Diversity in the Curriculum: The Vital Role of SMSC Subjects
Written by Laura Gregory-White
Laura is an RE Regional Advisor for Jigsaw Education Group. She has over 15 years experience as an educator and curriculum lead across Primary and Secondary.
In today’s pluralistic society, where diversity is a fundamental part of who we are, conversations around diversity in schools and the curriculum are increasingly important. Subjects like Religious Education (RE) and Personal, Social, Health, and Economic Education (PSHE) are vital tools in our curriculum offering. Investing in these subjects, invests in our children and young people’s successful development of the skills and knowledge that help to navigate the complexities of our diverse world with empathy, understanding, and a commitment to social justice.
In Primary schools, where all the teaching staff will have an impact on curriculum development, it is crucial that we are giving them the necessary time and expertise to enable this. From the teachers developing and delivering the individual lessons, the subject leads with oversight for the entire curriculum journey, to the senior leaders who set the values that underpin curriculum design within a school. We all share the responsibility of designing curriculum that not only imparts knowledge but fosters a sense of belonging and inclusivity preparing our children to become global citizens. This journey begins with a deliberate and conscious approach to curriculum design. Every decision we make, from the voices we amplify to the resources we use, must reflect the diversity of human experience.
When facilitating discussions with RE subject leads on this topic, we speak about the implicit and explicit features of the curriculum. The implicit being those decisions we make as curriculum designers about what we include and represent. It means asking ourselves critical questions: What perspectives are included in our syllabi? Whose voices are being centred? Are we offering a diverse range of representation? These considerations extend beyond the mere content of our subjects; they seep into the language we use, the images we present, and the values we share. These decisions may not be explicitly obvious to the children in our lessons, but it frames a journey for them that better represents the world they are growing up in. Without this careful consideration, we can unintentionally establish an unconscious bias or reinforce stereotypes.
Alongside these implicit considerations is the explicit curriculum, where we dedicate time in lessons to directly address issues of diversity, equity, inclusion, justice, and belonging (DEIJB). It’s about more than just ticking boxes; it’s about fostering meaningful dialogue, challenging biases, and nurturing a culture of respect and understanding. SMSC subjects provide the structured opportunities for students to explore complex societal issues, interrogate their own beliefs and biases, and develop the critical thinking skills necessary to navigate an increasingly interconnected world. For staff to feel confident in leading these discussions, we need to support the ongoing development of their knowledge and understanding of these issues as well as the ways in which safe learning environments can be established, and discussion and debate can be managed. This will support them in feeling confident to plan in these explicit curriculum opportunities for our children.
This is not a small job or short conversation with a defined end point. This is ongoing work, and it should be contextual. It is important that schools support their staff to engage with this through investment in high-quality resources, providing the time and opportunity for evaluation and review, and dedicating time to ongoing learning and development for staff.
In a world dominated by technology, AI, and algorithms, education needs to do more than impart knowledge. It must nurture empathy, compassion, and a sense of collective responsibility. To achieve this, we must elevate and enhance subjects like RE and PSHE. They are essential components of a well-rounded education that prepares students to navigate the complexities of the modern world.
Reflecting on Privilege and Pupil Premium
Written by Gemma Hargraves
Gemma Hargraves is a Deputy Headteacher responsible for Safeguarding, Inclusion and Wellbeing.
I recently attended a national Pupil Premium Conference in Birmingham. The first speaker asked for people to raise their hands if they have personally experienced poverty – I have not, so I did not raise my hand. The number of people who did was striking. I was reminded of my experience at Bukky Yusuf’s session at the first Diverse Educators conference when we were asked how many boxes we tick in terms of diversity. I am very aware of my luck, my privilege, and whilst my father would have proudly proclaimed his working class roots he made sure I had a comfortable upbringing never wanted for anything.
Spending the day surrounded by educators who care deeply about supporting students and families eligible for Pupil Premium I was struck by the need to get to know these students at my school better. Since joining the school in September I know some very well, for various reasons, but others I have not met yet. Sean Harris’s keynote was compelling about rewriting the story of disadvantage in schools and communities.
We cannot assume all students in receipt of Pupil Premium funding face the same challenges. When I say “we” I mean myself, as Deputy Headteacher in charge of Pupil Premium strategy, but all teachers and staff in schools. Vital here are Form Tutors who see the students every morning and offer a caring and consistent welcome. Also, Receptionists, canteen staff, all teachers and leaders in schools. “We” here should also mean policy makers – those who decide who qualifies for Pupil Premium, and Service Pupil Premium, and who doesn’t but who also need to be supported (of course this is all students but I am especially thinking of those who are only just above the Pupil Premium qualifying line, disadvantaged sixth formers, of young careers, of others with additional needs). We must all endeavour to know these pupils as individuals and to give them opportunities to shine.
There are practical and logistical challenges of course. Schools Week this week reported that school will have to wait until May to find out their pupil premium funding allocations for 2024-25. The data was supposed to be out in March but had been hit by a ‘problem’ with identifying eligible reception pupils. This clearly makes it more challenging for schools to budget and perhaps recruit but we just not lose sight of the children affected. Similarly, when focusing on outcomes, Progress 8 or some other measure we must remember there are individual students and families behind these numbers.
Of course, our approach must be intersectional. A child is not only “Pupil Premium” they may also be a devout Muslim, disabled, a child of LGBT+ parents or indeed all or none of these but we will only know and be able to celebrate this if we get to know the pupils and families better. We must find funds to support them in ways they need, not what we assume will be generically helpful.
And while literacy is of course important and key to probably every Pupil Premium strategy, and improving educational outcomes can be transformative, we must also focus on cultivating a sense of belonging, confidence and joy. I’ve been doing a lot of work on inclusion, diversity and belonging in schools over the past few years, but this conference gave me a renewed focus on poverty and inequality. In the spirit of pledges from previous WomenEd and DiverseEd events, I am now committing to spend more time reading, thinking, and researching about poverty and inequality in my community but also, of course, getting to know the students and families so they can truly flourish.
Diversifying Coaching in Education – A Funded Opportunity for the #DiverseEd Community to Train to Coach
Written by Yasmin Ariff
Yasmin Ariff is a Partner and Director of Education at the CVP Group. CVP Group specialise in professional coaching training for managers and business leaders. They create coaching cultures across UK organisations, supported by the National Apprenticeship Service.
I wish I’d found coaching earlier in my teaching career. It has made me a better person on so many levels. But it came at a cost. Having invested £8000 of my own money into coaching training, it’s fair to say, although it’s been worth it, it also broke the bank balance.
It made we wonder whether coaching would ever be a truly diverse and inclusive profession when only those with a higher-than-average income could afford the training. Even hiring a coach can cost around £100 per hour.
So, how can we, as leaders, democratise coaching in Education?
How can we create a pool of coaches that represent the diverse backgrounds of our Educators?
If only there was a government-funded training programme for aspiring coaches that removed the barrier of cost…
If only there was a coaching training programme that promoted and included a range of diverse educators…
Look no further!
CVP Group and #DiverseEd are partnering to deliver a funded training programme in October 2024 for aspiring coaches in England.
To apply, you will need to complete this #DiverseEd EOI and they will then send you the CVP ROI with the #DiverseEd Referral Code.
Introducing the Level 5 Coaching Professional Apprenticeship
Our unique approach supporting aspiring and existing diverse leaders will support you to:
- engage with your workforce
- promote active listening skills
- deepen your understanding of what motivates teams
- improve staff retention
- support other aspiring or existing diverse leaders
The 12 month apprenticeship programme is delivered online including an End Point Assessment.
The Level 5 Coaching Professional Apprenticeship enables learners to work towards a nationally recognised qualification that meets coaching professional body standards (ICF, EMCC and Association of Coaching). The coaching professional standard has been created by leading organisations with existing coaching cultures and expertise in leadership.
Figure 1. Organisations who created the coaching standard
In a group dedicated solely to Diverse Educators, you will cover coaching disciplines such as:
- how to plan and structure coaching sessions;
- cognitive behaviour techniques to reframe limiting beliefs;
- principles of neurolinguistic programming;
- schools of psychology such as Carl Rogers, Gestalt and Freud;
- leadership theory and change management;
- managing and celebrating diversity in your coaching practice;
- ethics and professional codes of conduct for coaches as well as how to demonstrate return on investment to stakeholders.
Over 12 months you will be provided with the tools you need to create a coaching model tailored to organisational needs.
Our #DiverseEd cohort will also have the unique opportunity to attend additional #DiverseEd sessions with Hannah Wilson to explore diversity, equity and inclusion in coaching further.
Figure 2. The Coaching Learning Journey
The apprenticeship requires the application of coaching skills in the workplace which will be tailored to fit into your day-to-day job role. Coaching apprentices will receive wrap around support throughout the year so they can apply their coaching skills in the workplace. Many of our current apprentices are using their coaching skills to develop different aspects of education such as:
- teaching and learning
- behaviour and attitudes
- well-being and leadership.
Ongoing careers guidance and support for apprentices includes attending a range of webinars delivered by expert coaches which demonstrate how your coaching skills support career advancement. In addition, there will be plenty of opportunities to develop personally through CVP’s well-being events, an online community and learning forum as well as your bespoke personal development plan, including an opportunity to win our Easter fitness hamper with CVP’s annual spring into fitness competition.
The #DiverseEd Coaching Community
We are building a #DiverseEd coaching community which will be the first of its kind.
We know the current coaching landscape in Education is not representative of the leaders it serves so we want to upskill educators as coaches in our community to empower each other.
CVP Coaching apprentices will be the first to pilot a funded coaching programme for the #DiverseEd community, where CVP coaching apprentices will have an opportunity to join the #DiverseEd Coaching directory.
The inaugural cohort will run October 2024 and we anticipate that places will be in high demand.
What Attendees are Saying About Us
Here’s what our current trainee coaches have to say about the programme:
“This course has been the perfect opportunity to keep learning and development at the heart of what I’m doing. It’s extremely well organised and resourced. Yasmin’s care, expertise and passion ensures we as the participants are motivated and supported every step of the way.”
Claire, Senior Leader Education.
“Great session, the demonstration where we got to see it in action was really powerful to have that practical example. It is about simple steps being done well. You have to learn the art (which can be complex) and then not let it cloud your basic best practice.”
Apprentice, Masterclass 2.
“The level 5 professional coaching course was thoroughly enjoyable and purposeful. I refined skills that were instantly transferable to the workplace but also deepened my reflective practice to understand how my own principles surface at work. I felt fully prepared going into to EPA and confident enough to show off my portfolio. Lots of elements in the portfolio I still use in my coaching sessions today. The course complemented full-time employment in education and didn’t seem too laborious as all the tasks seemed purposeful.”
Rosie, Assistant Headteacher
Join Us in October 2024!
To be eligible for funding you must meet the following criteria:
- Work 16 hours or more per week;
- Have lived in the UK / EU for 3 years or more prior to enrolment;
- Spend over 50% of your working week in England;
- Have a contract of employment.
Are you interested but not in employment? Do you live outside England? We are pleased to open this programme to diverse leaders beyond England on a self-funded basis. If you would like to have a conversation with one of the team at CVP Group to find out more, reach out to sarah@cvpgroup.co.uk
What Next?
Whether you have made your mind up or would just like to find out more about the course content, please complete the Register of Interest Form that #DiverseEd will send you and our coaching engagement team will contact you to set up a meeting.
I will be delivering a large part of the programme. With over 20 years’ experience in schools, I am looking forward to reconnecting with leaders to create powerful coaching cultures in schools.
To find out more about my own journey as a leader in education, visit my website here.
Breaking the Silence: Empowering Education in the Israel-Palestine Conflict
Written by Angel Hinkley
Mathematics Teacher & facilitator of the Anti-Racism Society at Drumchapel High School.
In the midst of the ongoing Israel-Palestine conflict, a silence pervades many educational spaces. As a facilitator of an anti-racism club at my school, I’ve witnessed firsthand the impact of this silence. Young minds, already vulnerable to the nuances of prejudice and discrimination, now grapple with the weight of divisive rhetoric surrounding the Israel-Palestine conflict. They perceive this silence as implicit approval of ongoing injustices, further deepening their sense of injustice and helplessness.
The reluctance of educators to delve into the Israel-Palestine conflict is understandable. The daunting prospect of navigating this politically and emotionally charged topic—compounded by the fear of inciting controversy or inadvertently projecting personal biases—often leads to a preference for silence. However, this silence is more harmful than engaging with the complexity of the conflict. Within this complexity lie the most profound lessons of humanity, empathy, and critical thinking. By choosing silence, we fail our young people, perpetuating ignorance and apathy in the face of suffering and injustice. To combat this, as educators we should acknowledge and understand our own biases, being transparent about them with our pupils, fostering an environment that encourages insightful conversations, thereby promoting critical thinking, understanding, and unity.
Recognising the need to break this silence, I embarked on creating a resource that could serve as a bridge to support educators. This resource is the result of deep reflection, where every word and every activity were meticulously crafted to promote love over hate, encouraging pupils to think critically. At the core of this resource is the work of Banksy, an artist known for using his art as a form of activism. Banksy’s pieces provide a unique perspective on the conflict, blending political and social commentary with powerful visual storytelling. This approach offers young people a unique lens through which to engage with the complexities of the Israel-Palestine situation, challenging their preconceptions and encouraging them to confront injustices and connect with the human stories at the heart of the conflict.
PSE teachers warmly welcomed this resource, and a defining moment for me was during a school assembly when the resource was showcased on the “Respectful” slide, aligning perfectly with our core values of being Ready, Respectful, and Safe, signifying the end of silence. This moment filled me with hope for the potential to effect change, but it also served as a reminder that our work is far from over. Breaking the silence is an ongoing journey that requires continued effort and commitment. Together, we can amplify unheard voices, challenge perspectives, and build bridges of understanding, paving the way for a future rooted in empathy, justice, and peace.
In the heart of every educational journey lies the potential to shape a more just and empathetic world. Breaking the silence surrounding the Israel-Palestine conflict is not just an educational imperative; it’s a moral one. As educators, it’s our responsibility to equip our young people with the knowledge, skills, and empathy they need to navigate the complexities of our world and to advocate for a more just and peaceful future.
I am immensely grateful to my Education Scotland Building Racial Literacy colleagues and Jehan Al-Azzawi for their invaluable feedback and support in refining this resource. Their input ensured its accuracy and effectiveness in fostering meaningful discussions within the classroom.
Here is the link to the Israel-Palestine resource
A Class Apart
Written by Dr Teresa Crew
Dr Teresa Crew SFHEA is a Senior Lecturer in Social Policy with research interests relating to various social inequalities. More specifically Dr Crew's research explores the barriers faced by working class people in education. She is the author of the book "Higher Education and Working Class Academics: Precarity and Diversity in Academia" (Palgrave Macmillan, 2020) which examined the experiences of working class academics. Her second book, “The Intersections of a Working Class Academic Identity. A Class Apart”, will be published by Emerald in July 2024.
The echo of footsteps resonating through university hallways often carries with it a narrative of unearned advantage. This is in stark contrast to the uphill climb some have faced just to set foot on these grounds. For many working class academics (WCAs) like myself, each step reflects complex feelings of taking pride in rising above class constraints combined with a persistent sense of unease that we do not fully belong within these elite spaces. Far from being unique, this reveals that despite loud diversity rhetoric, quiet biases continue obstructing the WCA experience.
My extensive research incorporating over 250 interviews and surveys WCAs across the UK over the past 5 years reveals systemic barriers continue to make academia an inhospitable environment for many scholars from disadvantaged backgrounds. Nearly 75% faced ingrained classism subtly woven through campus culture via small slights eroding confidence in belonging. These obstacles are likely deterring talented potential working class scholars from pursuing academic careers.
Classist microaggressions served as the ever present undercurrent with manifestations ranging from derogatory comments questioning their credentials and mocking regional accents. Women endured layered inequities – both gender and class biases. Unpaid service tasks consumed valuable time otherwise dedicated to scholarly writing necessary for advancement, reflecting embedded biases limiting their mobility. Ethnic minority WCAs encountered underrepresentation and racialised stereotypes that questioned their intellectual capacity, coupled with the assumption that their presence was simply a result of diversity initiatives rather than merit.
My research also exposed profound institutional fractures at the intersection of class and disability. Participants recounted struggles to obtain reasonable adjustments. This disregard for individual needs was particularly harmful for those reliant on precarious incomes, as the absence of family wealth amplifies their vulnerability.
Our lived experiences offer a crucial counterpoint highlighting how WCAs display remarkable resilience, strong “aspirational capital” and determination. WCAs typically serve as mentors, role models, and support systems for many marginalised students. We offer innovative teaching methods and curricular interventions aimed at uplifting excluded voices and dismantling entrenched hierarchies. These interventions, informed by lived experiences at the margins, adds unique depth and insight to WCA scholarship, making us invaluable assets that enrich the tapestry of academic discourse.
Despite our remarkable resilience and talent, WCAs often find their potential curtailed rather than nurtured. Hiring discrimination, promotion bias, and precarious employment create significant hurdles, constructing invisible yet potent barriers to curtail our career advancement. Overburdened workloads and the absence of tailored support networks further exacerbate these challenges, creating a “chilly climate” within academia that often discourages many WCAs from reaching their full potential.
We must actively dismantle these barriers by challenging entrenched structures and disrupting the harmful effects of classist practices that erode individual aspirations and stifle working class potential. This demands bold, systemic change.
Key areas of action include:
- #MakeIt10. To create real equal opportunities, we must end unfair treatment based on an individual’s social class background and add social class as a protected characteristic in the Equality Act 2010
- WCAs need stable employment with living wages, enforceable rights, and consistent hours.
- Targeted career development programmes and mentoring specifically for WCAs.
These strategic interventions, informed by the powerful narratives of WCAs navigating the system, hold the key to unlocking the transformative potential of an inclusive academia. Only then can we ensure that knowledge and empowerment reach all corners of society, shaping a future where the collective brilliance of diverse minds, regardless of background, can truly flourish.
Leaving a Legacy: Saying Goodbye to My Shero – Karen Giles
Written by Hannah Wilson
Founder of Diverse Educators
There was a flurry of activity on my social media timeline yesterday following the devastating news that we have lost the beautiful soul that is Karen Giles. The outpouring of love is not a surprise as Karen is a well-known, well-respected and well-loved educational leader. We had been expecting the news for a while as she had been really unwell for a long time, but it is still a shock to realise that she has gone forever.
I had received an early morning text from a mutual friend and spent most of the day crying as different people reached out with personal messages to share their pain of losing our dear friend. I did not know if it was public knowledge so I did not share anything on my socials – just in case people who knew her had not heard the sad news, and to respect the family’s privacy at this difficult time, but by the evening I realised others had shared the news and the ripples of shock had widened. I thought about her and her impact on me all day and went to bed penning a piece to capture the essence of what a special human being she is (struggling to write her in the past tense).
Karen was and will continue to be the epitome of everything I believe in when it comes to leadership: she lives and models her values; she practices what she preaches; she is authentic; she has integrity; she is humble; she serves her community; she advocates for others; she has impact. Above all she has a huge heart, she is very kind and she nurtures everyone around her. She has a very special gift of making you feel like the only person in the room – totally seen, totally heard, totally understood and totally supported. Anyone in her orbit is lucky to sponge up a little bit of her presence. I think we all need to be a bit more Karen Giles.
I met Karen multiple times in a short period of time nearly a decade ago: we were both school leaders in London; we were both committed to empowering women leaders – she attended and supported #WomenEd events; we both contributed sessions to the Leading Women’s Alliance events; and as I started my NPQH she was one of the facilitators on our residentials with Ambition School Leadership. Every time I crossed paths with Karen I fell a little more in love with her. I don’t put many people on a pedestal but Karen was up there – she was one of my ‘wise women’ who became not only a guide but a friend. She relentlessly cheered on, championed and sponsored people around her. I am very lucky and very grateful to have been able to stand in her light and feel the warmth of her soul.
Every time I needed Karen she was there for me, and I know she was there for everyone else in her multiple circles too. She supported me out of a tricky Deputy Headship into Headship, she supported me out of my Headship and into my independent work. She held a mirror up to me to consider my future and helped me realign my Ikigai. I can remember visiting her at her school one morning following a breakfast meeting and she said to me: “Hannah Wilson, where ever you have been, whatever you have been doing, this is your calling”. I supported her through a relationship breakdown and into an Executive role; I supported her in considering her options post-retirement. I was excited at her becoming a coach, finding a home in Barbados and training to be a celebrant. We joked that if I ever got married she would host the ceremony for us. I told her she had multiple books in her and I think she had started a few of them.
We called each other for professional favours and the answer was always a Yes, no matter what it was/ when it was. She contributed to our #DiverseGovernance series during lockdown and she was one of our keynotes at our #DiverseEd event post lockdown. Lots of the posts on X reference how inspiring she was and comment on how she modelled inclusive, servant leadership. I spoke at a few leadership events at her school and spent some time with her associate headteachers. Karen was an introvert and a quiet leader but she had an enormous, yet gentle, presence, she hustled me into many an event that I was not on the guest list for with a smile and a polite request!
‘Yes’ was a word we had bonded over at LWA. I had a run a session at LWA on The Power of Saying Yes inspired by the book by Shonda Rhimes, about grabbing opportunities with both hands. She had made a deal with me, there and then, that if she said yes more could I say a few more nos. As we negotiated there was a twinkle in her eyes – we were total opposites in so many ways but had so much in common when it came to the important stuff. I really valued the mutual respect, mutual trust and mutual love we held for each other.
When we were writing the first #WomenEd book, 10% Braver, each chapter author chose a role model to amplify and showcase. Karen was my natural choice. At the end of chapter 1 this is what I wrote about her:
“Role Model: Karen Giles
Values-led leaders demonstrate that you can be a leader with a soul. Karen Giles is an Executive Primary Headteacher in London and a facilitator for Ambition School Leadership. I remember meeting her at one of my first NPQH sessions where she invited 64 aspiring headteachers to go for a leisurely jog around the conference room. She was immaculately dressed in a purple shift dress, matching tailored jacket and heels and gracefully leapt like a gazelle. I fell a little bit in love with her on the spot.
I was delighted Karen came to my session on The Power of Networking at the second Leading Women’s Alliance event. She is an old school networker and I am a new one, and we had a passionate discussion about Shonda Rhimes’ book ‘Year of Yes’. We both agreed that whilst ‘Yes’ is an enabler, women also need to be empowered to say ‘No!’
Karen has local, regional, national and global impact as a leader. She has taught and led in London schools for twenty-eight years and is currently a Local Authority School Effectiveness Lead Professional, working with leaders in sixteen schools. Karen has been a Leadership Coach since 2012, leading and facilitating a variety of mixed phase coaching groups and workshops as well as working with both Primary and Secondary participants. She served as an Ofsted Inspector from 2010-15, has been appointed as a Coach for the pan-London GLA Getting Ahead programme and is Primary Director for the London Leadership Strategy. She was the winner of the London Region National Teacher Award for Enterprise and Innovation in 2009 and serves as an advisory board member for the Varkey Foundation. Karen currently serves as Headteacher, a position she has held for thirteen years”.
I didn’t tell Karen I was writing about her, but I sent her a copy of the book with a post-it in it and a card when it was published. I know she was really touched and ever the humble person she was shocked I had chosen to spotlight her. Throughout her illness I have regularly sent her WhatsApp messages and voice notes to update her on the things we would normally discuss. I also sent her Mum a copy of the book so that her family could read it and play it back to her so she could hear the impact she has had on so many.
Leaving London our in-person catch ups happened less frequently, but whenever we could squeeze in a lunch or a brunch we did. I often drove down to her flat and she would spoil me rotten, and if we met somewhere central she would often arrive giggling that I had made her come out to the sticks to see the cows and the mud. Those who know Karen will remember her for resembling a Hollywood actress as she climbed out of her nippy sports car in a glamorous faux-fur coat.
One of the last times I saw her in person I took her out for a belated lunch to celebrate her 60th birthday. She was so full of life and excited for what the future held for her. It seems so unfair at the timing of her illness, as she stood on the cusp of her 3rd quarter.
Preparing for her next chapter in life and her career she asked me to run a session for her and some of her friends on how to leverage LinkedIn to grow their network/ profile. Not that she needed help with either as Karen was a brilliant connector. This is my LinkedIn testimonial for her:
“I can still remember the first time I met Karen Giles, she glided into the NPQH room and captivated 64 aspiring Headteachers. I have had a professional crush on her ever since! If you have read the #WomenEd book 10% Braver, I wrote chapter 1 and Karen is my role model at the end of it. Making a big impression on me as a senior leader and aspiring Headteacher, Karen became my unofficial mentor and my critical friend (she didn’t have much choice in the matter!) I had coaching as a Deputy Headteacher, a Headteacher and as an Executive Headteacher but it was often Karen I would turn to in a crisis to tap into her calm wisdom. She has supported me through pivotal decisions in both my professional and personal leadership journey. I have learnt lots from her, but we have also become friends through it all. I have heard Karen speak on numerous occasions – for Ambition School Leadership, for the Leading Women’s Alliance and for Diverse Educators – what always shines through is her integrity, her resilience and her quiet determination to do the right thing by her people (her pupils/ her staff/ her community/ her network). She is a brilliant role model, a supportive mentor, a transformational coach and an inspiring leader. If you have not connected with her, then what are you waiting for? Witness her fabulousness for yourselves”.
As you read the posts of Facebook, X and LinkedIn about Karen you will really capture the essence of her character, and will be able to appreciate the impact she had on so many people. Serving her community as the Headteacher of Barham Primary School for 20+ years she leaves behind her a huge legacy. More than that she was a global thought leader advocating for the rights of children around the world to have a good education.
To remember her, I was going to send something to plant in the school garden and some books to continue her commitment to diverse representation to the school but I have instead decided to create a Just Giving Page for her. The school can then work with her family on how to memorialise her. I love the idea of creating a school peace garden, or a mural, in her name if we can raise enough funds.
Find out more and donate to our fundraiser HERE.
Dearest Karen – you epitomised sisterhood and female solidarity. I am blessed to have met you and to have had you in my life as a mentor and a friend. Go join your loved ones and be an angel looking over us all. Thank you for everything you have done for us all. You will always be my Shero. All my love, Hannah xx
Open doors, Unequivocal mirrors, Pellucid windows
Written by Utha Vallade
Monday to Friday, Utha is an Associate Assistant Principal, leading on Raising Standards, Assessment and Reporting in an inner London secondary school. On Saturdays, she works as the co-headteacher of an all-through Saturday supplementary school. Passionate about supporting other educators on their leadership journey, in her not so spare time, Utha contributes to Step Up Network and leads on Partnerships, Diversity, Equality. Inclusion and Belonging.
As a dedicated senior leader working in a comprehensive, inner London secondary school, my journey in leadership has been defined by a commitment to continuous personal growth and professional development. Recently, I had the unique opportunity to shadow a headteacher working in a different school setting. My objective was to immerse myself in the daily responsibilities and challenges of leading a school and this experience offered me invaluable insights into the complexities and rewards of headship.
From the outset, I was fully welcomed into the smaller, rural school. The warmth and hospitality extended to me were a testament to the nurturing culture fostered by the headteacher. Throughout the week, I eagerly absorbed every leadership lesson and insight, recognising that the school’s environment and culture mirrored its authentic leadership.
What struck me most was the genuine care and respect evident in every interaction between teachers and students. Empowerment permeated the atmosphere, with students demonstrating remarkable personal growth and development under the guidance of supportive educators. Similarly, teachers and middle leaders flourished rapidly in their respective areas of responsibility and beyond. Witnessing these examples of student empowerment and staff development reaffirmed my belief in the transformative power of effective school leadership.
A key takeaway from this experience was the importance of being unapologetically caring and ambitious for all members of the school community. Every interaction, whether with students or staff, should be guided by a genuine desire to support and uplift others in the pursuit of academic outcomes and personal growth. The school I shadowed exemplified this ethos effortlessly, with caring and respecting others ingrained in its culture.
What impressed me the most was that this culture of care and respect was internalised by the school community. It was evident in the way students looked out for one another and how staff went above and beyond to support their students’ growth and well-being.
Moreover, the involvement of parents in the school’s daily life was inspiring. I saw examples of parents coming together to rebuild a fence to allow the play area around the pond to meet health and safety criteria. Another parent spearheaded a world-wide courageous advocacy programme which led students to bring conflict resolution and economic solutions to the local and wider school community. Whether rebuilding a fence or spearheading global advocacy programs, parents undoubtedly played a vital role in enhancing the school community. As an aspiring headteacher, I relish the opportunity to create an environment where everyone can flourish and thrive and for the students under my care to have a positive impact on our local and wider community. Therefore, witnessing these examples reinforced my commitment to foster positive impact in my school.
While the school environment was incredibly welcoming and nurturing, it was not without its challenges: uniform infringements, behaviour referrals and parental disagreements were part of daily school life which I have also observed in other educational settings. However, to me, the most striking difference was the timing of detentions and extracurricular activities. Due to its location in a rural town and its size (around 500 students), a significant number of students travelled to the school via coach. This meant that the school day revolved around the coaches’ departure times. As a result, detentions and clubs, including rehearsals for the school production or student-led assemblies had to run at lunch time rather than after school like in most London schools. All these challenges simply reminded me that the role of a headteacher carries immense responsibility and requires equally immense resilience and tremendous adaptability to the specific context of the school.
In conclusion, my week shadowing a headteacher was an insightful experience that reaffirmed my commitment to headship. It underscored the profound impact a caring and ambitious leader can have on a school community. As I continue my leadership journey, I will apply the lessons learned and strive to continue to make a meaningful difference in the lives of students and teachers alike.
Meaningful wellbeing coaching for ITT
Written by Amy Sayer
Amy Sayer is an associate, consultant, mental health trainer and content writer. She is a Leading Diversity advisor for the Chartered College of Teaching. She is the author of the book ‘Supporting staff mental health in your school’.
When I was first training to teach in 2007, I wanted to impress everyone by working ridiculously long hours, volunteering to write new schemes of learning and exhausted my body to the point that by the first week of December I had a horrible chest infection and was in bed for four weeks recovering. I struggled with boundaries and putting time aside for my self-care and time to rest. If I hadn’t had a supportive mentor who role-modelled a healthy work-life balance, I might have pushed myself to the point of being too ill to qualify at all! When I have mentored trainee teachers myself, I made a conscious effort to make time to talk about their hobbies and life outside of school. I didn’t create impossible deadlines which would compromise their wellbeing. Looking at the latest teacher retention figures, 33% of Early Careers Teachers leave within five years of teaching and there is a clear moral duty for ITT providers to explicitly talk to their trainee about supporting their mental health and wellbeing so that they can stay teaching for as long as possible.
I was approached by the ITT Strategic Lead Georgina Crooks from HISP Teaching School Hub to create a wellbeing programme to support her ITT students. Based on the feedback from her trainees about their worries, I wrote a session to be delivered to the whole cohort which presented them with a wellbeing toolkit for them to use to support their wellbeing during their first placement. As a follow-up to this session, I was able to offer virtual one-to-one coaching sessions to trainees who signed up to create a bespoke wellbeing plan to support their wellbeing. When the trainees started their shorter second placement at a different school, I delivered a second input session to the whole cohort which focused on the importance of rest, managing workload and time to reflect on any amendments to their wellbeing which might need implementing. The session finishes by talking them through mental health and wellbeing tips for looking for their first schools. After this session, the trainees had a chance to book a follow-up one-to-one session with me, or an initial session to create a wellbeing plan.
It has been a real privilege to work with the trainees and to hear their journeys into starting teacher training. The amount of adversity that some of the trainees have experienced, and the wealth of experiences that they will bring to their teaching has been truly inspiring to hear. So many have previously struggled with their mental health in a range of ways, and are brave enough to be honest about this so that the best support can be put into place for them in their schools. They have been able to create wellbeing plans which work around their commitments and carve out moments of joy and rest to ensure that they can be in the profession for as long as possible in a way that works for them and meets their individual wellbeing needs.
The workload of the trainee year can be so vigorous and demanding, that sometimes they really value having a space to share their story. The sudden amount of change which occurs when going to a second placement can be really tricky to manage in a world coming out of a pandemic. Their ability to meet new students, form new relationships with new colleagues, travel to a new location (sometimes via hovercraft!) and learn new schemes of work is truly impressive and having the support of an optional one-to-one coaching session to talk things through in a confidential and safe space has proven to be an important part of planning joyful and regular wellbeing into their schedules.
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ADHD Heads: How can we utilise neurodiversity in shaping the future of schools?
Written by Nadia Hewstone
Nadia is a certified executive school leadership coach. She left headship to start Destino Coaching and now supports school leaders with their own development as well as development of their teams.
Below is what I shared at the ‘Breaking the Mould 2’ in Cambridge for #IWD2024. I would love to hear from you with your thoughts and reflections on the themes I explore:
I am Nadia, founder of Destino Coaching – an organisation that supports Headteachers to remain strategic while tackling the enormous amount of operational challenges in schools.
I want headteachers to increase their influence over policy.
Usually, I’m invited to speak about ways to stay on track with your big goals in headship. Over many years I have developed several planning strategies to help me stay focussed and on track. The main principles are now tools I teach the headteachers I work with.
Looking back over my career I see that I became hyper focussed on finding ways to overcome the challenges I faced associated with being neurodivergent. This is what I want to explore with you today.
Over the next 10 minutes, I want to make a case for the need for neurodivergent leaders in schools as one of the key ways we will address the multiple systemwide issues schools are now facing.
- My story
Like many parents of neurodivergent children, I started to look at some of my own behaviours through the lens of my developing understanding of autism and ADHD about 10 years ago, when I was a headteacher. Both of my children have autism and ADHD and my own assessment of ADHD raised a question about potential ASD too – I have yet to find the time and space to investigate this but I have ADHD and while I am just one person with ADHD, I have now worked with many neurodivergent headteachers and have thought long and hard about what we bring to schools as a group.
As a woman with ADHD I face several struggles and I also experience a freedom I believe is unique to neurodivergent women. Here are some things about me that can appear strange to others:
- I stand up for meetings or regularly leave my seat if I am required to be seated.
- I often put tasks off until the last minute
- I find it difficult to follow people when they give long explanations or instructions. I can appear to be bored – and often I am!
- I have to try very hard not to finish other people’s sentences and speak over them in an attempt to speed them up
- I have to work extremely hard at relaxing and being calm – even though I know it is essential to my well-being
- I need others around me to attend to details as I find detail painfully difficult and race forward
- I break rules – especially when they don’t make sense to me
- I do not proofread my documents
The first time I went on a road trip with my deputy Steff, we stopped at a service station and her standout memory of this day was me getting out of the car before she’d finished parking. She still laughs at this memory now. While I see the funny side I also stand by the decision to do this – she is a stickler for doing things correctly, accurately, by the book – I am not. I saw an opportunity to get our Starbucks order in while she finished her perfect bay parking exercise – therefore cutting down lost time.
Steff and I were a match made in heaven! She was accepting of my pace and challenging about my shortcomings – she gave me space to lead my way and facilitated my growth through her attention to detail. I will love her for this forever.
Now that I recognise many of my behaviours as part of my ADHD, I am learning to work with them, quieten my inner critic and communicate more effectively so that others do not take offense.
As a headteacher, I implemented change very quickly and my high energy meant I took my team with me – they told me I was full of purpose and great fun to work with. I also disregarded things I saw as unnecessary restrictions. This was sometimes significantly risky but meant we cut through challenges and achieved things more quickly.
I’ll leave it up to you to imagine the downsides of all this for my school business manager!
I have had 12 female coaching clients over the past 5 years who have a diagnosis of ADHD and all of them report frustration with the restrictions placed on them by the education system.
Neurotypical heads undoubtedly experience this too – the difference is that people with ADHD view this as intensely impossible to work around.
Coaching women with ADHD is generally focussed on how to achieve their massive, exciting, propositus goals despite external barriers such as Ofsted, the National Curriculum and prescriptive working practices. Mostly they are successful once we work out how to embrace the difference.
People with ADHD are 60% more likely to be dismissed from a job, and three times more likely to quit a job impulsively (Barkley, 2008). This is a great loss to society and I hope we can reverse this in schools so that we can secure a way forward that serves young people.
2. Broken system – needs radical change
If you work in a school, I don’t need to tell you the system is broken:
- A widening gap between rich and poor educational outcomes
- Fewer resources
- Greater mental health needs in our young people
- Fewer services to support children and families
I believe that we need a different type of school leadership, a different kind of teacher.
Teachers and leaders are still trapped by the exam treadmill, still unable to have in-depth curriculum discussions or spend proper time collaborating.
Imagine if we flipped the story and leaders and teachers were designing the curriculum, to better match modern societal needs with an intelligent approach to assessment alongside it.
I suggest that neurodivergent thinking is a great way to flip any story.
3. Creative thinking
Take impulsivity, one of the main symptoms of ADHD. The studies suggest it might lead people to have more original ideas. That’s because people with ADHD often lack inner inhibition. This means they have trouble holding back when they want to say or do something.
Many of my neurodivergent clients have found a new voice and new priorities, including giving attention to staff wellbeing and rethinking the micro-management that characterises so many schools. But achieving this small-scale will not have the impact we need it to have and they often do this at the cost of risking their career.
Women with ADHD, in my experience, tend not to fear the truth and make brilliant cases for what new approaches might look like when systems are broken. More importantly, they often have the drive to see it through. This can appear radical, stubborn even, but for us it’s just about doing what makes sense.
In my book, the Unhappy Headteacher, I explore ways we can still have influence and find joy in the role – because I believe we can. I also believe the system needs drastic change with an uncompromising model of implementation. To me, it is clear that neurodivergent women have a valuable part to play in this.
And gender does matter here. According to Association for Adult ADHD (AAD) men with ADHD are likely to develop aggressive and defensive behaviours in response to being misunderstood, Whereas women with ADHD are more likely to mask and experience self-doubt. This self-doubt can be a gift in headship as with support, it is the place where growth and empowerment can be found.
What all adults with ADHD do have in common, in my experience is inner steel. We find EVERYTHING hard and to find fulfillment and do the stuff that lights us up – like pursuing excellence for a school – we have to accept that we will face tremendous amounts of challenge. Mostly because others often misunderstand our intentions. We share a bounce-backability that is unique to neurodivergent leaders and has prepared us well for the current state of affairs. When everything is hard anyway, dealing with the funding crisis seems surmountable somehow – leaders with ADHD believe there is a way to do the impossible, we just need to find it and we know we can
4. Representation
And let’s not forget the importance of representation in all of this. I have a client who has a diagnosis for autism and fears being open about this with her seniors because of her perceived risk of not being considered for promotion. This saddens me when I think about how far we still have to go in exposing our students to the talent and capability of people with ADHD. Our young people deserve to see examples of adults like them leading schools successfully yet as a culture we still shy away from celebrating the gifts of ADHD – these ‘gifts’ scare us rather than inspire us – what message does that give our young people with ADHD and what potential are we stunting?
Neurodivergent students need opportunities to learn ways to manage the challenges associated with serial rushing and extreme procrastination – what better way to do this than having high-performing leaders with ADHD modelling this around them.
My son has an EHCP and was recently interviewed by an Ofsted inspector in his college who asked him why he thought he’d been so successful at 6th Form, after performing below average at all other stop-off points. Lucas cited the single most important factor as being taught by a maths teacher who is autistic and comfortable with it. Could it be true that to become a mathematician, Lucas needed to see someone like him in the role first? And if so, what does this say about representation among our teachers and leaders in schools?
So how can we utilise neurodiversity in shaping the future of schools?
- Create a climate where neurodivergent school leaders feel free to be unapologetically themselves
- Celebrate neurodiversity in schools and society
- Recognise behaviours associated with ADHD and get excited about them as a sign that creative thinking is taking place
- Follow women with ADHD – they have survival mechanism we need right now in schools
Taking a Look Behind the Mask
Written by Joanne Robinson
Joanne Robinson, BA, MA, PGCE, FCCT, is an education consultant with significant experience of leading teacher training programmes. Prior to this, she taught in secondary education for 16 years. She now delivers postgraduate courses and advises on programmes of professional development for schools. She is keen to promote inclusive education that centres upon the wellbeing and autonomy of teachers as well as pupils.
I am writing this as an education professional with ADHD. I am the parent of two children, one now adult, both with AuDHD (Autism and ADHD). I have taught many children diagnosed with ASD, ADHD and other neurodivergent conditions. I suspect I have taught many, many more who were not yet diagnosed.
It’s interesting to look back on life after a late diagnosis. It can be quite sad: the things that I found difficult suddenly had a reason, rather than just being proof of inadequacy. People with ADHD tend to overthink things and be incredibly self-critical. I know from reading other accounts of late diagnosis, feeling anger and grief is not uncommon. From my perspective, I understand that how we look at ADHD has evolved significantly over the past few years and I recognise that it isn’t a failing of anyone that I wasn’t identified. It is very complex, even now, to see neurodivergence in others. I didn’t see it in myself, although I had a strong sense of being different.
I masked my way through school and my professional life without even knowing I was doing it. Masking is where we suppress behaviours in order to fit in with our peers and the expectations placed upon us. It takes a significant amount of energy – no wonder I was tired all the time!
I think this is a key point: we will encounter pupils who aren’t diagnosed, who don’t even know that they are neurodivergent yet. They don’t know they are masking. But they do know things seem harder for them.
As teachers, we really need to be cognisant of this. The pressure they are under might manifest in different ways: headaches, performance anxiety, not meeting expectations in written work when verbally they are very strong, daydreaming, fidgeting or doodling are just a few potential signs.
Part of the challenge schools face is the quickly-changing landscape of neurodivergence. We are transforming our understanding of what conditions like ADHD and autism are. Several decades ago, we didn’t think girls could have autism. ADHD was seen as a condition of naughty boys. Little did we know that the daydreaming girl, who tended to be a bit talkative at times, could possibly have ADHD too.
As I’ve told people about my diagnosis, some still seem incredulous. I’ve come across many education professionals who thought ADHD was a concocted condition, formulated as an excuse for bad behaviour and bad parenting. The ones who did think it was real were very much in the naughty-boy camp, not understanding that it can manifest in different ways. Recent media coverage seems to promote the idea that we are all a bit ADHD from looking at our phones for too long, showing no empathy or understanding of some of the complex difficulties having ADHD can bring.
The reason why educators need to be aware of potential neurodivergence is because school can be incredibly hard for these children, to the point that many stop coming as they hit their teenage years. The mental health implications are damning. The pressure of masking every day is exhausting. This is where it becomes vital to listen to parents: their behaviour at home will be different as the mask will come off where the child feels secure. Too many times I have heard teachers, and even a SENCO, say, “Well, he’s fine in school”. He probably is! It doesn’t mean he’s the same at home and that things aren’t profoundly difficult for him. He may, without support mechanisms in place, simply give up.
As teachers, we can’t diagnose children, but we can think about the classroom environment and how we structure tasks to support pupils in our lessons. The diagnosis is partially a mechanism to get support; if we put neurodivergent-friendly adaptions into classrooms, we are addressing potential need rather than waiting for either a diagnosis to happen – which can be unlikely for many – or complete meltdowns and school refusal to occur. There are many resources available to support schools with this, such as the wonderful free section on the ADHD Foundation site, which also encompasses other neurodivergent conditions.
It is vital to note that neurodivergence is not just difficulty. It can bring amazing competencies too, such as creativity, innovative thinking, verbal aptitude, attention to fine detail, passion and authenticity. By having classrooms where we create opportunities to draw on these competencies, whilst limiting some of the factors that bring anxiety and overwhelm, we can help these children to flourish and feel like they belong in school.
If a teacher suspects a child may be exhibiting signs of difficulty, that could possibly be a result of a neurodivergent condition, they should be sharing this with the relevant professional in school, whether a SENCO, Head of Year, or SLT member.
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