Take Back the Narrative: Reflections on #DiverseEd Conference
Written by David Church
David is an LGBTQ+ education consultant and former Deputy Head Teacher. He has over 10 years experience in education and is passionate about supporting schools to develop an LGBTQ+ inclusive culture and curriculum. Outside of education, David is a Regional Ambassador for It Gets Better UK.
Attending the #DiverseEd Conference in Bristol on Saturday felt perfectly timed. The backdrop of recent developments from the UK government regarding the trans community weighed heavily on my mind as I prepared for the day ahead. It seemed as if the trans community was under siege from multiple angles: teachers potentially being allowed to discriminate against trans young people in schools (https://www.thepinknews.com/2023/09/23/ehrc-guidance-trans-misgendering-pupils-schools/) and the proposed ban on trans women from women’s wards (https://www.theguardian.com/society/2023/oct/03/trans-hospital-patients-in-england-to-be-banned-from-female–and-male-only-wards).
As a cisgender gay man who had previously faced adversity under the infamous Section 28 (and the legacy since), I felt a deep empathy for the trans community, witnessing their increasing vulnerability and the reported surge in hate crimes against them (https://www.gov.uk/government/statistics/hate-crime-england-and-wales-2022-to-2023/hate-crime-england-and-wales-2022-to-2023).
As an LGBTQ+ education consultant, I was acutely aware that action was needed to ensure the safety of trans+ children, young people, and staff in schools. Fortunately, the conference offered a range of sessions on just this, highlighting the need for greater trans inclusion & diversity.
Every session I attended resonated with me on both a personal and professional level, but my mind was consumed with the urgent need to address the ongoing challenges faced by the trans community.
The first workshop I attended was led by Sarah Bonnell School, focusing on social justice in schools and empowering students to enact change within their communities. Their discussion of “cold anger” as a catalyst for change struck a chord with me (https://www.psychologytoday.com/gb/blog/brave-talk/202109/4-types-anger-everyone-should-know-about). This anger, when harnessed, could drive the transformation needed to combat the prevailing discourse around trans inclusion.
Equally, Shaun Dellenty’s keynote, highlighted the importance of challenging the narrative of fear and division, emphasising that we are stronger together, whether or not we identify as trans. The theme that stuck in my mind: How do we channel this anger and negative energy into positive action?
Similarly, in Bennie Kara’s keynote, the power of stories to reshape narratives was explored. She discussed how we need to move beyond viewing the trans community as victims or dangerous (a perception which has continuously been fed by media and entertainment). The history of LGBTQ+ rights is full of unsung heroes such as Marsha P. Johnson and Sylvia Rivera, who spearheaded the original Stonewall uprising. Yet, their stories are often overlooked in the narrative of our school curricula.
It is imperative that we teach about these individuals to reframe the narrative and challenge prejudices and biases. This will foster a more respectful society, one that goes beyond mere tolerance to genuine acceptance of every individual, regardless of their identity.
Jo Brassington, in their session on trans and non-binary inclusion in schools, passionately reminded us that silence and indifference regarding trans+ inclusion make us complicit. It reminded me of the words of David Morrison, Chief of Army in the Australian Army, which echo this sentiment: “The standard you walk past is the standard you accept.”
This is not about understanding what it means to be trans but about having compassion and acceptance for every trans person; knowing them as individuals and hearing their story. Stories have been central to human culture since time began, and it is now time to reshape these stories in the public eye. As agents of change, we must stand with the trans community, working towards a compassionate view that acknowledges them as individuals.
The #DiverseEd Conference offered a glimpse into the power of collective action, empathy, and storytelling to take back the narrative, ensuring that the voices and experiences of the trans community are heard, respected, and valued. We, as educators, have a unique opportunity to lead this transformation, shaping a more inclusive and compassionate society by ensuring our curriculum fosters a positive narrative of a range of trans people; from the books we read, to the significant role models we explore and the policies we have in place. Taking back the narrative is not just a goal; it’s a collective responsibility that we must all be conscious about in our schools.
Supporting Parental Engagement for EAL Students
Written by Emma Sheppard
Emma founded The MTPT Project, the UK's charity for parent teachers, in 2016 when on maternity leave with her first child. She has 12 years experience as an English teacher, Lead Practitioner and ITT Lead, and now runs The MTPT Project full time.
I’m now into my third year of immigrant living, having relocated to France with my family in 2021, and – amongst all the other rather enormous changes – one of the most insightful experiences has been navigating the French education system with two children now in infant and primary school.
For context, our move to France marked the first time in twelve years that I hadn’t started September as a teacher. As a consequence, it was also the first time as a mother that I had been responsible for all the school runs, dropping my children off at their class, rather than breakfast club or handing over from an after school nanny. My children are bilingual, thanks to my French husband, and my French is competent, but – oh my! – have I felt the panicked feeling of perpetual confusion, catch up and miscommunication over the last two years!
Of course, having previously worked in schools with a high percentage of EAL, bilingual and multi-lingual students, and even managed our EAL department, it has been fascinating to be on the “other side”. But this insight has pertained, not to my children’s experience (indeed, my daughter is arguably more comfortable in French than in English), but to how we can support the parents in our communities who may not be fluent English.
Here’s what’s been really helpful for me, as the “F(French)AL” parent at the school gate…
Information Evenings
A short information evening early on in the term where parents get the chance to see their children’s classroom, leaf through their books, visually take in which book is the planner, which is for reading, what homework might look like etc., is a great starting point. It provides the opportunity for parents to demonstrate their level of English, and for teachers to take note of any families that might need additional support in clarity of communication. It also introduces parents to each other so that families speaking the same language can find each other and build community, or get added to the class WhatsApp group so they don’t miss out on important reminders or get togethers.
I make a point of speaking up at these meetings, and talking to the teacher afterwards so that they can really hear the extent of my clumsiness in French, but some parents might not feel comfortable doing this. Quietly engaging with parents as they come in, or leave the meeting with more than a “hello”, “good bye” can be a good way for teachers to get a better idea of how much English our families have.
Asking all parents in these meetings, their preferred means of communication – email, telephone, in-person, notes in planners – is a sensible way to secure clarity of communication from the start. Some parents may be able to speak and understand English confidently, but their literacy skills may be weaker. Some parents may be adept at using Google translate and balk at telephone conversations. Equally, for our native or fluent English speakers, email may be far preferable in a busy working day, to the interruption of a telephone call.
At the School Gate
The relaxed, conversational moments at the school gate are a great opportunity to show with smiles and gestures that students have had a great day, or to point out an important piece of information in a letter going home, or even to tackle challenges. This might be normal practice at primary level, but is particularly helpful for parents without much English who may otherwise have no means of knowing how school is going.
The hovering time afforded to me by the physical presence of teaching and support staff at the gate of my children’s first school meant that I was able to get to grips with how school lunches worked, wraparound care, strike days, when to bring in packed lunches, what on earth the system of cover teachers was in France. Remember that different countries have hugely different approaches to all aspects of education, and ways of doing things outside the classroom might be completely alien to some of our families – they were to me!
At secondary level, it might be trickier, especially beyond KS3 where students are more independent, but knowing which parents do collect their students, and swapping in a gate duty once in a while is a great opportunity for relationship building.
Inclusive Homework
Never have I had such thorough French lessons as when my son started CP, the equivalent of Year 2 when children learn to read in France. Every evening, he was required to read through syllables and increasingly complex passages from his Taoki text book. My pronunciation, vocabulary and understanding of French linguistics improved immeasurably over this year, even if I still can’t differentiate between the different ‘oo’ sounds. I now have two miniature teachers, as well as the shadow of their teachers to support my progress in French.
Homework activities – and resourcing these effectively – that allow parents to learn alongside their children, even if they are doing this surreptitiously rather than pro-actively, are a great way to boost parents’ own language skills.
Celebrate Home Languages
Yes, yes, I’m an English teacher and will leap at any chance to read a story and perform in front of an audience, but the jokes from parents and teachers about helping them to improve their English have resulted in a termly story-time slot for three year groups in my children’s current school.
As English speakers, we’re in the privileged position of speaking the global language of business, and as such, English is a valued language in most countries. Unfortunately though, this means that we look down – as a general culture – on other languages or consider them irrelevant.
This contempt is interlaced with prejudice, and I’ve definitely been on the receiving end of light-hearted mockery or messaging coming through my children and their friends, that indicates that these attitudes are also present in France. It creates tension, wariness and defensiveness and I’m incredibly conscious of the parents and teachers who make room for me, and are generous with my language – allowing me to make mistakes and feeding me vocabulary when I stumble – and those who look at me with fear or discomfort when I begin talking.
Story time has provided an opportunity to celebrate English – I deliver with props and songs and emphasis, and follow-up worksheets – and the children love it and share this enthusiasm with their families. Not all parents will be interested or available for a set up like this, but events like World Book Day, a Home Cultures or International Day, are great opportunities to invite primary school parents to come in and tell a story in their home language. At secondary level, this could take the form of a drop down day or afternoon where parents, students and teachers set up a national market place stall of treats, games and language challenges for students to explore.
Offering community languages as an optional GCSE is also a hugely important signal that other languages are valued in your school. Parents need to be informed of how their can support their children with this extra-curricular commitment, and the importance of speaking, reading and writing the home language. Some parents might even be interested in supporting with language clubs, additional tuition, mock paper marking, or speaking exams.
Most importantly, remember that language limitations don’t make parents lesser, and it is definitely not our role as teachers to dictate how much English our students’ parents should speak, or the languages that should be spoken at home. Bilingualism and multilingualism are a gift, and “Time and Place” bilingualism – where specific locations (e.g. home and school) – are delineated for one or other language is a tried and proven method for building native fluency in more than one language.
Parents’ English may improve over time, or they may be very content with the level of language they have. This may be particularly true if they have secondary aged children and school is the only reason they need to understand or use their English. With small adjustments – many of which are attitudinal – we can embrace the parents of our EAL students and facilitate inclusive environments where they can engage with their children’s education in a way that feels appropriate to them.
“But is it age-appropriate?”
Written by Gerlinde Achenbach
Gerlinde Achenbach is a senior education consultant and former primary headteacher. Her career spans more than 35 years, with over 30 years teaching in schools. Since 2021 she has been supporting schools across the UK with Equity, Diversity & Inclusion, specifically LGBTQ+ inclusion. Her expertise is in leadership and changing school culture.
It’s now 20 years since Section 28 was repealed in England yet in primary schools we’re still, it seems, reluctant to talk with young people about being lesbian, gay, bisexual, trans or more. Some of us can’t get past the LGBT+ acronym, never actually defining what each letter stands for.
“Can I say ‘gay’ in Year 2?” one lead teacher for EDI was asked recently. We were talking during a recent 1:1 coaching session on developing best LGBT+ inclusive practice across the school. Deeply frustrated, the teacher bemoaned her experience with colleagues: “Some of them won’t include it beyond PSHE. Others never get round to it, telling me they’ve run out of time.”
Many primary class teachers are fearful of parental backlash in front of groups of other parents and their children. Some know that their senior leader colleagues are just as wary. And it’s true, this is one area where some parents and carers often feel emboldened to speak their mind. It’s embarrassing to be on the receiving end and, if you’re not confident about why we’re including LGBT+ themes in our learning and our environments, it’s easier to put your head in the sand. But let’s not forget that it’s statistically very likely that every family will have someone – parent, uncle or aunt, sibling, cousin or grandparent – who is lesbian, gay, bisexual, trans, queer or more.
“We want to make sure it’s age appropriate…”, say primary schools.
The DfE’s compulsory guidance on RSE came into force in September 2020, stating, ‘Primary schools are enabled and encouraged to cover LGBT content if they consider it appropriate to do so.’
With an independent review currently in progress to ‘advise the Secretary of State for Education on what is appropriate to teach in relationships and sex education and health education, and at what age’ , the stakes for ‘age-appropriate’ are high.
Of course, it’s important that the curriculum is appropriate for the age and experience of the children in each year group. But let’s not forget that when we talk about equity, diversity and inclusion, we’re moving beyond curriculum into the realm of whole school culture. The reservations we may have about being LGBT+ inclusive in younger year groups do not sit well with a culture of inclusivity and belonging. As a Primary Headteacher, I know that the majority of primary schools now include at least a handful of same-sex parented families, and often at least one child questioning their gender. That’s not forgetting the afore-mentioned LGBT+ relatives and friends. Surely we owe it to all the children living in LGBT+ families to see their own lived experience validated by our practice and provision? At the very least, our culture and curriculum should reflect and represent our LGBT+ children, both those who know it already and those who will know it soon enough. It’s our moral duty.
So, what could be more appropriate, for EYFS up, than talking about how families are made up differently, and that they have love for each other in common? Quite simply it is appropriate to have a curriculum where we share stories with young children about families and individuals who may dress, speak, identify or love differently from those they know, whilst talking about kindness and respect. We must also surely help children try to understand the injustice of being discriminated against, or harmed, simply for loving someone of the same gender.
We know that learning about sexual orientations other than heterosexuality does not ‘make you gay’, any more than learning that some people question the gender assigned them at birth ‘makes you trans’. Young people are discerning and knowledge is power. If any of the above applies to them, they will learn about it in a safe, accepting space. If it doesn’t apply, they have learned respect and compassion for others. Is it then morally acceptable to put our heads in the sand when we know that through educating our children, we educate our families and our communities?
Put simply, LGBT+ inclusion is about showing respect and compassion for all LGBT+ people as equal members of our diverse school and wider communities. It’s about being included in every aspect of school life and knowing you belong.
It’s always appropriate, at every age.
Environment and Identity: A Fragile Balance
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.
In a complex world with complex problems, young people are struggling to uncover their identities. Social media and social constructs simplify thinking into binary perspectives that are limiting their capacities to grow and develop an understanding of themselves and the world. Unfortunately, some school curricula and environments may be contributing to this growing problem that directly impacts student wellbeing.
So much of students’ worlds seem to fall into a good/bad, right/wrong, preconstructed view of what they should think, believe, feel, and who they should or should not be. In this binary construct, students are not able to explore their own perceptions, opinions, or understandings because they have not had the freedom to develop the ability to observe, ask questions, discuss, and learn about differing perspectives in a constructive way. Schools should strive to create an environment that welcomes and encourages students to share, explore, and grow. In order for them to feel safe to do so, the atmosphere must not be argumentative. Rather, it must be one that approaches differences from a lens of love and learning.
It may seem easier to avoid discussing controversial topics in order to steer away from conflict and difficulty that stir emotions. However, when we participate in this avoidance, we miss out on an opportunity to teach students how to explore their feelings, have rigorous, meaningful conversations, and learn from those with differing viewpoints in a positive way. By modeling an avoidance behavior, we are inadvertently supporting this binary way of thinking that leads to a hindrance in student growth. In order to assist in students’ development, schools can create an environment where people are able to discuss controversial subjects in a respectful way that comes from a place of learning, understanding, and growing rather than judgment.
Schools should be a safe place for contemplation, evaluation, and learning and not one that prescribes what students should think and how they fit into a pre-described way of being. This freedom, or lack thereof, has a direct impact on student wellbeing. Educators should be inviting students each morning to feel strong and capable, supporting them in framing their own personalities and identities. In order to do that, they must feel safe sharing who they are in an environment designed to listen and learn without fear of others jumping into a defensive or attack mode. A safe space environment is cyclical in nature. In order for students to feel heard without judgment they must also learn to listen without judgment. One cannot occur without the other.
Students must learn to find value in the opinions, thoughts, and beliefs of others. Educators can assist in this learning by teaching students that there are 101 perspectives on the same problem. Rather than always presenting a definitive answer, issues can be explored from various angles. In addition, we must teach and model the use of kind words that are full of love rather than aggression, and that strive to unite rather than divide. As you enter your schools every day, ask yourselves these questions:
- Am I encouraging differing viewpoints and creating a safe space for them to be shared?
- Am I modeling a behavior of openness for judgment-free conversations?
- Am I demonstrating kind, accepting language?
- How can I help students to avoid defensive or aggressive language and responses?
The formation of identity and wellbeing is fragile. Schools have a responsibility to create environments that are conducive to open discussions, free from aggression, and safe for honest and authentic conversations geared toward learning, understanding, and growth. It is through this climate of successful cooperation and mutual support that we can counteract the negative impacts of binary thinking and help students create healthy identities.
Guidance for Navigating the DEIJ Journey
Written by Doline Ndorimana
Doline Ndorimana is a passionate educator dedicated to diversity, equity, inclusion, and justice (DEIJ) and advocating student voice and agency. She is a DEIJ Workshop Leader, Middle Years Program Language Consultant, an Accreditation Evaluator for the Council of International Schools, and a member of the TIE editorial team.
I love my job as an educator and I love spending time with kids, especially teenagers. I believe each child should feel a sense of belonging at school, that is why I champion the work of diversity, equity, inclusion, and justice (DEIJ). However, it is not only for our students but also for our colleagues. If our colleagues don’t feel that they belong, they will not be able to serve our students well. This is what makes the job of a DEIJ leader in schools important and challenging at the same time. Experience over time has changed the way I see and do this work. Through frustrations, disappointments, failures, and good wins as well, I’ve grown to see DEIJ work as a complicated marriage worth fighting for. On the one hand, it’s conflict work and on the other hand, it’s relational work.
To deal with conflicts, we have to maintain an open dialogue where the goal is not proving that we are right but making things right. To maintain a good relationship, we have to constantly work on it. It’s not linear, but cyclical, and just because we have already dealt with an issue, does not mean that we will not deal with it anymore or re-adjust our expectations as we grow and change. It also means that, oftentimes, we will take one step forward and three steps back. Consequently, as DEIJ practitioners, we constantly negotiate and regulate expectations, norms, and practices, which can take a toll on us and affect us negatively if we are not careful. I’ve thought about a few guidelines that can help us maintain our sense of self and wellbeing so that we can continue to do this important, complex, and rewarding work.
Guide One: Get To Know Yourself as Much as Possible
It can be difficult to get to know yourself, especially when people are constantly evolving; but in this context, it’s an important task to undertake in order to effectively extend your thinking and make you a better version of yourself. Without personal introspection and understanding, unprocessed emotions and insecurities can interfere with your growth. It’s easy to get caught up in what other people think, wanting or even needing other’s approval and validation. But these external affirmations can put too much emphasis on the ego and without regular praise, you may begin to question your values and self-worth. Good, constructive feedback from knowledgeable and experienced people can be beneficial to your personal growth. However, if you don’t have a strong sense of self, rather than truly listening to and learning from this feedback, you may get caught up in hurt feelings, pushing back, or even trying to prove you’re right or justify your position.
When you are getting closer to knowing who you are, you will understand that serving the cause is more important than belonging to the cause. When the importance of belonging to a cause outweighs the importance of the cause, you are more focused on finding and creating opportunities that validate your choice of doing this work and belonging to the cause rather than truly serving the cause. In other words, you spend more time trying to show and prove to people that you’re right. Your focus then becomes things that are out of your control and that leads to burnout. But if the focus is on serving the cause, and in the case of DEIJ work, creating a culture of belonging and inclusion for all, then the focus is not on an individual’s vision. The cause is much bigger than that. You’re learning to know who you are and who you are becoming, and you don’t need to prove that to anyone. What actually matters is looking at how we can fix the problems we face. How do we get to a resolution? How do we find common grounds so we can all be part of the solution?
Guide Two: “The First Step to Engagement is Disengagement” (Simon Sinek)
As DEIJ leaders, we often face difficult conversations with our colleagues, particularly those who are resisting change, and sometimes this leads to insensitive comments that can trigger strong emotions. Here we have a choice. We can either act on those emotions and be confrontational with our colleagues and ultimately lose them, or we can stop, take a step back, listen, sit with our own emotions, and get curious. Why am I feeling this way? What is it that was said that got me this upset? What are my emotions telling me? Acknowledge and unpack these emotions. Once you know what’s going on, you can deal with them and then move on. Whether it takes 30 minutes or two days, it doesn’t matter. What matters is that we work through this process, otherwise these unprocessed emotions become a distraction to our goals. Once our emotions are processed, we can then shift our attention to our goal and ask ourselves, what do I want from this conversation? Why did I go to speak to them in the first place? It’s only then that we can disengage ourselves and listen from our colleague’s frame of reference and not our own because the highest purpose here is progress or resolution. This is when we say to our colleague that “in the interest of building a safe place for everyone at work, I would love to have your thoughts. I want your input because I want you to be part of the solution. We need everyone, including you. Help me understand!”
Guide Three: Know Your School Community
As we get into these roles and settle in, it’s good to communicate and exchange with other DEIJ leaders from other schools to learn from each other, but we need to remember that our schools are different. Comparing and contrasting schools and wanting to do the same thing as another school did can be detrimental to our work. “The process is too slow and we’re not making progress. I need to push and challenge more, just like it was done at X school.” These are some of the thoughts I’ve had before. But X school’s DEIJ journey, as well as its environment, might be different from your school. If we think of DEIJ work as a complicated marriage that’s worth fighting for, then working on your marriage using someone else’s marriage toolkit might not work. You need to find your own toolkit and that requires spending time trying different tools until you figure out which ones work for you in your context. In order to find the right tools, it is important to get to know our own individual school cultures and members. Hearing and learning from other DEIJ leaders are important as long as we remember that our situations are different.
In their book School Culture Rewired, Gruenert and Whitaker offer a list of things that convey a school culture. They suggest we look at “the social glues that hold people together, the way things are done, deeply embedded beliefs and assumptions, the pattern behavior that distinguish us from them as well as a set of behaviors that seem strange to new employees” (2014). These things will indicate what ought to be celebrated, ignored, and ultimately what to anticipate. Spending time learning about our school communities will best prepare us for our roles as it will give us the knowledge we need to make a strategic plan with actions specifically designed for our schools and communities. But this can only be effective if done, planned, and mapped in conjunction with heads of school and senior leadership where questions, apprehensions, and negotiations will inform our work ahead, which brings me to the next point.
Guide Four: Have a Shared Vision and Values
It is important that DEIJ leaders and senior leadership have a shared understanding of the job responsibilities and challenges. It is essential to sit down with senior leadership and decide on shared values and a vision of what DEIJ work will look like and how it will show up in the community. Without shared values and a shared vision, it is easy for cliques to be created. It might seem to some that only a certain group does the work and others are viewed as “not willing” to do the work. This creates division and ultimately slows down the process and progress. Remember that our job is to bring people together and avoid the “us versus them” mentality. Moreover, without shared values and a shared vision, we end up being the only ones trying to make the marriage work, which never works.
Discuss what you want to see in your institution with senior leadership before going out on the field. For example, if one of your core values is to “embrace and respect the uniqueness of each individual of our community,” discuss what that means practically and how this shows up every day. Does that mean that we encourage everyone to live their authentic selves and show up as their true selves? Great! Do we have structures and systems put in place for people to be their true selves however they define it? This is important because we cannot ask people to be their true selves if the environment itself is not ready for people to see and support them. For example, if we have a teacher who shows up and asks everyone including colleagues, students, and parents to address them as “them” and “Teacher Smith” or “Mx Smith” because they are non-binary, are we going to be supportive? Will we as an institution be able to stand up to parents and other shareholders who express discontentment and say, “This is who we are and aspire to be. We are an inclusive school, and we embrace and respect the uniqueness of each individual of our community. We believe it is good for our students to be exposed to a great diversity of people and perspectives.” Can we as an institution do this, knowing that we might lose enrollments and the board might get involved. Does the board share our vision and values? This is only one example of the kinds of courageous discussions that we need to have before we tell people that they can be their true selves. If our answers to the questions above are no’s, see that as a first step in the right direction. We have had these important discussions and realized that we have work to do as an institution, and that is fine. What is not fine nor fair is to expect the DEIJ leader to fix an institutional challenge by themselves. Instead, a collective effort spread throughout the different parts of the organization led by both the DEIJ leader and senior leadership is required, so our school can live up to its vision and values.
This is a hard task to do. It is not only a step but an ongoing process, a strategic plan that represents mid-to-long term goals. It is both the foundation and frame of our DEIJ work. In other words, it is what will make or break our continuous efforts for making our schools a safe and inclusive place for all.
Guide Five: Explore Emotions
DEIJ work is both conflict and relational work and as such, emotions have a great role to play. When dealing with implicit biases, it can feel as if our identities are challenged and being confronted with the idea that we have either contributed directly or indirectly to systems that have harmed and left many people behind can be hard to take. Much harder is when, as educators, we come to realize that there is a chance that some of our students that we deeply care about were left behind due to our own implicit biases. In this case, grief, remorse, shame, and anger are only a few emotions that can be experienced. As DEIJ leaders, it is important that we recognize and understand this.
Susan David, in her book Emotional Agility, explains the importance of facing emotions with acceptance and generosity. If we want everyone to be part of the solution, it is important to give time to people to feel and validate their feelings because “when we don’t attend to emotions, they metastasize and they grow and when they grow, they can take over.” Consequently, we arm ourselves even more, and this can mean that we disengage completely and don’t do the work because it is very hard and painful to deal with our own emotions (David, 2016). Let’s say that we see a micro-aggression behavior. We should respond to that and speak to the person in private. I personally believe that a private conversation is always more effective than a public one (although debatable, depending on the act itself). As we’re having these conversations, we need to keep in mind that the purpose is not to shame the person, but to make space for a discussion on implicit biases and its impact on our students and staff. If the conversations become emotionally charged, it’s okay to give people space to feel and let them know that you understand. You can say something like, “I can see you’re upset. It’s hard. Yes, I know! And what I just said might feel like who you are is being challenged and that’s okay. I understand that this was never your intention. In some cases, like these, we need to move away from intention and focus more on the impact. Doing this work means that we’re just not going to feel good at times and that’s okay because it is through discomfort that we grow. We need everyone, including you, to make this school a place where everyone can belong. I am therefore asking you, as hard as it is, to fight the discomfort and not me.” You can even invite your colleague to circle back within the next few days and revisit this conversation. The point here is to keep people in the conversation and make them aware that it takes all of us to make it happen and that feeling the emotions we feel is part of the process for us to grow. As DEIJ leaders, coaching is part of our job as well.
Senior leadership needs to be in agreement on this practice because one thing that could ruin our efforts is that after this conversation, our colleague turns to leadership who then discredits the work done before. Which, on the one hand, takes away the opportunity for that person to lean into discomfort and to learn and grow. And on the other hand, perpetuates and safeguards exclusionary practices in our institution. This goes back to Guide Four. It is important to understand that by trying to reduce or avoid people’s discomfort, it can reinforce inequities.
The importance of knowing who you are and disengaging so that you can engage are even more important here because, as DEIJ leaders, we have to “be the bigger person.” Being a bigger person does not mean that we do not have boundaries. On the contrary, being a bigger person means that we understand that our mission is bigger than ourselves and that the highest purpose is improvement, not being right. It means that sometimes “we are way-seeking rather than truth seeking,” so when we have conversations with our colleagues, “we can instead look to tell, with them, the stories of their best future selves” (Alchin, 2022).
Guide Six: Make Parents Your Partners
Every parent wants what’s best for their child and, of course, they are willing to stand up for that belief. We, educators, may not always agree with what parents are fighting for or against but, ultimately, we have the same goal. We all want to develop well educated, thriving students. Oftentimes, we label parents as difficult, entitled, bigots, etc. when they push back against DEIJ work. But, what if instead of labeling them, we include them more in our conversations and initiatives? There’s a good chance that parents are afraid of a new initiative simply because they are misinformed, afraid, or have assumptions that might be wrong. It is up to us to reassure them and give them space to ask questions and hopefully relieve their fears. For example, if as a school we think it is important for our students to learn more about LGBTQ+ education, it might be a good idea to invite parents and share our plans with them. They might think that we are forcing on their children a certain set of values that is not ours to teach, but this will be our opportunity to set the record straight, discover their fears and apprehensions, and figure out together as partners how to deal with it while keeping in mind that we are preparing our students to become empathetic global citizens and that in our community each child should be treated with dignity and respect by everyone regardless of their backgrounds and identities.
If as a school, we believe in multilingualism and the importance of using translanguaging in our classes, teachers whose native language is not English are a great asset. Having parents’ meetings and informing them of our plans might remove the assumptions of some who believe their child won’t master English if they are not only taught by native speakers of English. Instead, we offer them another perspective informed by research and give them the opportunity to ask questions and express their concerns. This way, we can potentially change the narrative, inform parents, and hopefully bridge the gap between what parents think DEIJ work is and what we, as a school, believe it is.
Informing parents of any major new initiative will create important dialogues, get them involved, and inform us of what to anticipate and where the roadblocks are. More importantly, this will foster a relationship that can only be beneficial to making our schools more inclusive.
Guide Seven: Find Your People
Having a support system is very important as the work is extremely demanding and can take a toll on you. It is, therefore, important to be surrounded with uplifting, diverse, critical, honest, loving, and fun people to accompany you on this journey. You will need these people to swear, offload, to laugh, and feel loved; to hear that you’re doing the right thing and that they’re proud of you; to hear when you’re wrong but also to hear, “Here’s another perspective.”
These guides help me navigate the world of DEIJ, a world that I am passionate about and continue to learn from. However, this is only my perspective, and I am forever open to other perspectives.
References
Alchin, N (2022). Authenticity – what’s really going on? Retrieved from https://nickalchinuwcsea.blogspot.com/2019/08/authenticity-whats-really-going-on.html?q=authenticity
David, S. (2016). Emotional Agility: Get Unstuck, Embrace Change, and Thrive in Work and Life. New York: Avery/Penguin Random House.
Gruenert, S., & Whitaker, T. (2015). School culture rewired: how to define, assess, and transform it. Alexandria, Virginia USA, ASCD.
Also Inspired by the work of Simon Sinek, TD. Jakes, Brene Brown, Chimananda Ngozi Adichie, Emmanuel Acho, Adam Grant, Anne Laure Buffet, and the amazing support from my People wherever you are in the world. My TIE editorial family and the many many conversations I’ve had with educators, students, parents, heads of school, support staff, and more. Thank you!
My Journey as a Part-time Senior Leader
Written by Harroop Sandhu
Harroop Sandhu is a senior school leader and professional coach, with 17 years of experience driving successful strategies and improving outcomes in various educational areas. Most recently she has led her school to successfully achieve the Send Inclusion Award, as well as spear-heading the organisation's DEI strategy. Her approach is to ensure that DEI work is integrated within the strategic aims of the organisation leveraging existing leadership tools.
Three years ago, the notion of transitioning to part-time work was nowhere on my horizon.
Life took an unexpected turn when one of my children fell ill, prompting a pause on my career to refocus on what matters the most. Amid navigating my child’s health needs, I found myself in survival mode. Emerging from this challenging period, I returned to part-time work after a two-month gap, encountering initial hurdles. However, as I gradually found my rhythm, an unforeseen preference for this new way of working emerged.
Within this experience, I’ve uncovered valuable insights.
Myth #1: Working Part-Time Means Less Effectiveness.
Contrary to common belief, working part-time doesn’t hinder efficiency; it can actually enhance it. The gift of more reflective time has nurtured my creativity and innovation.
Success in this arrangement hinges on disciplined time management; I remind myself I’m paid for three days of work, not squeezing five into three.
Liberating myself from guilt and the need to prove myself has been a pivotal realisation.
Tips
- Effective time allocation is key.
- Balancing work, family, commitments, and especially self-care all demand careful planning and allocation. Don’t put yourself last or squeeze it in.
- Silencing self-criticism about perceived weaknesses is part of the journey toward self-compassion.
Myth #2: Part-Time Work Signals Lack of Ambition.
Embracing part-time work has deepened my commitment to personal growth.
While some argue full-time dedication accelerates progress, I’ve found fulfilment in having the mental space for development and time to pursue other interests, aligned with my sense of purpose. I have found that I have more time for coaching and other professional development, which in turn benefits my employer and as well as myself.
This flexibility has also inspired others, resulting in increased requests for flexible arrangements—an indicator of impactful leadership.
Tips
- Celebrate your achievements and acknowledge your aspirations.
- When you silence doubts, your strength and dreams amplify.
- Before constraining yourself, seek input from others to broaden your perspective.
Myth #3: Missing out on Connection and Opportunities.
Initially, the challenge of navigating communication arose from a fear of missing out due to absence. However, I’ve learned that communication quality outweighs quantity.
Utilising strategies like follow-up emails and regular check-ins helps maintain involvement.
Open conversations marked by transparency with superiors foster mutual understanding.
Addressing unique experiences benefits not only you but also those around you.
Tips
- Express your needs openly with your line manager.
- Ensure your scheduled time with your line manager remains intact and isn’t cancelled.
- Propose suggestions and solutions, but don’t shoulder the burden alone.
Myth #4: Flexibility Equates to Unreliability.
Unreliability often arises from overcommitment or lack of planning. Overcoming guilt and the desire to overcompensate, by embracing strategic time management and open communication was enlightening. Prioritisation, clear communication, and collaborative solutions with my line manager helped navigate this. As well as, balancing tasks and seeking help as needed cultivating a win-win situation.
Tips
- Consider what you might need to say no to when saying yes to additional tasks.
- Involve your line manager in this process. It could involve acquiring more resources, creating space, or delegating tasks.
- Don’t hesitate to seek compensation for work beyond your designated hours.
- Effective leaders recognise their boundaries. Don’t be afraid to say no.
I believe that Flexible working is a solution for not only working parents, but for people that are looking to explore personal growth or navigate other areas of life outside of their work. This autonomy can lead to greater job satisfaction and happier employees who are likely to be more creative, innovative and productive.
A-Z Mental Health in Education
Written by Nicola Harvey
Nicola Harvey is the founder of Harvey Heals Wellbeing Consultancy. She is a trauma-informed Senior Education & Wellbeing Consultant, Clinical Reflective Practice Supervisor, Trainer & Facilitator, and Published Author. Nicola has worked in a range of settings, supporting educators, young people, parents and professionals, and is passionate about diversity and inclusive practice. To find out more about Nicola and her organisation, go to: www.harveyheals.com.
After a well-deserved summer break, students and educators have returned to the classroom. And as we settle back into school routines, there continues to be a focus on mental health and wellbeing.
The impact of the cost-of-living crisis, social disparities, lockdowns, academic performance, and many other factors, continue to take a strain on the wellbeing of students and staff.
According to the Children’s Society’s Good Childhood Report, the likelihood of young people having a mental health problem has increased by 50%, and happiness continues to decline. Now, five children in a classroom of 30 are likely to have a mental health problem. However, despite the statistics, it is becoming harder to access support for children’s mental health and emotional wellbeing.
In addition, Education Support’s 2022 Teacher Wellbeing Index, states 78% of all staff surveyed experienced mental health symptoms due to their work in education. Often related to stress, depression and anxiety, this contributes to the decline in school staff wellbeing.
However, when mental health and wellbeing is at the forefront of a whole school ethos, it can help members of the school community feel valued, psychologically safe, and supported in their surroundings. This is why easily accessible tools and resources promoting positive mental health and wellbeing, need to be available.
To help improve mental health and wellbeing in education, I was invited to produce the content for the A-Z of Mental Health poster on behalf of Optimus Education.
With an inclusive approach, the A to Z of activities outline practical and supportive self-regulation tools for children, young people and adults. I have broken each activity down into small, manageable chunks, tips and advice, to help students and educators feel less overwhelmed, and more equipped to cope with the ups and downs school life. With a mindfulness-based focus, the activities on the poster include:
- asking for help
- developing healthy habits
- improving mood
- increasing self-esteem.
I am delighted with the response, which has been well received by schools, parents, therapists, and a range of professionals across the UK and abroad.
The A-Z of Mental Health poster can be used in a variety of ways, including:
- A calming visual for an anxious student. Ask the student to choose an activity on the poster to help them self-regulate and gradually feel calm.
- During PSHE, as a whole class starter activity. Each week, progress through one or two activities (letters of the alphabet) for the lesson.
- In staff meetings or INSETs – choosing an activity from the poster for educators to do as an icebreaker at the beginning of the meeting or to close the session.
- As a visual guide, prompting students to create their own personalised A-Z posters with helpful activities to support their wellbeing.
Most importantly, as we settle back into school routines after the summer break, the A-Z of Mental Health poster encourages anyone experiencing a range of emotions, to take a break and use the practical mindfulness-based tools to support their wellbeing.
To download your free copy of the poster, click here.
Turn Up, Speak Up and Speak Out
Written by Frances Akinde
Frances Akinde is: a SEND Adviser & Inspector; an AT trainer; an Art Advocate; an Anti-racist schools coach and a ND Champion. She is a former advisory teacher (SEND/SLCN) and Secondary Special Headteacher (Autism). She holds certifications including NPQH, MAEd, NASENco.
During the last weekend of May 2023, I attended the TUC Black Workers conference on behalf of the NAHT (National Association of Head Teachers).
The TUC (Trades Union Congress) is a federation of UK trade unions representing around 5.5 million workers from 48 unions across industries, all committed to collective action. One of the main requirements of affiliation is that-
‘An organisation has a clear commitment to promote equality for all and to eliminate all forms of harassment, prejudice and unfair discrimination, both within its own structures and through all its activities, including its own employment practices.
TUC rules and standing orders | TUC, last updated June 22.
The NAHT joined the TUC in October 2014 under Russell Hobby, who was general secretary at the time. The other education unions that are members of the TUC are the NEU, NASUWT and the NSEAD (a specialist trade union for art, craft & design educators, which I am also a member of), the Scottish union EIS and Welsh union, UCAC amongst others. Out of the four biggest teaching unions, only ASCL is not a member of the TUC.
The TUC holds a number of annual conferences that supplement the general work of the congress. The Black Workers Conference, in particular, focuses on issues and concerns affecting Black workers in the UK. In this context, Black is used as a political term to describe all workers of colour. The conference is used as a platform for Black workers and their trade union representatives to discuss and address issues around racial discrimination, inequality and barriers to employment. It is also a good chance to network and share experiences.
As a member of the NAHT Leaders for Race Equality network, I saw attending the conference as a chance to learn from the TUC’s anti-racist efforts and how this is being applied in the NAHT and other education unions.
In October 2022, The TUC released a report, ‘Going forward: An action plan to build an anti-racist trade union movement’. It states that ‘For our unions to thrive, recruiting Black members and addressing racism at work has to be at the core of our work. This will grow our movement, make it diverse and truly representative of the working class of modern-day Britain.’
From Action plan to build an anti-racism trade union movement | TUC
This Black Workers conference was the first since the action plan was launched. Various motions were presented to build on this commitment, including ones from the NEU and NASUWT.
One of NASUWT’s motions focused on tackling Islamophobia and anti-Muslim hate in all forms within our education system. This is part of their ‘Big Conversation on Racial Justice’ campaign, which was launched in 2021.
NASUWT | Big Conversation on Racial Justice
One of NEU’s motions focused on tackling institutional racism for all workers, building on work already presented in their ‘Anti-racism charter: Framework for developing an anti-racist approach,’ which is based on the testimony of over 1000 Black teachers about the impact of racism in their workplaces.
As well as listening and voting on the motions, I also attended a variety of workshops and talks, which were all very inspiring.
Overall, I enjoyed attending the conference. I left feeling empowered and energised by the activism I witnessed and the powerful discussions that took place. Since attending this conference, I have grown even more determined to turn up, speak up and speak out against racism and other inequalities.
However, despite NAHT being a large union of around 49,000 members, more specifically, over 100 members within the Leaders of Race Equality network, I was the lone delegate. In contrast, there was a large representation from both NASUWT and NEU.
The TUC’s ‘Jobs and recovery monitor – BME Workers 2023’ report, published May 2023, highlights that-
‘BME workers face systemic disadvantage and discrimination in the labour market, whether it be lower employment rates and higher unemployment rates, lower pay, more insecure work, or occupational segregation.’
Jobs and recovery monitor – BME Workers 2023 | TUC
Black leaders in education are not exempt from this, and sadly, many of us have been the victims of both racism and performative allyship. Therefore, it was disappointing not to have more members from NAHT there.
With over 800,000 members represented across our education unions, our unions have the power to use their combined voices to successfully campaign for critical issues such as fairer pay and Ofsted reforms. Education’s next priority needs to be committing to actively working together to eradicate systemic racism in education. Part of that is ensuring that Black leaders in education are actively part of national conversations around tackling inequalities, as our voices are crucial.
A journey with the experienced other - coaching and leadership development
Written by Dwight Weir
Dwight is a Deputy Headteacher and Life Coach. He is also an inspector for British Schools Overseas. Dwight has a passion for coaching and leadership development.
Coaching is the process used to enable the coachee to reach their goals or achieve clarity about their life, whether it’s about leadership development, career change, family, personal development or just managing work-life balance. This blog will focus on coaching as a vehicle for leadership development.
Leadership development training encourages the use of hands-on practical training (Woyach and Cox 1997). The training is more effective if it is context specific (Creasy and Cotton 2004; Barnett 2001 and Kouzes and Posner’s 1995) and engages the use of a mentor or coach (Paterson and West-Burnham 2005) and is personalised (Owen 2007 and Patterson and West-Burnham 2005).
Coaching has played a significant role in my own leadership development journey. As a not so recent participant in one of the UK’s flagship leadership development programmes, we were grouped according to where we lived or worked for group coaching. We participated in many leadership development tasks which involved role playing, presentations, discussions and a variety of simulation activities. Even after almost 10 years since the training, this has been the most effective CPD I have ever had, for a number of reasons but more so due to the dynamic coaching relationship I had with an experienced Headteacher – the experienced other.
Even though I have studied, researched and written about leadership and leadership development, I haven’t had the time to exclusively link coaching theory to coaching practice. Being part of a coaching group propelled me further towards developing my own leadership due to expertise of the experienced other. Having been on this journey, coaching relationships can be likened to a journey with ‘three-selves’; self-discovery, self-realisation and self-actualisation.
At the time of my training, coaching was only a theory for me, group coaching was an even more distant concept. The experience gained as part of the group coaching enabled us to collaborate professionally at an authentic level due to the conventions of group coaching which became apparent throughout the coaching experience. Learnings from the group coaching appears to be performance focus (McGurk 2012) as there was a focus on development orientation, effective feedback, performance orientation and planning/goal setting. From this experience it was evident that the growth expected in group coaching is collective as the outcome will be achieved as a result of the collective sum. Whilst participating in group coaching a number of variables became evident during the process:
- Collective Growth – the collective process we used as a coaching group to develop our ‘virtual school’ (a project within the training) was dependent on a combined effort. This might not be the same for all coaching groups but can be expected when group coaching participants are working towards an agreed outcome, knowing that the progress of the group is dependent on the progress of all.
- Cooperative Reflection – as we developed our virtual school we regularly reflected on our progress and the impact we were having as a team. We always evaluated our efforts with the intention to improve. This was, reflection with a purpose.
- Collective Honesty and Openness – we benefited from this process as we knew that collectively only honesty and openness truly informed each of us on our individual and collective process. The idea that feedback is a gift kept us open to feedback knowing that gifts can be returned or embraced. The relationships that we developed meant that as we fed-back to each other we respected the feedback given, knowing it was honest.
In addition to group coaching we also had one to one coaching sessions. These were particularly helpful as I focused on my own development outside the group and the impact it had within the group. This approach was more intense as the focus was more on the individual and our areas for development. This level of coaching involved powerful questioning, Using ideas, shared decision- making and encouraging problem-solving.
Coaching as part of leadership development is most effective when you are on a journey with an experienced other. Genuine experience in the field helps the experienced other to relate, ask thoughtful, reflective and relevant questions linked to the context in which the coachee works and is developing their leadership.
Effective coaching during leadership development fosters and unearths the ‘three-selves’; self-discovery, self-realisation and self-actualisation.
10 Engaging Diversity Books for Children: Promoting Inclusion and Understanding
Written by Rachelle Carter
Rachelle Carter is co-director of Madeleine Lindley Ltd, a key children’s book supplier based in Chadderton, Oldham. Its staff are experienced and well-equipped to help primary schools rejuvenate and refresh their class libraries with the latest and most engaging books. The business has played a vital role in supplying many of the UK's primary school libraries for over 35 years.
Reading across a range of cultures and experiences not only broadens children’s worldviews but also nurtures an appreciation of the wider world. Being exposed to a range of books that cover different representations allows children to feel connected and included, and allowing a child to explore various narratives through books through a multitude of narratives is a cornerstone in exposing a child to inclusion and understanding.
Here, children’s literacy specialist Madeleine Lindley Ltd explores ten notable books that celebrate diversity, promote inclusivity, and stimulate the imagination. For primary school teachers, this list can serve as a great starting point from which to build a classroom library or wider school library with books that promote inclusion. It is important to remember that the representation of diversity will differ from classroom to classroom. Use this list to explore the types of books you can consider for your classroom, and explore the broad range of diversity and inclusion books yourself to find the perfect books for your children.
1. Uncle Bobby’s Wedding by Sarah S. Brannen
Uncle Bobby’s Wedding takes a delicate approach to introduce the concept of same-sex marriages. As the story unfolds, young readers journey alongside Chloe, the protagonist who initially fears she will lose her beloved Uncle Bobby when he announces his wedding. The story’s gentle narrative helps children understand that love transcends all boundaries and that families come in all shapes and sizes. Moreover, it instils the idea that a change does not equate to loss, a valuable lesson for children.
2. The Best Me! by Marvyn Harrison
In The Best Me!, Marvyn Harrison promotes the importance of self-esteem and individuality, focusing on the central character’s journey, Nia. Nia learns to embrace her unique identity and sees the beauty in everyone’s differences, breaking away from societal expectations. The book delivers the fundamental message that everyone should feel empowered to be their true selves.
3. The Proudest Blue by Ibtihaj Muhammad and S.K. Ali
The story revolves around Asiya’s first day of school, with her wearing a bright blue hijab. Her younger sister, Faizah, sees Asiya’s hijab as a symbol of pride and strength. The Proudest Blue introduces children to the concept of faith in oneself and the richness of cultural diversity, helping them recognise and respect religious practices that might differ from their own.
4. Grandad’s Camper by Harry Woodgate
Grandad’s Camper presents a loving relationship between Grandad and Gramps. Following Gramps’s passing, Grandad ceases his adventuring until his granddaughter reignites his passion. The book addresses LGBTQ+ relationships and loss sensitively, fostering understanding that love is universal, extending beyond conventional family setups.
5. Speak Up! by Nathan Bryon
Speak Up! is a compelling narrative about using one’s voice to champion what’s right. The protagonist, Rocket, inspires children with her bravery, as she stands up for her community’s park. This story encourages children to be courageous, fostering a sense of responsibility, and motivating them to stand up for what they believe in.
6. Just Like Me by Vanessa Brantley-Newton
Just Like Me is a collection of poetic narratives, celebrating diversity, self-love, and acceptance. Vanessa Brantley-Newton’s character-driven poems encourage children to explore and celebrate their identities, recognising that everyone’s story is unique and equally important.
7. The Bubble Boy by Stewart Foster
The Bubble Boy introduces the character of Joe, a boy with severe combined immunodeficiency who lives in a sterile environment. This narrative fosters empathy, giving children a glimpse into the lives of those living with health conditions, ultimately encouraging them to be understanding and respectful.
8. Jamie: A Joyful Story of Friendship, Bravery and Acceptance by L. D. Lapinski
Jamie paints a picture of an inclusive world where each individual is unique and cherished. The story explores themes of friendship, bravery, and acceptance, helping children appreciate the diverse characteristics that make us all human.
9. Fight Back by A. M. Dassu
Fight Back explores the resilience of a young refugee, teaching children about the realities of displacement and courage. This book encourages understanding of global issues and empathy towards individuals who’ve experienced adversities beyond their control.
10. No Ballet Shoes In Syria by Catherine Bruton
This book captures the experiences of Aya, a refugee girl in Syria who finds solace in the world of ballet. No Ballet Shoes In Syria allows children to empathise with the struggles of refugees and appreciate the power of passion, dedication, and the arts.
Find diversity books for your library
Cultivating an environment that values diversity is an important part of fostering an enriching, inspiring, and inclusive environment for your children. To help you in doing this, Madeleine Lindley Ltd helps curate an inclusive, engaging, and ever-evolving reading environment for your primary school. By filling your library with books that celebrate differences, you are not just introducing children to a multitude of perspectives, but also instilling a lifelong love for reading.