#equity

“When they try to deny us, resist with Shades of Bias!”

Wayne Reid portrait

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.

by Hannah Wilson

Let’s talk about the criticisms of EDI work

Shammi Rahman portrait

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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.

by Hannah Wilson

Ten years of ‘No Outsiders’ assemblies: driving inclusion at a whole school level

Andrew Moffat portrait

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?
    • 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

by Hannah Wilson

Designing Neurodivergent-Friendly Classrooms: Rethinking Inclusion from the Inside Out

Sana Siddiq portrait

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?

  1. 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.

  1. 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
  1. 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
  1. 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.

by Hannah Wilson

Why Black History Is More Than Just a Month: Embedding Legacy, Learning and Leadership All Year Round

Ellisha Soanes portrait

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:

  1. 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.

  1. 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.

  1. 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.. 

https://www.bbc.co.uk/news/uk-england-suffolk-64482737

https://feweek.co.uk/ellisha-soanes-the-aocs-edi-guru/

by Hannah Wilson

How do you plan good lessons on homosexuality when resources only tell half the story? A call for proper representation in religious education textbooks

Jonny Tridgell portrait

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.

by Hannah Wilson

Switching on the local talent resource in international schools.

Laura Mitchelson portrait

Written by Laura Mitchelson

Laura is a freelancer helping schools in Retention and Engagement. Previous roles include Director of Enrollment and Communications at Dwight School Hanoi, Impact and Innovation Unit Advisor at Qibao Dwight High School, Secondary Language Teacher at Millfield School.

According to the OECD’s Teaching and Learning International Survey (TALIS) 2018, the average annual professional development hours for teachers internationally is around 62 hours per year. Some would argue it should be more, some might debate the value of some of that PD but it’s there.

In other industries like healthcare, retail, finance, banking, IT and telecoms, the average number of hours of professional development received each year is also about 60 hours but there is one difference – in those industries, it doesn’t matter which part of the organisation you are from, you have access to the same amount of professional development – it might depend on how long you have been with the business or what level you are at, whereas in the international school sector, teachers almost always have access to many more hours of PD than their colleagues in the business management side of the school do. 

When will Finance, IT, HR and Operations teams be given the same access to professional development and learning support as their teacher peers? 

There is a lot to consider here – it is the road less travelled, so proceeding with caution makes sense. To start requires us looking at THREE things:

  1. What are the existing professional qualifications that school management team staff have? Are Finance Directors ACCA certified? Does the HR Manager have an SHRM certification? Does the IT Director have the CITM? Do school leaders and governors know these accreditations and their issuing bodies well enough to assess candidates at interview stage in these professions and does the school look for these at the recruitment stage?
  2. When, how and what should make up the professional development that these management team staff receive once they are at a school? Is there a career growth pathway, planned support for professional growth, where does the budget come from?
  3. Where can teaching and non-teaching staff come together in professional development? Soft skills development with a focus on areas like team leadership, project management, budgeting, running effective meetings, and reporting are all areas of growth that are common to educators and business managers.

By developing ALL staff, schools respect both the notion of professional growth in general, and allow these school management professionals to be seen on a level with the wonderfully qualified and heavily professionally developed teaching staff. It is appropriate and right that we shine a spotlight here.  

Schools have a wide variety of options available to them when they embark on the professional development of their school business management teams. Here are some approaches that can be considered depending on the stage and needs of the individuals and teams in place: 

  • Internal or External Mentoring
  • Coaching
  • Shadow Days
  • Language Lessons
  • Observations
  • Internal/External Training
  • Online study
  • Master’s Degree support
  • On-the-job training
  • Industry body membership
  • Conference attendance
  • Career Mapping
  • High quality appraisals
  • 360 appraisals
  • Job rotation
  • Internship programs
  • Group coaching
  • E-learning
  • In-house workshops
  • Day release to further education 
  • Supported Local/virtual networking
  • Employee wellness programs

With a pay disparity between international teachers and those, often local staff, who work in ‘support’ roles like IT, Admin, HR, Finance and Operations, divisions and rifts can form, and by actively supporting the professional growth of those who work in these functions, schools can reap significant benefits in the areas of school reputation, retention, cross-departmental collaboration, and organisational resilience. 

There is room for much more discussion of this topic in the coming years. 

by Hannah Wilson

Nurturing Student Growth

Rachida Dahman portrait

Written by Rachida Dahman

Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.

As educators, we often encounter students who challenge the structures and expectations imposed upon them. These students, who may not fit neatly into standardized molds, compel us to reconsider how we approach learning and behavior. Much like many of our students, there are times when we, too, long to respond with greater patience, understanding, and freedom from ingrained patterns. The complexities, emotions, and individuality of each student are not hindrances but crucial elements of a deeper, more meaningful educational experience. It is essential for us, as educators, to defend and embrace these qualities, even in a world increasingly driven by simplification and conformity.

The Role of Schools

Our schools find themselves in a profound dilemma, and this is reflected daily in their operations. What they have lost in recent years is not only method but also mindset: the opportunity for true engagement, for respectful dialogue between teacher and learner, has in many places been replaced by a culture of acceleration. With the introduction of tablets, the human counterpart—the teacher—has been increasingly replaced by interfaces, overstimulation, and self-directed project work. Teachers recede into the background. Not because they are less important, but because the space for relational presence has eroded. And yet this is precisely what children need: a true counterpart. A voice that explains, resists, supports—and yes, sometimes confounds. A presence against which they can push and, in doing so, grow. Whether in the classroom or at home. Learning is not mere data processing. It is a dialogical process, one that requires friction, attention, and relationship. And yet, feelings continue to be perceived as disruptions rather than as language.

A Case in Point: Misophonia

Imagine this: a student, age 9, repeatedly leaves the classroom. The teacher, exasperated, records “disruptive behavior” in the class register. Classmates shake their heads. This student often weeps, quietly, in secret. The cause? The sound of chalk scraping the blackboard causes them physical pain. So does the click of pens. Months later, they are diagnosed with misophonia, a neurological condition in which the brain processes certain everyday noises as stressors, akin to danger signals. This is not a matter of upbringing, but biology. This student stands for countless children whose nervous systems function differently. Many are highly sensitive, open to stimuli, easily overwhelmed. The resulting tension often manifests physically or emotionally, not as defiance, but as a cry for help. Here lies the crux: what we so often interpret as problematic behavior is, in truth, a sign of overwhelm, not rebellion.

In our classrooms sit thousands of children like this student, for whom chalk squeaks are torment. And rather than support, they are given labels: troublemaker, dreamer, problematic child. Yet these children are not deviations, they are indicators of where the system fails.

I recall a moment that encapsulates this dilemma. During a school conference, a senior staff member said to me, “Emotions have no place here (in school).” That sentence not only reveals a deep-rooted fear of the living, but also the difficulty of defending humanity in institutional spaces. Such notions are not merely outdated; they actively obstruct progress. Not just the development of our children, but of the entire system. Because emotions are not obstacles to learning, they are the very foundation of any authentic educational relationship. Without them, we are left with administration, not education.

Supporting Sensory-Sensitive Students

  1. Shift from labeling to listening: If a student repeatedly leaves the room, the behavior is often marked as “disruptive.” Ask instead, What is this child experiencing internally?
  2. Identify triggers: Sounds like clicking pens or scraping chairs may be physically painful for misophonic students. Notice patterns and name them with the student, not over them.
  3. Create safety zones: Offer quiet corners or “calm stations,”not as punishment, but as places for self-regulation and agency.
  4. Use validating language: Say things like, “I can see this is hard for you. Let’s find a way together.” This reframes the classroom as a space of relationship, not control.
  5. Collaborate with caregivers and professionals: Sensory processing differences are not discipline problems. While diagnosis may help, daily support begins with you.

When these realities are ignored, schools become sites of deprivation and of subtle violence. But when they are recognized, classrooms become spaces of repair.

Classrooms as Emotional Architectures

School can serve, not only as a site of academic instruction, but as an emotional architecture, a structured space where feelings are not only expressed but entangled, displaced, and ultimately transformed through relational dynamics. Some examples are: 

  1. Parent–teacher storytelling sessions where experiences of conflict or success are jointly narrated and reflected upon.
  2. Classroom-based emotional literacy routines that help children identify and navigate inner states through language, metaphor, or ritual.
  3. Collaborative care circles (a variation of restorative practices) that involve students, teachers, and caregivers in discussing emotional challenges without the pressure of “resolution,” but with a focus on recognition and resonance.
  4. These are low-threshold practices that offer space for reflection and allow children to develop a sense of emotional efficacy and belonging.

The Inner Work of Resistance

In our times, it is of paramount importance to teach children something that often goes unspoken, that the most dangerous path is the one of blind conformity—of falling for vast oversimplifications, whether of a person, a problem, or a system. Children sense when truth is being reduced to something convenient. They feel it deeply, what I would call emotional negative labor which is the quiet, consuming work of learning how to navigate, fit into, or subtly subvert the unspoken rules of a family system or institutional structure. They may not articulate it, but they intuit it—these inner negotiations, the silent effort to belong without betraying the self. Unlike emotional intelligence, which thrives in open, resonant settings, negative emotional labor arises in constricted systems where feelings must be concealed, redirected, or distorted to ensure belonging or avoid conflict. It is not defiance, it is adaptation under pressure. Examples from school contexts include:

  1. A student smiles and nods, but never speaks in class, afraid their real questions might be “too much.”
  2. A child forces themselves to endure loud group work although their nervous system feels overwhelmed, then withdraws for hours afterward.
  3. A teen, praised for being “easygoing,” has learned to suppress discomfort because previous complaints were labeled dramatic or disrespectful.
  4. A sensitive learner, after weeks of masking sensory distress (e.g., from noise, lights, or proximity), begins showing “unexplained” somatic symptoms like headaches or nausea.
  5. A student consistently performs well academically, yet feels depleted and detached, school is a stage, not a relationship.

Naming this invisible labor is the first step toward rehumanizing education. To support them, we must cultivate not obedience but discernment. We must help them understand that systems can be questioned, and that complexity is not a threat, but a form of truth.

What Children Truly Need

If we want students to engage with the world compassionately and consciously, we must create spaces where their inner lives are welcomed not in the distant future, but now. Students do not need rigid templates; they need genuine encounters. They need safety and understanding, especially within the school environment, which must be the protective space we offer in a world that is increasingly loud, fast, and uncertain. When that space feels unstable or unwelcoming, it is not the job of schools to control, but to understand. We must become places where inner life matters. Educators, as the key figures in the daily experience of students, play a central role in this transformation. Education does not begin with a set curriculum; it begins with how we listen, how we perceive students’ worlds, and how we respond to their behaviors. We must be attuned to their complexities and defend the space they need to grow authentically. What is needed is not further fine tuning of performance-based curricula, but a broader distribution of reasonable and vital behaviors that focus on equipping students with practical, adaptable behaviors that serve them in a rapidly changing world.

by Hannah Wilson

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

Krystian McInnis portrait

Written by Krystian McInnis

Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.

As I reach the conclusion of this blog series on the importance of diversity in school governance, I feel it paramount to close by exploring the final critical phase for success: action. Having previously discussed the profound impact that diverse governing boards can have on student success, school culture, and community engagement, it’s arguably time to move from theory to practice. With the call for diversity is clear, yet little traction still appearing to be being made, the time has come, for schools and trusts turn blue-sky ideas into concrete, lasting change? 

Therefore, this final blog will outline practical next steps that educational leaders, school boards, and trustees can take to ensure their governance structures are diverse, inclusive, and reflective of the communities they serve.

  1. Commit to a Diversity Strategy with Clear Goals

The first step in creating a diverse governing board is making a clear, intentional commitment to diversity at all levels of governance. For genuine change to come about, it is vital that this commitment be reflected in the school’s action plan, vision and arguably leadership performance objectives too. It’s not enough to express the desire for diversity, it must be woven into the fabric of the school’s governance strategy. Therefore, schools and trusts must ensure they:

  • Set measurable diversity goals for their boards, such as increasing representation from underrepresented groups within a set timeframe.
  • Establish a diversity working party that includes key stakeholders, such as governors, school leaders, and community representatives, to oversee and implement these goals.
  • Publicly commit to diversity through mission statements or diversity pledges, making it a visible priority for all members of the school or trust.
  1. Implement Inclusive Recruitment Practices

To diversify school governing boards, schools and trusts must rethink their recruitment processes. Traditional recruitment methods often result in boards that reflect the status quo, typically lacking in diversity, with remarks of ‘we have always done it this way’, far too commonly used. By changing how boards recruit members, schools can ensure that they attract a wider range of candidates with varied experiences and backgrounds. In practice, the necessary steps should include:

  • Actively reaching out to underrepresented communities through outreach campaigns, including advertising board positions within the local community, local media, and through social media platforms that engage diverse audiences.
  • Creating a skills-based recruitment process that prioritises a broad range of perspectives, ensuring that all candidates are evaluated for their ability to contribute to the school’s overall mission, not just for their professional credentials.
  • Partnering with diversity-focused organisations to identify potential board members who can bring new perspectives to governance.

 

  1. Provide Tailored Training and Support for New Governors

Recruitment is just one part of the puzzle. Once new members are on the governing board, it’s crucial to ensure they are equipped to succeed. Adequate training and support will help diverse governors feel empowered to contribute effectively, ensuring that their diverse perspectives are heard and valued. Therefore, I would recommend that schools and trusts:

  • Revise induction programs to include training on key topics such as cultural competency, anti-racism, inclusive leadership, and unconscious bias.
  • Create a mentorship program for new governors, pairing them with experienced board members who can guide them through the challenges of governance and help them navigate any organisational barriers they may face.
  • Encourage ongoing professional development for all board members to foster a culture of continuous learning and reflection.
  1. Track and Use Diversity Metrics to Guide Decision-Making

To ensure that diversity is being both prioritised and sustained, it is of utmost importance schools and trusts track diversity metrics. This data not only helps boards to measure their progress but also provides valuable insight into where gaps exist and where further action is needed. Whilst it might appear difficult at first, collecting and using data effectively requires:

  • Tracking diversity metrics such as gender, ethnicity, disability, and socioeconomic status among governors to assess the diversity of the board.
  • Using this data to set goals for recruitment and retention, as well as to identify potential barriers that may prevent underrepresented groups from joining the board.
  • Regularly reviewing the data to assess the effectiveness of diversity strategies and adjusting recruitment and development practices as needed.
  1. Foster a Culture of Inclusion at Every Level of Governance

A truly diverse governing board is one where all members, regardless of their background, feel welcomed, valued, and empowered to contribute. With a top-down approach still heavily ingrained within the educational system, the culture of the board plays a crucial role in the long-term success of diversity initiatives. Therefore, schools and trusts must:

  • Develop an inclusive culture that actively encourages and celebrates diverse viewpoints. This includes ensuring that all voices are heard in meetings, that different perspectives are respected, and that decision-making processes are inclusive.
  • Address and challenge any discriminatory behaviour or microaggressions that may arise, creating a safe environment for diverse board members to express their views and ideas.
  • Recognize the contributions of diverse members and ensure that their insights are valued in shaping school policies, strategies, and outcomes.

The Road Ahead: The Future of Inclusive Governance

So, as this series concludes, I hope it’s clear that diversity in school governance is not a destination, but an ongoing journey. However, by taking the practical steps outlined, I am confident that schools and trusts can move from aspiration to action, ensuring that their governing boards are not only diverse in makeup but also genuinely inclusive in practice. 

The path to inclusive governance requires commitment, accountability, and a willingness to challenge the status quo, however, by embedding diversity at the heart of governance, schools can build stronger, more resilient organisations that are better able to meet the needs of every student. As an industry, we must embrace this opportunity to lead with intention, innovation, and inclusion—because when school governance reflects the diversity of the communities it serves, the whole school system thrives.

Therefore, as this series draws to a close, I ask that we challenge ourselves with one final question: What practical step can my school or trust take today to begin building a more diverse and inclusive governing body?

by Hannah Wilson

Diversifying School Lettings to Build a Connected Community

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Written by School Space

School Space is a social enterprise and school lettings provider that is on a mission to build thriving schools at the centre of thriving communities. They help schools generate vital additional funds through lettings while strengthening their role as diverse and inclusive community hubs.

When people think of school lettings, they often picture a sports hall hosting a local badminton club or football teams using the pitches. However, schools can serve as much more than just sports venues—they have the potential to become vibrant community hubs that foster inclusion and accessibility for all.

Opening school spaces for community use is a powerful way to support local initiatives, celebrate diversity, and allow members of your surrounding community to build meaningful social connections. 

With their accessible and versatile facilities, schools are uniquely positioned to accommodate a broad range of activities that reflect the needs of their local area. 

The main question is—what’s missing from your current lettings programme?

Here are some ideas to get you started:

Challenging Gender Stereotypes and Access to Sport

Initiatives like Pro2Pro Academy, which creates opportunities for young girls to get into football, are a great example of how schools can use their facilities to break down barriers in traditionally male-dominated sports. But inclusivity in sports goes beyond football. Consider hosting women’s self-defence classes, male netball teams, or LGBTQ+ friendly fitness sessions. Partnering with existing hirers or reaching out to local organisations promoting equal engagement in sports can help broaden participation.

Supporting Local Parents and Caregivers

Lettings can be a lifeline for new parents seeking support and connection. Schools can offer space for pre and postnatal classes, parent-and-toddler groups, and early learning sessions, providing valuable social interaction for both children and caregivers. Facilitating these gatherings can help reduce social isolation and build a strong support network.

Celebrating Cultural Identity and Traditions

Cultural and faith-based groups are essential to a thriving, diverse community. Schools can ensure their lettings reflect and embrace the richness of their local area by welcoming groups from different cultural backgrounds. This might mean hosting a Pentecostal Church for Sunday services, providing classrooms for an Arabic School, or offering an activity studio for Bollywood dance classes. Likewise, a Turkish Language School running weekend sessions or a Jewish community group hosting cultural events can help ensure that local traditions, languages, and heritage are celebrated within the school environment so that all community members feel seen, valued, and represented.

Engaging with Initiatives Supporting Disadvantaged Groups

Schools can support vulnerable young people by offering space for skills development, educational opportunities, and social programs. This could include partnering with charities for mentorship, job readiness workshops, or creative activities that encourage self-expression. Ensuring all young people have access to resources that enhance their confidence, independence, and future prospects is a meaningful way for schools to make a lasting impact.

Generating Opportunities for All Age Groups

Finally, community lettings should extend beyond students and cater to people of all ages. Schools can become hubs for lifelong learning and hobbies by offering activities that cater to different life stages and interests. Schools should actively seek to diversify their lettings portfolio so that the whole community can benefit from the facilities on offer.

To create a more inclusive and engaging facility hire service, consider these practical steps:

  • Establish a fair and transparent booking process to ensure equal access. 
  • Ensure spaces are wheelchair-friendly with flexible layouts to meet varied needs. 
  • Offer affordable pricing and charity discounts to encourage broader participation. 
  • Work with hirers to provide free or discounted sessions for low-income families. 
  • Make rental agreements clear and inclusive.
  • Train staff in cultural competency to ensure all visitors feel welcome. 
  • Vet all hirers to align with inclusivity principles and British values. 
  • Promote available spaces through diverse channels, such as social media, local forums, print media, and displaying on-site banners.

Schools have the potential to do more than just provide spaces for activities—they can boost engagement, break down barriers, and create equal opportunities for all. By embracing a broader approach to lettings, they can strengthen community ties and drive meaningful social change.

At School Space, we’re proud to support schools in this journey—helping them generate essential funds to reinvest in education and advance their DEI initiatives. Discover School Space’s guide to marketing your facilities and take the first step toward attracting more diverse community partnerships.

by Hannah Wilson

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