning when in fight, flight, or freeze. What a dysregulated child needs is not a consequence—it’s co-regulation.
Neurodivergent-friendly classrooms:
- Teach and model regulation proactively
- Offer regular body breaks, movement prompts, and access to regulation tools
- Embed emotional check-ins as a non-negotiable part of the day
- Universal Design for Learning (UDL)
UDL isn’t about creating “special resources.” It’s a mindset that recognises there is no one-size-fits-all learner.
This means:
- Offering multiple means of engagement (movement-based, visual, auditory)
- Supporting alternative ways of showing knowledge (video, drawing, mind maps, voice recordings)
- Designing flexible tasks from the outset, rather than retrofitting support
- Agency and Autonomy as Core Pedagogy
Many neurodivergent children feel disempowered by school systems that reward obedience over authenticity. Reclaiming agency is not just empowering—it’s protective.
You might:
- Involve students in co-creating classroom agreements
- Offer opt-in group work, or self-paced learning tasks
- Provide choices in how, where, and when work is completed
Thought Leadership: We Need a Cultural Shift, Not a Checklist
This work is not about box-ticking or surface-level strategies. It is about dismantling ableist structures baked into our educational systems.
We must move away from the deficit narrative that views neurodivergence as a problem to be solved. Instead, we need to centre neurodivergent voices, lived experience, and expertise in how classrooms are shaped. Ask yourself:
- Who are our systems currently built for?
- Whose needs are framed as “challenging”?
- Who has to work harder just to belong?
The answers to these questions reveal more about our values than any mission statement.
Leadership Implications: Inclusion Is a Leadership Practice
School leaders must lead this shift with courage. Neurodivergent-friendly practice must be embedded into:
- Curriculum design
- CPD and teacher training
- Safeguarding and wellbeing policies
- Recruitment, voice, and governance
Inclusion cannot rest on the shoulders of one passionate SENDCo or learning support assistant. It must be championed, funded, and normalised from the top down.
In Summary
Designing neurodivergent-friendly classrooms is not about making tweaks to traditional practice. It’s about interrogating the very foundations of what we call “normal” in education. It’s about rejecting the idea that some learners are “too much,” and instead building a world that is wide enough to hold all ways of being.
Because the truth is, what works for neurodivergent children works better for all children: more agency, more flexibility, more emotional safety, more belonging.
And that’s not just inclusion—that’s transformation.
Why Black History Is More Than Just a Month: Embedding Legacy, Learning and Leadership All Year Round
Written by Ellisha Soanes
Ellisha is a multi award-winning Equality, Diversity, and Inclusion Specialist. Ellisha worked as Director of Equality Diversity Inclusion for several colleges and adult education in East Anglia, and as a lecturer teaching EDI has worked in the education sector for the over 10 years, and in the health and social care/ Public Health sector for over 20 years. Ellisha works as an international consultant and collaborates with businesses and community projects to empower others and create new opportunities through leadership. Ellisha has worked closely with the Department of Education, and continues to do so on creating changes, sitting at parliamentary boards. She has been featured in global news journals as column writer and papers.
As we mark five years since the murder of George Floyd, the question many of us in education and leadership circles are still grappling with is this: how do we move from reactive to proactive when it comes to race, equity, and inclusion? How do we ensure that Black history is not confined to a single month in October, but becomes a golden thread woven through every aspect of our curriculum, policies, and culture?
The answer lies not in performative gestures, but in intentional action.
Black history is British history, world history, and human history. It doesn’t start or end with the transatlantic slave trade or the U.S. civil rights movement — though those are key chapters. But if that’s all we teach, what message does that send to our Black students and to other students and colleagues? That our legacy begins with oppression?
We must ask better questions and dig deeper. Were we not inventors, pioneers, warriors, scholars? Black Tudors existed. Black soldiers fought in both World Wars. Ancient Kemet — known today as Egypt — led the world in medicine, astronomy, and education. Our contributions span centuries and continents.
So how can educators ensure that Black history is embedded all year round, not just dusted off for October? Here are three practical steps based on my experience:
- Invest in Training and Development – Begin With Yourself
One of the most common questions I ask educators is: Were you taught Black history in school? For most, the answer is no — or if yes, only slavery and civil rights.
This is not just a gap in knowledge. It’s a gap in identity, empathy, and understanding.
You can’t teach what you don’t know. That’s why anti-racism training is vital. But it’s not enough to attend a workshop and tick a box. True transformation starts with self-reflection. What are your biases? What stories are missing from your own education?
Before you try to lead young people, work with your own teams first. Create spaces where educators can learn, unlearn, and build confidence in delivering diverse content. Challenge the assumption that Black history is “extra” – it’s essential.
- Appoint EDI Ambassadors at Every Level
Embedding diversity is not the responsibility of the one Black staff member, the LGBTQ+ colleague, or someone with a disability. It must be everyone’s job.
That’s why I always recommend appointing Equality, Diversity, and Inclusion (EDI) ambassadors across all levels — from your governing board (yes, even your governors should include an EDI champion) to your reception team.
These ambassadors shouldn’t just represent communities — they should lead change. Help shape policy, organise events, challenge bias, and ensure that inclusive practice is not a side project but a core priority.
By having representation across your organisation, you ensure accountability — and create role models who are visible, vocal, and valued.
- Adopt Student-Led Approaches: Celebrate ‘Heroes on Your Doorstep’
Young people don’t just want to be taught — they want to co-create.
Some of our most impactful work has come from listening to what students want to see in their curriculum. For example, in our public services courses, students highlighted local Black heroes — people whose stories are often forgotten, but who made a lasting impact.
One such figure is Derrick Bobbington Thomas, one of the first Black servicemen from the Windrush generation in Suffolk. His story, shared by students, was a powerful reminder of the richness of local history.
Another initiative included working with Wooden Roots, an African drumming group deeply rooted in African history and culture. Not only did they bring energy and rhythm to our college campuses, but they also played a role in the Black Panther movie — showcasing how African heritage resonates on global stages. https://www.voice-online.co.uk/news/uk-news/2024/06/05/black-panther-african-drumming-company-to-offer-bursaries-for-underrepresented-groups/
Partnering with local charities, community groups, and Windrush societies is a brilliant way to fill in the historical gaps. They offer stories, speakers, and resources that textbooks don’t. And they help students see that Black history is not something far away — it’s here, in our towns, schools, and families, as author and collobarting with young people and communities I’m proud to say linking with your community, helped create black history interactive workbook used across schools in the east of the region and beyond. Elimu little book of knowledge- find your free copy here: https://www.aspireblacksuffolk.org.uk/_files/ugd/63af3a_5af8d55d89244cde90d0a8387a0aaa82.pdf
Nelson Mandela once said, “Education is the most powerful weapon you can use to change the world.” That change doesn’t happen overnight — but it begins with honest conversations, committed people, and consistent actions.
Black history isn’t just for October. It’s for every subject, every classroom, and every child.
When we expand the narrative, we empower minds. When we recognise the full spectrum of Black excellence, and when we embed this knowledge into the very fabric of our schools and organisations, we don’t just tick boxes — we transform lives.
So let’s not wait for a headline or a month. Let’s lead with purpose, educate with passion, and celebrate Black history — every day of the year.
Check out these articles to help you find your own heroes on your doorstep..
How do you plan good lessons on homosexuality when resources only tell half the story? A call for proper representation in religious education textbooks
Written by Jonny Tridgell
Jonny began his career as a secondary school teacher in 2009 and has since been a head of sixth form, head of department and lead practitioner for EDI. He has also worked in teacher education as a mentor, curriculum tutor and general tutor on the University of Oxford PGCE. He completed his MSc in Education (Digital and Social Change) at Oxford in 2024. He is currently working as Equality, Diversity & Inclusion Data and Insights Officer at Jesus College, Oxford, alongside roles as a teacher, teacher educator and researcher.
Imagine you are planning a GCSE lesson on Christian beliefs about homosexuality, but you don’t feel confident about the topic. You might have a theology degree and a PGCE in religious education, but have never really studied queer theology, or maybe you are one of the many non-specialists delivering these lessons in the UK (Orchard, 2024). You’re not sure where to begin planning your lesson. Do you do a debate with the students? Perhaps you could do some textual study, but then which texts? You know that Christianity has often the basis for homophobia, but you also don’t want to suggest to your students that Christianity is prejudiced or bad. So, what do you do next?
You might look for shared resources made by a colleague or look online. You might use AI. One solution would be to use a textbook or revision guide endorsed by your exam board. Jackson et al (2010) found that many teachers used textbooks just for that and in my experience as an educator and researcher, many teachers (including me), still do. Textbooks are helpful for pitching, but also, geared as many are to exams, provide a great deal of reassurance. However, there is a risk to this, because RE textbooks in the UK tend to sanitise and essentialise Christian beliefs about homosexuality and to present these through a Eurocentric lens.
In a recent paper for The British Journal of RE (Tridgell, 2025), I found that textbooks represent Christian approaches to homosexuality in a way that has been sanitised, excising those churches that promote explicitly anti-LGBTQ+ views. These textbooks also generally excluded African Christianities and churches, portraying African Christians as recipients of aid or evangelism only, not as theologians. One reason for this might be a desire to promote community cohesion by only presenting socially acceptable or “positive” views of Christianity as real Christianity (see arguments made by Smith et al, 2018), even if this presents a view of Christianity that is false. The Eurocentric approach here is perhaps even more troubling, given the way this might exclude those whose experience of Christianity is not reflected in these textbooks.
As a gay RE teacher who studied Christian approaches to homosexuality, I can plan these lessons carefully and accurately, and I feel confident about balancing the need for academic integrity with keeping students (and myself) safe in the classroom. My years teaching about Christian attitudes to homosexuality have taught me hard lessons about framing; in my view, it is always best to treat this as a theology lesson, rather than an ethics one – that is, thoughtfully examining different Christian views across the breadth of the religion but never debating whether it is okay to be LGBTQ+ or if homophobia and transphobia are allowed. Importantly, I am not trying to criticise those who lack this confidence or this experience – I understand why someone might reach for a textbook to help plan this lesson – but I am critical of publishers who put out resources that fail to properly help with this planning. RE/RS teachers – especially those who have other specialisms – need proper support and guidance about what to teach and how to teach it. In short, RS/RE textbooks should:
- Include the full range of Christian views of homosexuality, including those that advocate for conversion therapy or other forms of anti-LGBTQ+ violence
- Include Christianities (both anti-LGBTQ+ churches and those that are affirming, along with those in between) from across the world, including Africa across all areas of Christian life.
- Recognise the inherent “messiness” of religion, and that belonging to a denomination does not mean someone’s personal beliefs necessarily fully align with its official teachings
- Frame lessons on LGBTQ+ people through theology rather than ethics; it is not safe to debate the existence of LGBTQ+ people nor is it reasonable to ask whether Christianity as a whole is homophobic; better to evaluate how a text is being used, for example, or ask why churches might have different views.
If you are the teacher I described, I would advocate caution and some reflection on whether the resource you are using really reflects the full story. If you are a textbook publisher or academic resource-maker, I hope this serves to call you in; community cohesion requires us to do epistemic justice (Fricker, 2003) to all those in our community – it is not served by pretending the world is not as it is. After all, how can we champion LGBTQ+ liberation and decolonisation if we only tell half the story?
Jonny’s article “Sanitised, essentialised and Eurocentric: an analysis of the (mis)representation of Christian beliefs about homosexuality and African Christianity in English RE textbooks” has been published Open Access here.