Championing Diversity Through Literature: Our Pioneering Journey with Lit in Colour
Written by Gemma Hathaway
EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.
At Blue Coat School Coventry, our partnership with Penguin and Pearson through the Lit in Colour project has been transformational. It has reimagined how we engage with English literature, ensuring that the stories we teach truly reflect the diversity of the world our students live in.
As the EDI Trust Lead (Inspire Education Trust), I have been privileged to work alongside the English department in this pioneering project. It’s been about more than simply adding new books to the curriculum — it’s been about fostering a deeper, more authentic approach to inclusion. Through this project, we have embraced the belief that literature has the power to validate identities, open minds, and create communities rooted in understanding and empathy.
Choosing The Empress
As part of Lit in Colour, we made the bold decision to teach Tanika Gupta’s powerful book The Empress at GCSE. Set against the backdrop of British colonial history, the play explores the relationships between Queen Victoria, Abdul Karim, and Rani Das, a young ayah from India.
Choosing The Empress was a courageous move — it challenged traditional literary choices and brought forward voices that have too often been marginalised. As a school community, we knew this would be a bold step, but one that was absolutely necessary.
Shaped by Broader Conversations
Our journey has not happened in isolation. The work of organisations like Diverse Educators, Equaliteach, and the ASCL EDI sub-groups has played a huge part in supporting us to approach this work with authenticity and integrity. Through dialogue, training, and collaboration, we’ve deepened our understanding that genuine change requires courage, reflection, and a commitment to ongoing learning. We have proudly embraced the idea that it’s okay to feel uncomfortable at times — because that discomfort signals that something meaningful is shifting.
Recognition and Gratitude
It was an incredible honour when Pearson recognised Blue Coat School as a Bronze Winner in the ‘Making a Difference’ category of their national awards. This accolade celebrates schools that have gone above and beyond in driving positive change — and it felt like a powerful acknowledgement of the journey we have been on.
We are so grateful to Pearson, Penguin, and the Lit in Colour team for their partnership and encouragement. Their support has allowed us to be bold, to innovate, and to centre pupil voice in every aspect of decision making.
Looking Ahead
But this is only the beginning. We are excited about the ripple effect this work is already creating — not just within our own school, but across the wider education community.
We are currently working with Tanika Gupta to explore adapting The Empress for a live stage production, offering students an even richer, more immersive experience. It’s another way to bring these powerful stories to life, allowing young people to step into the characters’ shoes and truly understand their journeys.
In May, we will be attending a national celebration event in London, where schools from across the country will gather to continue raising the voices of authors who deserve a platform within our curriculums. We hope to encourage other Multi-Academy Trusts (MATs) and schools to review their English curriculums with bravery and vision — to be bold in asking: Whose stories are we telling? And whose voices are we still missing?
At Blue Coat, we believe that every student deserves to see themselves in the stories they study. Through projects like Lit in Colour, we are building a future where every voice matters — and where literature truly belongs to us all.
References:
Distorted Mirrors, Fogged Windows: A Call for Deeper Representation in Education
Written by Tamanna Abdul-Karim
Tamanna Abdul-Karim is Assistant Headteacher responsible for Literacy, Equality and Diversity in an inner city school in Birmingham. She has completed the NPQLL and Masters in Educational Leadership and Management /Level 7 Apprenticeship with the National College of Education. She is an English teacher at heart and her desire to create a sense of equality and justice motivates her. It is through education, she hopes to create impact and leave a meaningful legacy.
The concept of “mirrors, windows and sliding doors,” introduced by Dr. Rudine Sims Bishop, has become a foundational framework in conversations around diversity in children’s literature and multicultural education. In her metaphor, mirrors reflect readers’ own identities and lived experiences, windows offer insights into lives different from their own, and sliding doors allow readers to step into those other worlds, fostering deeper engagement and understanding.
This framework is not only relevant in literature — it has transformative potential across all aspects of school life. From curriculum design and cultural representation to enrichment opportunities and even staff recruitment, it offers a way to embed inclusion and equity into the very fabric of educational settings. When embraced authentically, it cultivates a culture where every student is seen, valued, and empowered.
However, if not approached thoughtfully, these mirrors and windows can distort reality. They can perpetuate stereotypes, invisibilise complexity, and contribute to feelings of alienation, shame, or disconnection — particularly for students from minoritised backgrounds.
A Personal Reflection: Distorted Mirrors, Fogged Windows
As a child of Bangladeshi heritage growing up in inner-city Birmingham in the 1990s, my school experience offered only two narratives about my country of origin: that it was poor and that it flooded. While these facts are not untrue, they painted a one-dimensional picture that deeply distorted both my self-image and my understanding of my heritage.
The mirror I was presented with reflected famine-stricken children, submerged villages, and chaotic streets. The window offered a view steeped in deficit — one that suggested my background was something to be downplayed, or even disowned. As a result, I internalised a sense of shame. I learned to code-switch early: Bengali at home, English at school. I adapted the way I spoke, behaved, even the way I ate — compartmentalising parts of my identity to belong.
What my schooling failed to reveal was a far richer, more complex history. I didn’t learn that before colonial rule, Bengal was one of the most prosperous regions in the world — a hub of culture, trade, and innovation. I wasn’t taught about the globally coveted Jamdani textiles, or that Dhaka was once one of the busiest ports on earth. There was no mention of how British colonial policies contributed to devastating famines, or how Bangladesh achieved independence through extraordinary resilience and sacrifice.
This erasure had consequences. It shaped how I saw myself — and how I believed others saw me. It taught me that some stories are celebrated, while others are sidelined.
Who Holds the Mirror? Who Builds the Frame?
This experience highlights a deeper issue: representation is not just about inclusion, but about how people, places, and histories are portrayed — and who gets to do the portraying.
We must ask: Who is holding up the mirror? Whose perspective shapes the window? What frames are we using to present narratives of identity, culture, and heritage?
It is not enough to simply provide visibility. We must examine the structures — the frames and lenses — through which these representations are filtered. If the frame itself is biased or incomplete, then the images it presents will be equally flawed.
A Call to Educators: From Representation to Reimagination
Educators carry immense responsibility. We are not only curators of knowledge — we are architects of perception. Every decision we make about curriculum, literature, resources, or enrichment shapes the mirrors and windows we offer to our students.
This work requires deep reflection. We must interrogate our own biases, challenge inherited narratives, and resist the temptation to present simplified or tokenistic views of cultures and communities. We need to move beyond surface-level inclusion to truly equitable representation.
This begins with unlearning — with a willingness to revisit what we’ve been taught, and to seek out the histories, voices, and perspectives that have long been marginalised.
Because when children see themselves reflected fully — in all their richness and complexity — they stand taller. And when they’re given a window into the full humanity of others, they grow kinder, more curious, and more connected.
Let us hold up better mirrors. Let us open clearer windows. Let us build sliding doors that do not just invite exploration, but also affirm belonging.
Reimagining School Leadership: Diversity as a Catalyst for Transformation
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.
The conversation around diversity in education often focuses on students, but one of the most powerful avenues for change lies in rethinking the governance structures that steer the educational experience. School governing boards are not just responsible for overseeing budgets and policies; they shape the very culture and ethos of a school or trust. In an increasingly diverse world, the importance of creating governing boards that reflect the community’s broad spectrum of experiences cannot be overstated.
As the UK’s demographics continue to evolve, it’s crucial that school governing bodies mirror the diversity of the student populations they serve. However, too often, governing boards remain stagnant, with leadership teams failing to represent the multifaceted identities of their school communities. This lack of representation impacts not only the policies implemented but also the approach to leadership and the school culture itself.
The Case for Diverse Governance
The need for diversity on school governing boards goes far beyond a simple call for fair representation. It is about creating governance structures capable of addressing systemic challenges, championing inclusive practices, and ensuring equitable educational opportunities for all students. A governing board composed of individuals with varying cultural, racial, and socioeconomic backgrounds brings diverse perspectives that enrich the decision-making process. As George (2022) notes, diverse leadership fosters innovation, empathy, and policy relevance, qualities that are essential for navigating today’s complex educational landscape.
Research also points to the tangible benefits of diverse boards. Carter (2021) highlights how cultural awareness among board members directly impacts policy priorities and curriculum content, leading to a more inclusive school culture. When governing bodies mirror the student population, they are better equipped to address the unique needs of all learners, from ensuring cultural sensitivity to promoting inclusive teaching practices.
Begum (2020) emphasises that diversity on governing boards isn’t just about policy changes but about student engagement and motivation too. When students see their identities reflected in the leadership, they feel a greater sense of belonging, which directly impacts their academic performance. Moreover, when parents and community members see themselves represented, trust and engagement between the school and its broader community grow, resulting in stronger partnerships that benefit everyone.
Reimagining Leadership for a Modern Education System
The impact of diverse school boards extends beyond the student body to the staff and the broader school community. A diverse governing board sets the tone for inclusive hiring practices and supports the development of a workforce that reflects the diversity of the students it serves. UK school governance has long been dominated by a small group of individuals with limited diversity. It’s time to break free from outdated models and embrace a more inclusive, adaptable leadership structure that can respond to the evolving needs of a multicultural society.
Reimagining leadership means moving away from traditional, hierarchical structures and creating space for a broader range of voices. This isn’t just about “ticking boxes”, it’s about recognising that a more diverse leadership team brings unique lived experiences that allow for a deeper understanding of the challenges faced by students and staff alike. Schools that adopt this mindset create an environment that is flexible, innovative, and, most importantly, inclusive.
From Recruitment to Retention: Building an Inclusive Governance Model
Recruiting diverse members for school governing boards is an essential first step, but it’s far from sufficient. Schools must also invest in ongoing training and support to ensure these members are prepared to be effective contributors. Too often, once new members are appointed, the assumption is that the job is done. In reality however, the work is just beginning. Schools must rethink their induction processes, ensuring that new governors receive the necessary training to navigate the complexities of modern, multicultural educational systems.
I would suggest therefore, this includes tailored training on cultural competency, anti-racism, and inclusive leadership, which are essential to support not only the school community but also the board members themselves. Furthermore, schools can benefit from building collaborative networks with community organisations and support systems, expanding the resources available to both staff and students. These networks help enrich the educational experience, provide additional resources for families, and strengthen ties between the school and the wider community.
Moreover, tracking diversity metrics is also a critical component of this work. Schools must be intentional about gathering and using data on ethnicity, gender, socioeconomic status, and disability. This data should not be collected for the sake of numbers but should serve as a tool to inform decisions, address gaps, and ensure all voices are heard. Accountability is key to ensuring that diversity is not just a buzzword but a sustained, meaningful practice that guides decision-making at every level of governance.
Towards a Future of Inclusive Governance
The path to inclusive governance requires commitment, not only in diversifying the membership of school governing boards but in ensuring that diversity is embedded in every aspect of the governance process. When school boards truly reflect the communities they serve, students, parents, and community members are more likely to feel engaged and invested in the school’s success. Diversity in governance is not just a “nice-to-have”; it is essential to the development of a school system that is truly inclusive and capable of addressing the needs of all its stakeholders.
The journey towards inclusive governance may be challenging, but the rewards are immense. Schools with diverse governing boards are better positioned to create environments where every student feels valued, engaged, and empowered to succeed. Therefore, as we look to the future of school governance, we must ask ourselves:
- How can we ensure that our governing boards are truly representative of the communities they serve, in ways that go beyond numbers to reflect the richness of experience and perspective?
- What steps can schools take to dismantle the barriers that prevent underrepresented groups from accessing leadership roles in governance?
- How can we move beyond viewing diversity as a “nice-to-have” and recognise it as an essential driver of student success, community engagement, and educational equity?
References
Begum, H. (2020). The Importance of Representation in School Leadership.
Carter, J. (2021). The Role of Cultural Competency in Educational Leadership.
George, R. (2022). Reforming Leadership: The Shift Towards Inclusive Governance.
Women of a certain age: The menopause at school
Written by Sarah Wordlaw
Sarah Wordlaw is a headteacher working in an inner-city South London primary school. She has successfully rewritten the curriculum in her school and is passionate about how teachers can use the curriculum to make the next generation better than us! She has led various subjects and areas of the school over her educational career and worked in many different capacities in a wide range of educational establishments. She identifies as a queer woman of mixed heritage and often felt unseen in taught subjects, both as a child and as an adult, which has fuelled her interest in diversity and inclusion.
Developing an anti-misogynist culture in your school starts from the top. There must be a commitment from leadership at all levels, and it must be threaded throughout all school practices and policies.
However, women remain under-represented within school leadership (Bergmann et al, 2022). In England, the school leadership characteristics and trends report (DfE, 2022) reveals that at primary level, 85% of primary teachers are female compared with 74% of headteachers.
Traditionally, notions of leadership are connected to perceptions of masculinity – having “strength” or “gravitas”. In reality, being a successful primary school leader requires someone who is both strong and vulnerable, someone who is driven and compassionate, someone who is commanding and empathic.
Female teachers are less likely to be promoted to headship or senior leadership than their male counterparts, and part-time teachers are 45% less likely than full-time to be promoted to both headship and even to middle leadership (DfE, 2022).
That being the case, I wonder if the reason we don’t talk about menopause as much as we should is because senior leadership teams can often be male-dominated.
Menopause in schools
Menopause is a significant time for women, usually occurring between the ages of 45 and 55. The menopause is defined as when a woman’s periods have stopped for at least 12 consecutive months.
The first step to take as a school leader is to understand what the menopause might involve for a colleague – and it is not just hot flushes!
A report from the Fawcett Society reminds us that that 84% of women describe the lack of sleep and 73% the brain fog that can come with the menopause as being difficult – this compared to 70% who said this about the hot flushes or night sweats; 69% say they experience difficulties with anxiety or depression due to menopause (Bazeley et al, 2022).
The report is cited in a recent Headteacher Update article written by employment law expert Kelly Rayner. In this piece – which is well worth a read, as indeed is the Fawcett Society report – we are also reminded that 8 in 10 women experiencing menopausal symptoms are in work and that 44% of women said their ability to work had been affected by the menopause, while 1 in 10 have left work due to menopause symptoms.
The National Education Union reminds us that the menopause is “an occupational health issue for women educators, as well as also being an equality issue” (NEU, 2025). Symptoms can include:
- Hot flushes or night sweats
- Heavy or light periods
- Headaches/brain fog
- Insomnia
- Urogenital issues
- Loss of confidence
- Low mood
- Poor or reduced concentration
- Anxiety and panic attacks
- Joint pain and muscular aches
However, despite the clear impact these symptoms might have on someone’s working life, sadly, the menopause is rarely mentioned in many workplaces, particularly when the leaders are male.
Women should be able to work in a supportive and understanding environment with reasonable adjustments made when going through menopause. The NEU offers a range of resources, including checklists for school leaders, posters to raise awareness, and a model school policy (see further information).
Practical issues
There are a number of practical questions that we can consider immediately. Drawing on the NEU’s advice, these include:
- Do you have a menopause policy and are all staff aware of it, especially line managers? Again, templates can be found via the NEU and The Key among others.
- Is the staff team “menopause-aware” – this will avoid female members of staff having to raise it as an individual issue?
- How do you ensure adequate ventilation in classrooms and staffrooms? Do staff have access to good temperature control for classrooms?
- Other simple provisions can include leaving doors open, ensuring that windows can be safely opened, access to fans, and fitting blinds to windows.
- What systems are in place for cover if a staff member needs to go to the bathroom or get a cold drink mid-lesson? Indeed, is there ready access to cold drinking water?
- Ensure you have sanitary products available in toilets – you could have a basket of a variety of different products in your women’s toilets
- What systems are in place to ensure swift permission for absence to attend menopause-related medical appointments.
The NEU advises leaders to support requests for flexibility, such as undertaking non-contact time at home or requests to reduce hours or change hours temporarily. Remember, offering cover in the short term is better than having to hire new staff members in the long term
Its advice for leaders states: “Give control to individual teachers and support staff over their immediate working environment – a clear message will empower staff and reduce requests to the leadership team.”
A positive culture
Your approach and your written menopause policy must create a culture in school which is positive. For example, supporting staff members experiencing difficulties helps to improve the wellbeing of staff, retains great and experienced teachers, reduces recruitment costs, and works towards gender equality. These are key messages.
Other advice for school leaders includes:
- Get to know your staff: Have regular catch-ups so you build trust and are in touch with how they are feeling and what they are experiencing.
- As the NEU advises above, give control to female staff over their immediate working environment – this is empowering
- Research and encourage access to support services locally. Many local authorities run menopause working groups for local government employees – make your whole staff team aware of this and offer cover if there were women who would like to attend the support meetings.
- Understand that every woman’s experience of the menopause is different. Build a supportive culture at work by having an open-door policy. Ensure a private conversation can take place if needs-be and make sure you follow-up and review any actions alongside agreed adjustments
Final thoughts
Having a menopause policy helps to develop gender equality in schools (and beyond) as it addresses the specific health needs of women going through menopause, which can impact work, potentially leading to unequal treatment and career progression disadvantages.
Further information & resources
Bazeley, Marren & Shepherd: Menopause and the Workplace, Fawcett Society, 2022: Click here
Bergmann, Alban Conto & Brossard: Increasing women’s representation in school leadership: A promising path towards improving learning, UNICEF Office of Research, 2022.
DfE: Transparency data: School leadership in England 2010 to 2020: Characteristics and trends, 2022: www.gov.uk/government/publications/school-leadership-in-england-2010-to-2020-characteristics-and-trends
NEU: Working through the menopause: Resources including template policy and school leader checklists: https://neu.org.uk/advice/equality/sex-and-gender-equality/working-through-menopause
Supreme Court Ruling - Key Information for Educators
Written by DiverseEd
Diverse Educators started as a grassroots network in 2018 to create a space for a coherent and cohesive conversation about DEI. We have evolved into a training provider and event organiser for all things DEI.
Introduction
On Wednesday 16th April the UK Supreme Court shared their ruling on the case For Women Scotland Ltd v The Scottish Minister, which interprets the legal definition of the word ‘sex’, as used in the context of The Equality Act 2010.
Since the court handed down, the ruling has been spoken about extensively in the regulated media, unregulated social media, and in Parliament.
We have read and listened to much of the coverage from diverse sources, and responses to the ruling have ranged widely. Some have exaggerating, misinterpreting or misrepresenting the details of the case, and others have expressed strong emotional reactions, which may act to exacerbate the fear that many trans people are currently experiencing.
Our intention in this piece is to present the details as accurately and clearly as we can. In order to do so, we have tried to avoid presenting our own opinions in much of the following piece. However, we think it is important to be transparent before we begin. We know trans people, we love them, we live our lives alongside them, and we are deeply concerned about the way this ruling is already impacting their lives. We believe that it is the duty of our government to enact laws which provide workable and inclusive protection from discrimination, and ensure dignity and respect for all people – including transgender people. With that clear, let’s begin.
Background
In 2018 the Scottish Government presented a new law, which aimed to get more women on public boards. The Scottish Government included trans women who had obtained a Gender Recognition Certificate (GRC) within this aim, which they felt was in-line with The Equality Act 2010, and the Gender Recognition Act 2004. However, the group For Women Scotland disagreed – they felt The Equality Act 2010’s protected characteristic of ‘sex’, and specifically its use of the word ‘woman’, was not intended when written to include trans women.
For Women Scotland therefore brought a judicial review to the UK Supreme Court, requesting they review the lawfulness of the Scottish Government’s position in relation to The Equality Act 2010. Therefore, it was the job of the UK Supreme Court to provide a statutory interpretation of the meaning of ‘man’, ‘woman’, and ‘sex’ as used in The Equality Act 2010, and specifically whether that definition includes trans women who have a GRC.
The Ruling
The UK Supreme Court unanimously agreed that, for the purposes of interpreting the word ‘sex’ under the Equality Act 2010, Parliament’s intention was to refer to ‘biological sex’ (a term which neither the law or the court defines clearly) rather than legal gender acquired through a GRC. This means that legal protections associated with the characteristic of ‘sex’ may not apply to trans women in most contexts. The decision was made because to include transgender people who have a GRC within The Equality Act 2010 definition would make the law unworkable.
There are some details of the ruling which we think are important.
Firstly, the ruling is specifically addressing the definitions as used in The Equality Act 2010. The judge, when handing down the ruling, explained that the origins of the language used in The Equality Act 2010 is the Sex Discrimination Act 1975, which the judge stated, ‘adopted a biological interpretation of the terms men and women’. Note the wording here – the Acts have adopted an interpretation. This ruling does not define what a woman is – it interprets what it means in the specific context of a 15-year-old Act, which pulls on an interpretation used in 1975.
Secondly, this ruling does not justify the discrimination of trans people. The court clarified several times during their hand down that trans people are still protected from discrimination under The Equality Act 2010, which includes ‘Gender Reassignment’ as a protected characteristic. The judge explained that this protection extends to cover trans people whether they have a GRC, or not. Furthermore, there is some legal precedent that non-binary people may also be protected under this characteristic – although this is legal precedent and not case law. The judge also clarified that transgender women can still be protected under the characteristic of ‘sex’ through associated or perceived protections of women. We think it is also important to note that the language used by the judge presenting the ruling was mostly respectful, and used correctly gendered language at all times when talking about trans people – stating clearly that this ruling should not be seen as a triumph for any one group over another.
Finally, we think it is contextually important to understand that the court system in the UK interprets the laws which are enacted by Parliament. This ruling is thus an interpretation of law, and our current government can clarify this interpretation, or change the law to make it workable and inclusive, should they wish to.
What does this mean for society, and for schools?
The legal implication of this ruling is that it is legally possible for provisions of services to be single-sex, and exclude trans men or women. Our understanding is that the Supreme Court ruling does not state provisions of services have to exclude trans people, but they may legally choose to be single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases these single-sex provisions may legally exclude trans men or women.
In society, this may impact: workplaces; services open to the public such as hospitals, shops, restaurants, leisure facilities, refuges, and counselling services; sporting bodies; schools; and associations (groups or clubs of more than 25 people which have rules of membership). The Equality Human Rights Commission (EHRC) has released an interim update on practical implications of the ruling, in which they suggest that it is compulsory to provide sufficient single-sex toilets in workplaces, and changing and washing facilities where these are needed – this is not compulsory for services that are open to the public. The EHRC interim update suggests that such spaces should be separated based on the Supreme Court interpretation of the Equality Act 2010, meaning that “trans women (biological men) should not be permitted to use the women’s facilities and trans men (biological women) should not be permitted to use the men’s facilities” (please note this is a direct quote of the EHRC guidance, and not language we would choose to use). The guidance goes on to explain that “trans people should not be put in a position where there are no facilities for them to use”, and that “where possible, mixed-sex toilet, washing or changing facilities in addition to sufficient single-sex facilities should be provided”, or facilities in “lockable rooms (not cubicles) which are intended for the use of one person at a time” – these can be used by anybody. The details set out in the EHRC interim guidance were not mandated by the Supreme Court Ruling. However, as stated previously our understanding is that services may legally choose to be single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases, these single-sex provisions may legally exclude trans people.
In schools, it has never been possible for young people to obtain a GRC, but this ruling may still impact: single-sex schools; school toilets and changing spaces; physical education and sport; and residential accommodation. In each of these areas, our understanding is that a school may now legally choose to hold single-sex spaces, if they can demonstrate that this choice is a proportionate means of achieving a legitimate aim, and in such cases these single-sex spaces may exclude trans young people (or trans staff). The EHRC interim guidance introduced above suggests that schools “must provide separate single-sex toilets for boys and girls over the age of 8” and “single-sex changing facilities for boys and girls over the age of 11”. Following the Supreme Court ruling, the guidance suggests that “pupils who identify as trans girls (biological boys) should not be permitted to use the girls’ toilet or changing facilities, and pupils who identify as trans boys (biological girls) should not be permitted to use the boys’ toilet or changing facilities”. They clarify that “suitable alternative provisions may be required”. Again, please note this is a direct quote of the EHRC guidance, and not language we would choose to use.
The details set out in the EHRC interim guidance were not mandated by the Supreme Court Ruling, but as state previously our understanding is that schools may legally choose to hold single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases, these single-sex provisions may legally exclude trans people. For example, it would be legal for a school to have a single-sex sports group which does not allow trans young people to participate – or for schools to prevent trans young people from accessing the toilet aligned with their gender.
Although this is currently the only legal implication of this ruling, we are already seeing the misrepresentation of this ruling creating social implications beyond the legal bounds of the case. Transgender discrimination is increasing, and cis-gender people are already being discriminated against because of false assumptions about their gender. Although single-sex provisions excluding trans people are legal, and encouraged by the interim EHRC guidance, it is difficult to enforce or police without making assumptions which could be false. Furthermore, we are already hearing from teachers that this ruling has created further uncertainty, particularly around staff confidence in discussing trans identities and the protected characteristic of ‘Gender Reassignment’, which could impact the inclusive quality of Relationships, Sex, and Health Education (RSHE) and Personal, Social, Health Economics (PSHE).
There is a lot of misinformation, which is leading to worsening, and at times unlawful, discriminatory language and behaviour. Government Ministers have stated the ruling requires transgender people to use toilets related to their sex assigned at birth, which is also set out in the EHRC interim guidance – this is not stated in the ruling. The Prime Minister has claimed the ruling offers clarity by defining women as biological women – this is misleading as the court judgement only pertains to an interpretation of what was meant by Parliament in The Equality Act 2010, and as clarified above it is parliament who enact and change law. Our current government could clarify or change law to make it workable and inclusive, should they wish to – the courts do not dictate definitions to Parliament.
Actions you may wish to consider taking
We hope that reading this piece has helped you to feel more informed about the Supreme Court ruling. Below are some actions you may wish to undertake as a result of what you have read:
- Please challenge mis-characterisations of this ruling and clarify that transgender people are still legally protected from discrimination, and that any decision to exclude them from provisions of services, whilst legal for single-sex provisions, and encouraged in the EHRC interim guidance, were not mandated by the court ruling. It is important that the ruling is spoken about with as much accuracy as possible.
- Revisit policies – this ruling may require more accurate and thought-out language in policies which reference men and women, boys and girls, or The Equality Act 2010 protected characteristics of Sex and Gender Reassignment.
- If you are concerned about this ruling, then you may wish to take the time to write to your local MP and express your concerns. Remember, Parliament makes the laws, and the courts can only interpret them – our current government can change The Equality Act to include more clear and inclusive definitions which provide workable protections and dignity to all people – including transgender people.
- If you are concerned about the EHRC interim guidance, then they have stated that a consultation will launch in mid-May and last for two weeks. You may wish to use this consultation to share your view.
- Read and share our Diverse Educators Resources to support you and your school community. Here is our Transgender Rights’ Toolkit and here is our Growing Trans and Non-Binary Awareness Training.
This piece was written by members of the Diverse Educators’ team and is intended for informational purposes only; it does not constitute legal advice nor a formal legal interpretation. This blog was published on 26/4/25, and all information was to the best of our understanding at the time of publishing.
Further Resources
- A clear and accurate legal explanation from Kalina Hagen – Click Here
- Trans Actual Response – Click Here
- An interim update on practical implications from the EHRC – Click Here
Diversity, Equity, Inclusion, and Belonging in Leadership: Shaping the Future of the Teaching Workforce
Written by Susi Waters
Susi Waters, Operations Manager at Norfolk Research School; the Research Schools Network (RSN) Regional EDI Link (East of England and East Midlands); and Operations Manager and ITT Strategic Lead at the Julian Teaching School Hub.
In today’s educational landscape, fostering diversity, equity, inclusion, and belonging (DEIB) feels essential for creating a supportive and effective teaching workforce that reflects the lived experiences of the students we serve. This blog post offers some thoughts on the importance of DEIB in educational leadership and highlights the challenges and opportunities for improvement.
Understanding Intersectionality and Privilege in Leadership
One of the key considerations in promoting DEIB in education is recognising intersectionality — the overlapping and interconnected nature of social categorisations such as race and ethnicity, gender, disability, and socioeconomic status. Leadership roles in education have historically been dominated by white cisgender individuals without disabilities, but there’s a growing call for more inclusive representation.
Many of us are familiar with the concept of “checking our privilege,” which can sometimes trigger defensiveness. It’s helpful to remember that, in this context, “privilege” refers to an absence of disadvantage. Having “white privilege” doesn’t equate to guaranteed success; it means that one’s skin colour hasn’t posed societal barriers.
Chris Hildrew, a headteacher in Somerset, articulates this experience well:
“I am usually in the majority. I joke about how I have the privilege full house: White. Male. English. Straight. Cisgender. Middle class. […] When I speak, people listen. They always have. I expect them to.“
Data from Edurio(2021) and NFER (2024) reveal that the representation of non-white educators, disabled individuals, and LGBTQIA+ educators remains low in leadership positions. Addressing these disparities calls for thoughtful recruitment, retention, and career development strategies.
The Role of ITT Recruitment in Teacher Diversity
Recruiting a diverse teaching workforce starts with how we market initial teacher training (ITT) programmes. While people of colour are overrepresented among applicants for ITT, they are significantly underrepresented in the teaching workforce overall. In fact, 60% of schools in England had an all-white teaching staff in 2021 – 22, with 86% having an all-white senior leadership team.
Research by Dr. Gabriella Beckles-Raymond (2020) underlines the importance of targeted recruitment strategies aimed at attracting African, Caribbean, and Asian teachers. Schools and training providers might benefit from adopting inclusive messaging and outreach initiatives to encourage individuals from underrepresented backgrounds to explore teaching careers.
Recruitment should be thoughtful. For instance, we could consider:
- Do providers offer pre-application support, like explaining the English school system to those who didn’t grow up here?
- Are interview processes truly inclusive? Do they provide interview questions in advance or offer online options?
- Is the interview panel diverse in terms of race, gender, and age?
Making sure that trainee teachers have the right support means addressing barriers that can impede career progression. Access to mentorship, leadership training, and workplace policies that foster inclusion are all important aspects to think about.
Making Teaching a Sustainable Career for All
For many educators, especially those from marginalised groups, remaining in the profession long-term can be tough. Research from BERA (2019) on LGBTQIA+ teachers and the “Missing Mothers” project (2024) highlights how workplace culture, lack of support, and discrimination can push talented educators away from the profession.
To encourage sustainability in teaching careers, schools should implement policies that accommodate diverse needs, such as:
- Support for teachers going through menopause.
- Flexible work arrangements for primary caregivers.
Anti-discrimination policies that protect neurodivergent and LGBTQIA+ individuals.
Leadership: Breaking Barriers and Creating Opportunities
Leadership in education needs to evolve to better reflect the communities it serves. Disparities persist; for instance, men are twice as likely to take on leadership positions as women, even though women comprise the majority of the teaching workforce. Gaps remain in representation among racial and ethnic minorities, disabled individuals, and LGBTQIA+ professionals.
Educational leaders can play a significant role in advocating for equity by:
- Sponsoring and mentoring diverse talent.
- Implementing transparent hiring and promotion practices.
- Encouraging conversations about privilege and systemic barriers.
- Revisiting senior leadership recruitment processes to ensure job descriptions and interview processes don’t unintentionally place women, disabled individuals, or caregivers at a disadvantage.
Moving Forward
We should ask ourselves: are we really setting up all teachers to enjoy a sustainable and fulfilling career?
Rethinking our approach to leadership is key — not just at senior levels but also in shaping the next generation of educators. There are alternative pathways to leadership in education beyond headteacher roles, such as Teaching School Hubs, Research Schools, and ITT leadership. These roles often offer flexibility, hybrid options, and meaningful opportunities to affect educational policy.
Ultimately, if we don’t act, the next generation of teachers will mirror those who currently remain in the system. Without deliberate attention and change, we risk perpetuating a cycle where leadership remains uniform. However, by embracing diversity, equity, inclusion, and belonging, we have the potential to create a teaching workforce where all educators feel valued and every child sees themselves reflected in their role models.
To cultivate a more inclusive educational system, leaders should commit to ongoing education and implementing best practices. By embracing these principles, we can nurture a teaching workforce where diversity is celebrated, equity is upheld, inclusion is practised, and belonging is experienced by all. The future of education rests on leaders willing to challenge the status quo and promote DEIB at every level.
This blog is a summary of a session that Susi delivered as part of Derby Research School’s Change Champions conference in autumn 2024; it forms part of the RSN and Norfolk Research School’s ongoing work around EDI and developing diverse voices.
All sources and recommended reading can be found here and you can watch the full session here.
Decolonising the curriculum
Written by Shashi Knott
Shashi Knott is an English teacher and former Deputy Head of Sixth Form, with 16 years of experience teaching in state secondary schools across North London. After earning her MSc in Education, Power, and Change, she transitioned from her role as a full-time English teacher to focus on driving change within education. She is interested in working with other professionals to see how we can create more compassionate environments in schools. She is currently an outreach English teacher and Associate Trainer with KCA Training.
Decolonising the curriculum is like finding new love—it’s hard work, often requiring us to let go of what we’ve cherished. It’s a struggle, and one that calls for understanding and acknowledgment of the emotions involved.
The department meeting went silent. A chair scraped awkwardly as we shifted at tables. It was nearly 4.30pm. Everyone had marking to do. Was this about to get tricky?
In London, where I work as an English teacher, 46.2% of residents identify as non-white. It’s not a difficult context to make an argument that the texts we teach our students should be more representative. And yet, somehow, we don’t seem to make it happen.
We could absolutely have spent some of our fast- vanishing department budget on a new set of texts for Year 9. Amazingly, we all agreed that Elizabeth Acevedo’s ‘The Poet X’ would be an excellent choice for the spring term. However, when one of us asked, “What about George Orwell?” I know they were not the only ones thinking this. The silence in the room might have suggested otherwise, and we all knew what we should say next. So when our Head of Department was conciliatory, coming up with the comfort of delay, we were all secretly relieved. “We’ll revisit the discussion at the end of the term.” “ We’ll review again in our gained time.” “We’ll assess our existing schemes of work for diversity. ”
We know what we should be advocating for, but there are so many reasons why teaching ‘Animal Farm’ feels more comfortable, and it’s not just because we already have established schemes of work.
As English teachers and often English graduates, we have all internalised an idea of what constitutes the canon. Literary critic Harold Bloom describes canonical texts as works of ‘aesthetic beauty’ (1994) and therefore, he suggests, to question these texts is to question the merit of art itself. Bloom describes the ‘idealistic resenters’ who ‘denounce competition’ and want to focus on marginalised voices, as missing the point of art and culture. (1994) Whilst Bloom’s ideas have been convincingly challenged and are now certainly out of fashion, they are ideas that we cannot fail to have internalised. Many of us grew up with these views being the dominant narrative in the study of English Literature and speaking for myself, I did much work to embrace the canon. I certainly did not want to be seen as someone who missed the point of art.
We have to acknowledge that decolonising our minds is uncomfortable. It involves acknowledging that some of the texts we loved, we might need to let go. A bit like the way a song from our youth, however rubbish, will always evoke strong feelings, those first occasions of literary love will do the same. The first time you felt seen, grown up, clever, understood. That first moment of connection with the canon. Mine was Keats, the perfect poet for the
misunderstood teen. Decolonising the curriculum involves a deconstruction of the canon, of beloved texts, and that can mean a painful epistemic discomfort. We picked apart those texts. We invested meaning in them. We succeeded at them. That’s why we’re English teachers.
Decolonising the English curriculum is as much about interrogating our own relationship with literature as it is about buying new books or creating schemes of work. It is about being willing to forge new relationships with texts and giving our students those special moments of connection, potentially with texts that are not our one true love. It’s not just about representation for global majority students, it’s about a more inclusive literary canon for everyone.
Maybe as English teachers we need to go forth and find new literary loves. New characters to fall for. New writers to make students feel understood, and to voice, in new ways, all the age old feelings. Not a new canon. Just new names to add in. New, gritty, glittering, literary loves for students of English to come.
References
Bloom, H. (2014) The western canon: The books and school of the ages. New York: Houghton Mifflin Harcourt.
What Is the Point of Dialogue?
Written by Sharon Booth
Founder & Director, Solutions Not Sides. Sharon has an MA from Cambridge University in Theology and Religious Studies. She taught English at Amideast in Tunisia and then went on to work in Amman, Jordan as a Productions Manager. She was employed as PA to the Defence Attaché at the British Embassy, then returned to the UK and began work in Israeli-Palestinian conflict resolution, founding the Solutions Not Sides Education Programme in 2010. Sharon speaks Arabic and French and has studied ancient Hebrew. In January 2016, she was awarded a master’s degree with distinction from King's College London, specialising in nationalism and religion.
Dialogue is fundamental to building relationships and resolving differences. It is a crucial tool for addressing conflicts, yet when pain and injustice run deep, the idea of engaging in dialogue can feel futile—or even wrong.
When faced with deep moral disagreements, people may question whether dialogue is worthwhile. Engaging with opposing viewpoints can feel uncomfortable and even counterproductive. In such moments, the instinct may be to advocate solely for what feels right. Yet, it is precisely during these times that dialogue becomes most valuable—not necessarily to achieve agreement but to foster greater empathy, reflection, and mutual understanding.
Dialogue in a Polarised World
These challenges are heightened in times of deep societal division. When issues are viewed in black-and-white terms, conflicts become entrenched, and meaningful conversations break down. This dynamic has been evident in Britain in recent years on topics like Brexit, immigration, and the Israel-Palestine conflict. Though often framed as binary, these issues are complex and multi-layered. Recognising this complexity is key to breaking through entrenched positions—but it can feel overwhelming, particularly for educators navigating these discussions in schools.
In England, the Department for Education requires teachers to maintain political impartiality in the classroom. While this guidance is intended to prevent partisan bias, it has also led to uncertainty about how to approach difficult topics. Some educators, lacking expertise in areas like the Middle East conflict, may choose to avoid these discussions altogether. However, shutting down conversations about political and social issues does a disservice to young people.
Without education on these topics and training in how to engage in difficult conversations, students miss out on opportunities to develop a nuanced understanding of the world. Worse, they may grow up ill-equipped to engage thoughtfully with societal challenges.
Dialogue as a Tool for Empowerment
This is where dialogue finds its true purpose—not as an end in itself but as a means to empower young people. At Solutions Not Sides (SNS), we developed the Olive Branch Award for schools, colleges, and community institutions as a framework for discussing Israel-Palestine. Rooted in values of non-violence, equality, and the rejection of hate, the programme takes a “win-win” approach to contentious issues. Within this structure, dialogue becomes a tool for critical thinking, helping students articulate their beliefs while respecting others’ perspectives.
The Olive Branch Award is not about reconciling opposing views or forcing agreement. Instead, its purpose is to foster understanding—of social dynamics, emotional experiences, and conceptual frameworks—so that students can make informed decisions about how to act. By engaging in dialogue within this framework, young people learn how to stand up for their beliefs while recognising that others may hold different views. Crucially, they also learn that hatred has no place in a diverse, compassionate, and fair society.
To be effective, dialogue must be approached with care and supported by specific tools that become embedded in school culture over time. Skills such as active listening, effective communication, and empathy are cultivated over a three-year period through the Olive Branch programme.
One common concern is that engaging with differing perspectives could be seen as endorsing them. However, dialogue is not about validating all views equally but about understanding why different perspectives exist. This allows students to reflect critically without feeling pressured to accept or condone harmful viewpoints.
At SNS, we emphasise that education is not about excusing or justifying views but about understanding why people hold them. This approach enables students to develop both intellectual rigour and emotional intelligence—essential qualities for active citizenship.
Supporting Schools Through the Olive Branch Award
Schools and colleges that participate in the Olive Branch Award benefit from a range of activities and resources designed to foster dialogue. We support staff and students through training, networking, an annual conference for staff, ambassador programmes, priority places on our residential courses for students, and opportunities to engage with peacebuilders from Israel-Palestine.
This summer, the first cohort of Olive Branch schools will complete the three-year programme and receive accreditation. Some of the initiatives we’ve seen include:
- Lunchtime and after-school clubs exploring conflict-related topics like journalism
- School murals dedicated to peace and justice
- Students founding interfaith initiatives in their schools
- Peer-to-peer learning projects following SNS workshops
These initiatives show that, when given the tools to navigate complex discussions, students become empowered to address difficult topics with inclusivity and empathy.
The Bigger Picture: Why Dialogue Matters
In today’s polarised world, it’s easy to feel disillusioned about dialogue, especially when faced with deep-seated divisions. But avoiding difficult conversations only fuels misunderstanding and hostility. Through structured dialogue, we can equip young people with the skills to engage with complexity with confidence and compassion.
The point of dialogue isn’t just to resolve differences; it’s to empower individuals to think critically, act ethically, and engage constructively—even with those they disagree with. In doing so, we prepare the next generation not just to lead but to build a society rooted in mutual respect and shared humanity.
At its core, dialogue is about more than talking—it’s about listening with purpose and acting with integrity. Within a framework that prioritises education over division and understanding over hate, it becomes one of the most powerful tools for creating a better future.
What can we learn about masculinity and misogyny from the Netflix drama 'Adolescence'?
Written by Bold Voices
Bold Voices is an award-winning social enterprise preparing and empowering school communities to recognise and tackle gender inequality and gender-based violence through the delivery of educational talks, workshops, training and resources for young people, teachers and parents.
Originally published here: https://www.boldvoices.co.uk/blog/2025/3/20/what-can-we-learn-about-masculinity-and-misogyny-from-the-netflix-drama-adolescence
On March 13 Adolescence premiered on Netflix, a week on and the show has a 98% rating on Rotten Tomatoes and has sent waves across media, starting conversations about themes of masculinity, the ‘manosphere’, incel culture and gender-based violence more widely. It is a show that has driven home the fear of what happens when harmful attitudes and beliefs develop into extreme violence.
If you’re looking to understand some of the key terms used in the series take a read of this article first: https://www.standard.co.uk/lifestyle/andrew-tate-incel-meaning-adolescence-netflix-b1217106.html
The question of ‘why’ runs throughout the four-part series. What made this 13 year old boy brutally stab and murder his school mate, Katie. Where did his behaviour come from? Was it the ‘masculinity’ modelled by his father? A generally kind man who displays a couple of emotional and physical outbursts throughout the show (including physically intimidating and handling a child who vandalised his work van)? Was it his friends at school who ultimately provided him with the murder weapon? Was it the misogyny influencers and their ideas? Or the social media sites platforming these influencers and offering young people the impunity which allows them to say harmful and destructive things to and about each other?
Throughout the show we are trying to understand if Jamie is a good kid at heart who was ultimately misguided and has done something devastating, but out of character. Or whether he is a bad kid that has been able to manipulate and hide his darkness from his parents, and even us as viewers. But then again how bad of a kid can you really be with planet wallpaper and stickers of tiny astronauts? These minor and seemingly unremarkable, but ultimately essential, details about Jamie’s room make up the final scenes of this powerful show. They are a reminder that Jamie could be any young boy in any family. It is just how unremarkable he is as a character that makes this story so poignant.
So what themes about masculinity, and adolescence, can we draw out from the show?
Masculinity, the ‘manosphere’ and ‘incel’ communities
Jamie is a boy who we come to understand has been spending time online, getting drawn into ‘manosphere’ and ‘incel’ communities. During the second episode that takes a look at Jamie’s school, we learn about the “call to action by the manosphere”, the meaning behind ‘red pills’ and ‘blue pills’ and the 80/20 rule (that 80% of women are attracted to 20% of men).
“Red pill is like I see the truth, it’s a call to action by the manosphere. Which is where the 100 comes in, the 80/20 rule. 80% of women are attracted to 20% of men. Women, you must trick them because you will never get them in a normal way… she’s saying he’s an Incel dad” – Episode 2 | 29:50 – 31:00
When we hear from Jamie about this, he acknowledges that he knows about these ideas and that “he had a look but didn’t like it” although in talking about the 80/20 rule he says “I do think they’re right about that though”.
The writer, Jack Thorne, is very honest about the fact that through his research he realised that “there was a logic to this and how they see the world”. It is through Thorne’s vulnerability in admitting this that we are reminded of an uncomfortable truth, that the attitudes and beliefs displayed by many of these online forums and communities are attractive to boys and young men and resonate with a vulnerability they actually feel.
In the third episode Jamie is asked about what he thinks about men, about masculinity. In particular, he’s asked about his dad and grandad, what he thinks about them and what type of men they are. We get insights into the stereotypes that pervade about masculinity; his dad as a hard worker who provides for his family, who can get angry and lose his temper, who loves his wife and is good to women, but doesn’t have any female friends. None of this is positioned as ‘good’ or ‘bad’, but it holds a mirror up to the expectations we have of men and masculinity that continue to frame a ‘real man’ as someone who is physically and emotionally strong and dominant, who protects and provides for loved ones and who sees women as objects of love and affection, but not necessarily giving space for relationships to women that exist outside of caregiver, nurturer or romantic partner.
These questions are vital, and they connect back to the extreme views many boys and young men are consuming online. Rhetoric that is based on the inherent idea that a ‘real man’ doesn’t show vulnerability or weakness, protects and provides for those around him, is successful at ‘getting women’, and gains status through money, physical strength, women and material markers of success such as fast cars and displays of wealth.
Jamie couldn’t necessarily clearly articulate what makes someone ‘a man’ but he knew exactly what makes someone ‘not manly’ and his visceral rejection of those ideas were far more natural for him to display, when asked if he was friends with women he says “no” and “I’m not a twt though*”. His disdain for feminine traits and femininity is far clearer than his ‘love’ for ‘manliness’, a nuance that is powerfully captured in the show.
Femininity, objectification, power and misogyny
Not only do we get insight into how Jamie feels about himself, we are able to understand a little of how he views girls and women. The fact that he sees girls as objects and that viewing explicit images of girls that he knows (and girls and women he doesn’t know) is not something that he questions; when asked about whether he thinks the girls would be happy about him seeing explicit images of them he responds, “everyone else did”. The normalisation of girls as objects, and the non-consensual sharing and viewing of explicit images of girls, is so normal it is not worth denying or lying about.
It becomes further apparent that Jamie’s relationship to girls is far from healthy. He lies about having had sexual experiences with girls, he shrugs off the fact that he doesn’t have any friends that are girls, when asked about whether he was attracted to Katie after seeing an explicit image of her he makes an objectifying and dismissive comment about her body, saying, “no” and that “she was flat”. Jamie articulates a desire to have a girlfriend however he doesn’t seem able to articulate, or even understand, what that dynamic might look like aside from him owning or receiving sexual gratification or pleasure from a girlfriend. In the fourth episode we are presented with a stark contrast to this when Jamie’s parents are reminiscing about their first date as 13 year olds at the school disco, we hear about teenagers in the first moments of genuine connection, something that feels completely inaccessible to Jamie.
Despite answering “no” to the question of whether he feels powerful viewing explicit images of girls he knows, there are subtler insights into how Jamie feels about power and women. In one moment he stands over the psychologist and shouts in her face, a male member of staff comes to the door but she indicates that she’s okay. In response, Jamie says “what was that? hey? what the fk was that? signalling him away like a fking queen yeah?”. He is angry and riled up when faced with a woman in control.
We also get insight when Jamie reveals the impact that rejection has on him. We hear that Jamie had previously asked Katie out to the fair but that she wasn’t interested and said no to him. Although he insists multiple times that he did not “fancy” her and that he was not attracted to Katie because she’s not “his type”, Jamie shares that he assumed she would be feeling weak after explicit images of her had been shared round the school. Jamie wanted to take advantage of this vulnerability and ask her out, which meant when she rejected him, he was left feeling all the more insulted and angry.
“I just thought she might be weak after all that, cus everyone was calling her a slag or flat or whatever so I thought if she was that weak she might like me. It’s clever, don’t you think. I said I was sorry and that the guy who shared her picture was a wanker and that I’d take her to the fair if she liked… she just laughed and said – I’m not that desperate.” – Episode 3 | 42:00 – 44:00
A culture of misogyny and gender-based violence
A common reaction I’ve heard from parents and adults in response to Adolescence is fear. In particular, a fear that is centred around the online world and the harmful content that children and teenagers may be consuming without us realising. While this fear is incredibly valid and understandable, we must also be wary of not letting this fear distract us from the roots of this problem that exist far beyond the internet and the communities found there.
It is in the subtler moments in the show that we see these roots and an acknowledgement that it isn’t just the online world that led to Jamie’s actions, it is a wider ‘culture’ of gender inequality:
- Jamie does not address his mum or sister at all – exclusively reaching for the support and validation of his father.
- Jamie implies that having female friends makes someone a “twat”.
- Jamie exaggerates and lies about having had sexual experiences with girls to the psychologist and then immediately takes this back and reveals the true extent of those sexual experiences.
- Jamie feels confident enough to shout and scare the female psychologist, someone in a position of authority who is at least 15 years his senior.
- Jamie shares his awareness of his dads disappointment/shame at the fact that he wasn’t ‘sporty’.
- The school teacher only introduces the male police officer and then has to quickly introduce the female police officer when she realises her omission a few seconds later.
- The treatment of female staff members in the school where we hear male students shouting “Shut up miss!”
- The response to Ryan after he is punched by Jade (Katie’s best friend) in the playground – when another student says “You just got banged by a girl you sausage”.
- The way the female psychologist is made to feel uncomfortable by the male CCTV operator.
What happens if we watch the show without focusing on investigating the crime itself, but instead, understanding the culture all around it? The show perfectly presents the subtleness of gender stereotypes and gender attitudes that are pervasive in society. How they are shaping the way we talk to and about each other based on gender, what we expect from ourselves and each other based on gender and how we treat ourselves and others when those expectations are not fulfilled.
Adolescence confronts us with the truth that acts of gender-based violence are not committed by ‘bad apples’. Jamie is a 13 year old child who has been indoctrinated and who has had gender-based violence normalised and even glorified. There are moments that we feel deep empathy for Jamie and moments where we are scared of him, moments that ranged from the casualness with which he displayed misogynistic attitudes to the outbursts of anger and rage. But Adolescence raises the questions rather than providing the answers. The answers lie in the communities around young people coming together to prioritise education that gets to the root of the issue and addresses the gender stereotypes and attitudes that seem harmless in isolation, but together contribute to a culture that normalises gender-based violence and misogyny.
Questions to start conversations based on Adolescence:
- Why is being able to get girls or female attention so important to being seen as ‘manly’?
- Are all young boys as likely to be influenced by these messages as each other? If not – why?
- When Jamie calls himself “ugly” we get an insight into how he views himself and his self-esteem, how does this connect to his actions?
- We know many of these ideas are consumed online, where else do we learn these ideas?
- Why did the boy who received the photo of Katie spread it round? What did he gain by doing this?
- Why did Jamie think Katie was “easier to get” after the photos were leaked? How do you feel about that?
- What did Jamie feel when Katie rejected him? Why might he have felt that way?
Resources and places to learn more about these issues:
Toolkit: School of Sexuality Education – ‘A Look Into the Incel Movement: A Guide to Tackling Online Cultures of Misogyny for Schools, Colleges and Universities’
Book: Laura Bates – Men Who Hate Women
Ted Talk: Jackson Katz at TEDxFiDiWomen – ‘Violence against women—it’s a men’s issue’
Why Every Child Deserves to Hear Their Own Song
Written by Matthew Dix
Matthew Dix is a primary school teacher of 17 years. He continues to work as a teacher whilst working as a primary reading consultant across Nottinghamshire. He is the Founder of resource website Manic Street Teachers and has recently launched 'Musician of the Month' to create a culture of musical appreciation and understanding across schools, with a focus on diversity and inclusion.
Growing up, music wasn’t just background noise – it was how I made sense of the world. It was my mum playing the piano, it was watching her dance to ABBA and playing, of all things, a mandolin! It was my dad blasting heavy metal one minute and Vivaldi the next. Nothing quite says ‘peaceful Sunday morning’ like Iron Maiden shaking the windows!
As I reached adolescence, my heroes ranged from Tupac Shakur to Freddie Mercury, from John Lennon to Annie Lennox. Following their lives taught me that struggles were universal and at the end of a struggle, there can still be success. Behind every composition, every lyric, every guitar solo was a person with a story – often one of resilience against all odds.
Music took centre stage when I formed an indie band in the early 2000s. It wrote songs, often with the children’s help, for primary school subjects when I began my career as a teacher. It was a focus of mine when I created the music resources for ‘Manic Street Teachers’. Music has always been in the foreground of whatever I do.
A decade ago, I took a job in an inner-city school in Nottingham with 98% of children having English as an additional language. In fact, there were 52 different languages spoken in total. And yet, the music curriculum offered very few mirrors of themselves or windows to other worlds. A colleague and I decided to introduce a new musician every month in the hope of engaging children who seemed vacant during singing assemblies, and often unable to discuss and share their likes and dislikes in music lessons.
It wasn’t until we chose Nusrat Fateh Ali Khan as a musician one month that parents started to leave emails, children started to talk and a buzz started to make its way through school. I remember a child telling me that their parents listened to him at home. We shared his life, his trials and tribulations, his achievements and videos of his performances. Children could explain his words and what they meant. They were fascinated to learn that he had come to England in 1985 and brought Qawwali music (a form of Sufi Islamic devotional singing originating in India) with him. Children finally saw themselves and their families in our curriculum.
👉 Free Sample (Nusrat Fateh Ali Khan) – sign in required
It got us thinking. What if a girl thought that she could never be a classical musician because she looked nothing like Mozart, Beethoven or Bach? Well, we created resources all about Florence Price, whose compositions were forgotten until, just 16 years ago, when a whole collection of her work was rediscovered in a dilapidated house on the outskirts of St. Anne, Illinois.
What about a child who believes music is impossible with a disability? We shared Stevie Wonder’s story, Jacqueline du Pré’s story, and we shared how Joni Mitchell had to detune her guitar to learn to play another way after polio affected her hand. Let’s show them how these artists found ways to keep playing, no matter what. The show must go on, as Freddie Mercury said!
We live in a global world – our music curriculum should reflect that. Instead of saying, “Let’s learn African drumming,” let’s say, “Let’s learn about Babatunde Olatunji, a Nigerian drummer who learned by immersing himself in the culture and following the master drummers in his village, eventually being given a cowbell and then various Yoruba drums, took his craft to America, became an important friend to Martin Luther King Jr., and became a world-wide sensation!”
If a child thinks you can’t play music when you’re old, then share the story of The Buena Vista Social Club – how Ry Cooder, a producer from the US, had a twist of fate when musicians from Mali had their visas delayed so he ended up in Cuba, reuniting forgotten musicians like Ibrahim Ferrer, who was still shining shoes to make ends meet. The musicians, most of whom were over 70 years old, finally had a chance to tour the world with their music.
👉 Read our EYFS eBook (Ibrahim’s Song)
Context is always king, and every child loves a story. I believe the person behind the music is as important as the music itself, and becomes the bridge to another world. Teaching children to empathise helps them feel less detached from the music they are studying. Music bridges cultures, generations, and experiences in ways that words alone sometimes cannot.
That’s why I created Musician of the Month – a simple, accessible way for teachers to bring diverse musical stories into their classrooms. It’s directly linked to The Model Music Curriculum and the 9 Protected Characteristics and, as the site develops, we hope it will help schools show every child that they too can be a musician. To a child in school, the right musician, with the right song, at the right moment could well hit the right notes!
👉 Musician of the Month + Free Sample (David Bowie)