Closing the Gap by Valuing Multilingualism
Written by Soofia Amin
Soofia Amin is the Multilingual Trust Lead for Tapscott Learning Trust (TTLT). She is also a Specialist Lead in Education for Multilingualism with vast experience in supporting multilingual pupils and their families. Soofia is passionate about developing excellent practice for multilingual pupils whilst promoting their first languages as a resource in both the classroom and the wider school community. She strongly advocates for a whole-school approach to multilingualism and uses her own school’s example to provide effective models of practice for others.
I recently visited a primary school where low writing outcomes for multilingual children had led leaders to search urgently for ways to “close the gap.” For many school leaders, this phrase often leads to discussions about data dashboards, targeted interventions, and heightened accountability measures. These discussions often neglect one key factor: the children’s first languages.
Many children in this school confidently use two or three languages and travel regularly to their countries of origin. Leaders worry that this rich linguistic exposure might be contributing to weaker writing outcomes. While understandable, this view risks misidentifying the problem.
The challenge here is not multilingualism. Rather how much we, as educators, value and use the children’s linguistic proficiency to further their learning, including their writing. If we focus intentionally on using the multilingual children’s rich language skills to support learning, particularly their writing development, outcomes could look very different.
Building Strong Foundations Through Explicit Language Instruction
Language and subject learning develop together. Children do not learn content first and language later; they learn both simultaneously. Evidence from Cummins states that,
“Conceptual knowledge developed in one language helps to make input in the other language comprehensible.” (Cummins, 2000,p.39).
Therefore, embedding spoken language approaches across the curriculum can strengthen literacy and attainment when language is taught explicitly and in context. For multilingual learners, this means making the language demands of lessons visible and teachable.
In practice, this involves modelling how this language is used in speech and writing.
Classroom example: Year 5 science (States of Matter)
The educator explains evaporation using sentences such as:
“When water is heated, it evaporates.”
“As a result, the liquid changes into a gas.”
The educator unpacks key vocabulary like evaporate and evaporation and gives children sentence stems to support their explanations. Alongside the science objective, sits a clear language objective. Children now have the words and sentence structures they need to explain their thinking clearly.
Strengthening Learning Through Cultural and Linguistic Connection
Multilingual children bring a wealth of cultural and linguistic knowledge into the classroom. When educators recognise and build on this, learning becomes more meaningful and inclusive.
Schools that invest in understanding children’s linguistic backgrounds are better placed to design teaching that connects new learning to what children already know.
In practice, this means:
- Gathering information about a child’s home language/s and experiences
- Using this knowledge to make lessons more relevant and accessible
Classroom example: Year 5 science (States of Matter)
The Educator invites children to share where they see evaporation at home: drying clothes, steaming dumplings, or burning incense. Then explicitly links these examples back to the scientific explanation.
By connecting the abstract concept of ‘evaporation’ to something tangible like ‘incense’ or ‘steaming,’ the child is able to relate to it.
Deepening Understanding by Harnessing Home Languages
Research and classroom practice both show that strong first-language skills are crucial for developing English proficiency and achieving academic success.
“The idea that a multilingual classroom is not only beneficial to EAL students but to non-EAL students (suggests) the need for a strategic whole-school approach to language teaching and integration.” (Arnot et al., 2014,p.7)
In practice, schools should:
- Encourage translanguaging as a learning strategy. Translanguaging enables children to first process complex cognitive tasks in their strongest language, before expressing them in English.
- Encourage families to use first languages to support key topics and concepts
Classroom example: Year 5 science (States of Matter)
The children use their first language to clarify why the change is happening. Once they have secured the concept, they then describe it in English.
The child is not cognitively overloaded. They use their first language to handle the heavy lifting of thinking, and only then move on to using English to demonstrate their understanding.
Final Thoughts…
Closing the gap for multilingual children requires a clear understanding of how language underpins attainment, a commitment to evidence-informed practice and a shared vision that places language at the heart of curriculum design.
When leaders get this right, the impact is profound – not only for multilingual children, but for all learners. Prioritising language isn’t just an inclusion strategy; it’s a school improvement strategy.
References
Arnot, M., Schneider, C. and Welply, O. (2014) School approaches to the education of EAL students. Cambridge: The Bell Foundation.
Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Allyship in Action: Finding and Growing Allies in Education, Work, and Everyday Life
Written by Marie Manley
Marie Manley works for SEE Change Happens. She is an advocate for families and friends of Transgender individuals. She loves talking to customers about their DEIB requirements, explaining how SEE Change Happen can enhance organisations with all things DEIB-related. She comes from an administration and compliance background, she has strong analytical thinking, a love of processes, and a strict attention to detail.
Allyship is something I used to think of as a value – something you believe in. But over time, and through personal experience, I’ve come to understand that allyship is really about what you do. It’s how you show up, how you listen, and how you stand alongside others, especially when it matters most.
For me, this became deeply personal when my husband became my wife. That journey shifted not only how I see the world, but how I experience it. It opened my eyes to the quiet, everyday moments where allyship is either present or absent – in conversations, in systems, and in relationships. It also helped me recognise just how powerful true allies can be.
What I’ve learned is that allyship isn’t confined to one space. It travels with us – through education, into our workplaces, and into our closest relationships. And in each of those spaces, we have the opportunity to both find allies and become one.
Allyship in Education: Where It Often Begins
Education is often where we first encounter difference – different identities, perspectives, and lived experiences. It’s also where many of our beliefs about fairness and belonging start to form.
I’ve seen how powerful it can be when educators create spaces where people feel safe to be themselves. Allyship in education isn’t just about policies or statements; it’s about the everyday behaviours. It’s the teacher who challenges exclusion. The student who speaks up when something doesn’t feel right. The environment that makes space for everyone to be heard.
Finding allies in education often starts with noticing those small but important actions. Who is curious rather than judgmental? Who is willing to challenge bias? Who makes room for others?
But we can’t leave allyship to chance. It needs to be nurtured intentionally. When inclusion is embedded into how education works – from curriculum to culture – allyship becomes part of the norm, not the exception.
Allyship at Work: Moving Beyond Good Intentions
In the workplace, allyship becomes even more visible – and, if I’m honest, sometimes more challenging.
Many organisations talk about diversity and inclusion, but without active allyship, those words can feel hollow. Allyship at work is about what happens in the moments that aren’t scripted – who gets heard in meetings, who is advocated for, who is challenged when something isn’t fair.
Through my own work, I’ve seen that allies are not always the loudest voices. Often, they are the most consistent. They are the people who quietly but firmly stand for fairness, who follow through, and who are willing to learn and adapt.
When my own family experience changed, I noticed these allies more clearly. The colleague who checked in. The leader who made space. The friend who didn’t assume but asked. Those moments mattered more than any formal policy ever could.
That said, organisations do have a responsibility. Allyship shouldn’t rely on individuals alone. It needs to be supported by leadership, embedded into systems, and reinforced through accountability. When that happens, allyship becomes part of how work gets done – not an extra.
Allyship in Family and Friendships: Where It Gets Real
If I’m honest, the most complex space for allyship is often our personal lives.
Family and friendships are where we feel safest – but they are also where bias can go unchallenged. When my husband became my wife, I saw this firsthand.
SEE Change Happen – Fireside chat is an example of finding Allyship:
https://seechangehappen.co.uk/speaking-library/the-making-of-me-joanne-maries-story/
Some people leaned in with openness, curiosity, and love. Others struggled, sometimes without realising the impact of their words or assumptions.
Allyship in these spaces isn’t about having all the right answers. It’s about being willing. Willing to listen. Willing to learn. Willing to say, “I might not fully understand, but I’m here.”
It’s also about courage. Speaking up when something doesn’t sit right. Gently challenging language or behaviour. Choosing connection over comfort.
Resources from organisations like Stonewall (https://www.stonewall.org.uk/) can be incredibly helpful in guiding those first steps, especially for people who want to be supportive but aren’t sure how.
What I’ve come to appreciate is that allies in our personal lives don’t need to be perfect. They just need to be present, open, and committed to growing.
Growing Allyship – Together
Across all these spaces, one thing stands out to me: allyship is deeply human. It’s built on trust, consistency, and care.
It’s not about getting everything right. It’s about being willing to try, to learn, and to keep showing up.
If we want to grow allyship, we need to create environments where people feel safe to ask questions, to reflect, and to be challenged. We need to recognise and value inclusive behaviours. And we need to hold ourselves – and each other – accountable.
This is something I’m incredibly passionate about in my work, and it’s why organisations like SEE Change Happen (https://seechangehappen.co.uk/) exist – to support people and organisations in turning intention into meaningful, lasting change.
A Final Reflection
Allyship has become something very real to me. It’s not theoretical. It’s not abstract. It’s personal, and it’s ongoing.
It shows up in the colleague who creates space. The friend who listens. The family member who is willing to learn. And sometimes, it starts with us – choosing to be that person for someone else.
So, I often come back to a simple question: How am I showing up for others today?
Because when we ask that – and act on it – allyship stops being something we talk about and becomes something we live.
What do school governors need to know about DEIB?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
School governors play a strategic, not operational, role in DEIB (Diversity, Equity, Inclusion and Belonging). What they need to know can be grouped into purpose, legal duties, oversight, and culture.
- What DEIB means in a school context
Governors should understand that:
- Diversity: The range of identities and experiences in the school community (e.g. race, ethnicity, gender, SEND, religion, socioeconomic background).
- Equity: Fairness, not sameness – recognising that different pupils and staff may need different support to succeed.
- Inclusion: Creating systems and practices where everyone can participate and thrive.
- Belonging: Pupils, staff and families feel respected and safe in the school.
DEIB is not an add-on – it affects outcomes, wellbeing, safeguarding, staff retention, and reputation.
- Legal and statutory responsibilities (UK-focused)
Governors must ensure the school complies with:
- Equality Act 2010: Protects nine characteristics (e.g. race, disability, sex, religion). Requires schools to eliminate discrimination, advance equality, and foster good relations.
- Public Sector Equality Duty (PSED): Schools must show due regard to equality in decisions and policies.
- Safeguarding duties: Discrimination, bullying, and exclusion can be safeguarding risks.
- Ofsted expectations: Inspectors look at inclusion, behaviour, curriculum breadth, and how well vulnerable groups are supported.
Governors do not deliver DEIB – but they are accountable for whether it is happening effectively.
- Strategic questions governors should ask
Governors should be able to challenge leaders with evidence-based questions such as:
Pupils:
- Are there attainment, behaviour, attendance, or exclusion gaps between groups?
- How does the school support pupils with SEND, EAL, or from disadvantaged backgrounds?
- Do pupils report feeling safe and that they belong?
Staff:
- Is recruitment and promotion fair and transparent?
- Are there disparities in staff retention, progression, or disciplinary action?
- Is staff training in equality and inclusion effective and ongoing?
Curriculum & culture:
- Does the curriculum reflect diverse voices and experiences?
- Are incidents of bullying, racism, sexism or homophobia recorded and acted upon?
- How does the school engage families from different backgrounds?
- Policy oversight (not micromanagement)
Governors should ensure the school has clear, up-to-date policies and that they are working in practice, including:
- Equality and accessibility plans
- Behaviour and anti-bullying policies
- SEND policy and provision
- Admissions and exclusions
- Complaints procedures
They should look for impact, not just paperwork.
- Data literacy and proportionality
Governors need confidence to:
- Interpret equality and pupil outcome data without jumping to conclusions
- Understand that unequal outcomes don’t always mean discrimination – but always warrant investigation
- Balance DEIB work with the school’s context, avoiding tokenism or box-ticking
Good governance focuses on patterns and trends, not isolated incidents.
- Tone, language, and leadership
Governors set the tone. They should:
- Use respectful, inclusive language
- Avoid politicising DEIB or treating it as “optional”
- Model curiosity rather than defensiveness
- Support leaders when DEIB work attracts challenge or misunderstanding
Silence or avoidance can be interpreted as indifference.
- What governors should not do
- Do not manage individual cases unless part of a formal panel
- Do not impose personal ideology
- Do not expect quick fixes – culture change takes time
- Do not delegate all DEIB responsibility to one staff member
- Continuous learning
Effective governors:
- Undertake regular training on equality and inclusion
- Stay aware of local community needs
- Reflect on their own board’s diversity and skills mix
In short:
School governors need to understand DEIB well enough to ask the right questions, meet legal duties, hold leaders to account, and ensure every pupil and staff member has a fair chance to succeed and belong.
Shaping Intention into Impact: How Belonging Creates a Lasting Effect
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
We often underestimate the power of small actions. A word spoken. A behaviour modelled. A decision made with – or without – care. Yet time and again, research and lived experience show us that impact rarely begins with something loud or grand. It begins with intention.
To understand how intention becomes impact, it helps to explore three interconnected ideas: the Ripple Effect, the Butterfly Effect, and what we call the Belonging Effect.
The Ripple Effect: Intentional Actions That Travel
The ripple effect describes how a single action creates a chain reaction of consequences, spreading outward like ripples from a stone dropped into water. A kind gesture can inspire another. A thoughtful idea can spark collective change. Equally, negative behaviours can ripple just as far, reinforcing harmful patterns if left unchecked.
This phenomenon appears across economics, sociology, leadership, and personal development because it reflects a simple truth: our actions do not exist in isolation. Every choice – especially those made by leaders, educators, and organisations – sets something in motion.
Ripples are visible. They move outward in predictable ways. We can often trace them back to their source.
The Butterfly Effect: Small Moments, Unpredictable Outcomes
The butterfly effect takes this idea even further.
Originating in chaos theory and popularised by meteorologist Edward Lorenz, it suggests that a small change in initial conditions can result in large, unpredictable outcomes later. Metaphorically, a butterfly flapping its wings in one part of the world could influence a storm system elsewhere.
Here, the emphasis is not just on reach – but on sensitivity. Tiny moments matter more than we think. A brief interaction. A missed acknowledgement. A single experience of inclusion – or exclusion – can alter a person’s trajectory in ways we may never fully see.
Unlike ripples, these effects are often invisible. But they are no less real.
The Belonging Effect: Where Intention Becomes Human Impact
This is where the Belonging Effect comes in.
The belonging effect describes the profound influence that a sense of belonging has on human wellbeing, motivation, and performance. When people feel they belong, they are more engaged, resilient, creative, and committed. When belonging is absent, the outcomes are equally powerful – anxiety, disengagement, poor performance, and diminished wellbeing.
Decades of research across schools, workplaces, and communities show that belonging is not a “nice to have.” It is a fundamental human need. In educational settings, a strong sense of belonging is linked to higher achievement and retention. In workplaces, it drives engagement, collaboration, and psychological safety. Across all contexts, it supports better mental and physical health.
Belonging does not happen by accident. It emerges when people feel seen, valued, safe, and connected through meaningful relationships.
Shaping Intention Into Impact
The Ripple Effect reminds us that our actions spread.
The Butterfly Effect reminds us that small moments can change everything.
The Belonging Effect reminds us who those moments land on.
When intention is grounded in belonging, impact becomes sustainable.
A leader who intentionally creates space for voices to be heard doesn’t just improve a meeting – they shape culture. An educator who signals “you matter here” does not just support a student – they alter a future. An organisation that prioritises belonging doesn’t just retain people – it unlocks potential.
This is the heart of the Belonging Effect: intentional actions that create human impact, often far beyond what we can measure. Because when people belong, the ripples are positive, and the butterfly effects change lives.
Emotional Labour: Who Looks After the DEIB Leaders?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
DEIB (Diversity, Equity, Inclusion, and Belonging) leaders are often positioned as the moral and emotional anchors of their organisations. They are asked to hold space for harm, advocate for systemic change, educate others, and respond to crises – frequently while navigating their own lived experiences of marginalisation.
Yet a critical question is often overlooked: who looks after them?
As organisations expand their DEIB commitments, many are failing to invest in the sustainability of the people doing this work. The result is a growing pattern of compassion fatigue, burnout, and attrition among DEIB leaders – costly not only to individuals, but to organisations themselves.
The Unique Load DEIB Leaders Carry
DEIB leadership is not just strategic or operational work – it is deeply relational and emotional. DEIB leaders are often:
- Exposed to repeated accounts of trauma and discrimination
- Expected to respond calmly to resistance, denial, or hostility
- Asked to educate while also advocating
- Share their lived-experience honestly, vulnerably and generously
- Positioned as both insiders and outsiders within organisations
- Hold responsibility without proportional authority or resourcing
This cumulative load is rarely acknowledged in job descriptions, performance metrics, or wellbeing strategies.
Compassion Fatigue Is Not a Personal Failing
Compassion fatigue occurs when sustained exposure to others’ distress depletes emotional and psychological resources. For DEIB leaders, this can show up as:
- Emotional exhaustion or numbness
- Reduced empathy or motivation
- Cynicism about organisational change
- Withdrawal from relationships or work
Importantly, compassion fatigue is not a lack of resilience or commitment. It is a predictable response to prolonged emotional labour without adequate support.
Burnout and the DEIB Attrition Problem
When compassion fatigue is left unaddressed, it often leads to burnout – characterised by exhaustion, detachment, and a sense of ineffectiveness. Many DEIB leaders respond by leaving their roles, shifting careers, or exiting organisations altogether.
This attrition creates a revolving door effect on the DEIB strategy:
- Knowledge and trust are lost
- Strategies stall or reset
- Work is redistributed to other leaders to carry even more load
Organisations then misdiagnose the issue as a “pipeline problem” rather than a care and support problem.
Coaching, Mentoring, and Supervision as Sources of Support
Supporting DEIB leaders requires intentional structures, not just wellness slogans.
Coaching: Provides a confidential space focused on leadership development, boundaries, decision-making, and navigating organisational complexity. Coaches can help DEIB leaders reconnect with agency and clarity.
Mentoring: Offers relational support and wisdom-sharing, particularly valuable when mentors have lived experience or have navigated similar organisational terrain. Mentoring reduces isolation and normalises challenges.
Supervision: Creates structured reflective space to process emotional impact, ethical dilemmas, and role strain. For DEIB leaders, supervision can be critical in preventing compassion fatigue and burnout.
These supports are not interchangeable – and ideally, DEIB leaders should have access to more than one.
What Organisations Need to Do Differently
If organisations are serious about DEIB, they must be equally serious about caring for the people leading it. This includes:
- Funding coaching, mentoring, and supervision as core role supports
- Normalising emotional labour as part of DEIB work
- Building realistic expectations and boundaries into roles
- Sharing responsibility for DEIB across leadership – not isolating it
- Measuring sustainability, not just activity
Care is not a “nice to have.” It is a strategic necessity.
Looking After the People Who Hold the Work
DEIB leaders are often asked to model empathy, courage, and humanity in systems that do not always return those qualities. If we want DEIB work to endure – rather than burn people out – we must shift from extraction to care, containment, and collective responsibility.
Looking after DEIB leaders is not separate from DEIB work. It is DEIB work.
Holding Space Without Burning Out: Understanding Compassion Fatigue and How We Safeguard Ourselves
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
In caring professions – and in deeply relational roles – holding space for others is sacred work. Whether you are a therapist, coach, nurse, social worker, teacher, spiritual leader, or simply the person everyone turns to in crisis, you are entrusted with stories that carry pain, trauma, grief, and vulnerability. But holding space comes at a cost if we do not tend to ourselves. Compassion fatigue is not a failure of resilience. It is often the natural consequence of caring deeply in the presence of trauma. And safeguarding ourselves is not selfish – it is ethical.
What Is Compassion Fatigue?
Compassion fatigue is the emotional and physical exhaustion that can develop when we are repeatedly exposed to others’ suffering. It is sometimes described as the “cost of caring.” Unlike burnout, which develops from chronic workplace stress and systemic pressures, compassion fatigue is closely tied to exposure to trauma – directly or indirectly. Over time, witnessing others’ pain can begin to shift our nervous system, our worldview, and even our sense of safety.
You may notice:
- Emotional numbness or irritability
- Difficulty concentrating
- A reduced sense of empathy
- Sleep disturbances
- Feeling overwhelmed or depleted
- Intrusive thoughts about clients or stories you have heard
For those working with trauma survivors, there is also the risk of vicarious trauma – a cumulative shift in our internal world as we absorb repeated accounts of trauma. This does not mean we are weak. It means we are human.
Trauma Exposure Changes the Nervous System
When we hold space for trauma, our nervous system is activated. Even if the trauma did not happen to us, our body often responds as if it were present. We may feel tightness in the chest, shallow breathing, or a subtle hypervigilance. Without intentional processing, these responses accumulate. Over time, the body may stay in a low-level stress response.
If we are not aware of this, we may:
- Over-identify with others’ pain
- Carry stories home with us
- Lose perspective
- Begin to feel helpless or hopeless
The more attuned we are, the more we are affected. This is why safeguarding ourselves must be woven into our professional practice – not treated as an afterthought.
Safeguard 1: Supervision Is Not Optional
Clinical supervision, reflective practice, or professional consultation is one of the most protective factors against compassion fatigue.
Supervision provides:
- A space to process emotional responses
- Containment for complex trauma material
- Ethical guidance and accountability
- Perspective when we feel stuck
- A reminder that we are not alone
Without supervision, helpers can become isolated in their internal processing. Isolation amplifies stress. Supervision is not a sign that we cannot cope. It is a commitment to sustainability and ethical care.
Safeguard 2: Structured Decompression
We cannot repeatedly hold intense emotional material and then immediately switch into “normal life” without impact. Decompression is the intentional act of transitioning your nervous system from holding space to rest and regulation.
This might include:
- A short walk after sessions
- Breathwork or grounding exercises
- Journaling to externalize what you are carrying
- Washing your hands as a symbolic reset
- Listening to music during the commute home
- Physical movement to release stored tension
Decompression rituals matter because they signal to the body: the work is done for now. Without this signal, the body continues to hold.
Safeguard 3: Trauma-Informed Self-Awareness
When we support others through trauma, our own unresolved experiences can be activated. This is not a flaw – it is part of being relational beings. But awareness is essential.
Ask yourself:
- What stories trigger me most strongly?
- Where do I feel this work in my body?
- Am I rescuing, over-functioning, or overextending?
- What feels harder lately?
Personal therapy, peer support, and reflective practice are powerful forms of safeguarding. We cannot ethically hold others’ trauma if we refuse to tend to our own.
Safeguard 4: Boundaries as Compassion
Boundaries are often misunderstood as distancing. In reality, they are what allow us to remain compassionate.
Healthy boundaries include:
- Clear session limits
- Defined availability
- Emotional differentiation (“This is not mine to carry”)
- Saying no when capacity is exceeded
Boundaries protect empathy from erosion. When we overextend, resentment follows. When resentment builds, compassion shrinks. Boundaries preserve our ability to care.
Safeguard 5: Rest Is Clinical
Rest is not indulgent. It is restorative. Sleep, play, connection, creativity, nature, laughter – these are not luxuries. They are protective factors against trauma exposure.
When we normalise exhaustion as “part of the job,” we risk normalising harm to ourselves. The quality of care we offer is directly linked to the state of our nervous system.
Sustainable Compassion
Holding space is courageous work. It requires presence, empathy, and the willingness to sit in discomfort without turning away. But sustainable compassion requires something equally important: self-protection.
We safeguard ourselves from compassion fatigue through five commitments:
- Supervision
- Decompression rituals
- Trauma-informed self-awareness
- Boundaries
- Rest
When we protect our nervous systems, we protect our ability to continue showing up. Compassion fatigue does not mean you are incapable. It means you care. And caring, when supported, can remain a powerful and sustainable force.
Benedict’s Law and the implications for schools
Written by Tracey Dunn
Tracey Dunn is the Education and AllergyWise® Manager for Anaphylaxis UK. Tracey joined the team following her retirement from Headship having taught and led schools for 30 years. Tracey works with a number of different organisations to ensure the safety of students with allergies. These include the Department of Education and co-chairing the education group of the National Allergy Strategy.
Thankfully, fatal anaphylaxis is rare, but, when it does occur, the consequences are devastating. Helen and Peter Blythe have been tirelessly campaigning for change following the tragic death of their five-year-old son Benedict, who died at school in December 2021 after experiencing anaphylaxis. Their efforts have highlighted critical gaps in how schools protect children with allergies.
Although statutory guidance titled Supporting Pupils with Medical Conditions in School exists, it has not been updated since 2017. During the inquest into Benedict’s death, the Department for Education (DfE) acknowledged these shortcomings and announced it would undertake a review and update of the guidance. Research conducted by the Benedict Blythe Foundation into schools’ ability to respond to allergic emergencies found significant cause for concern. Despite schools being permitted to hold spare adrenaline auto-injectors (AAIs) since 2017, only a small proportion had done so. Combined with inconsistent training and a lack of clear allergy policies, this left children with allergies vulnerable and potentially at risk. These findings are echoed by enquiries to Anaphylaxis UK support helpline, where parents frequently seek clarification about schools’ responsibilities to ensure their children are safe, supported, and included.
In response, the Benedict Blythe Foundation has been campaigning for the introduction of “Benedict’s Law” to ensure that pupils with allergies attend schools that are properly equipped to safeguard them. Benedict’s Law has three mandatory components: training for all school staff, a comprehensive allergy policy, and the availability of spare adrenaline auto-injectors in every school.
In February 2026, significant progress was made. In the same week that leading allergy organisations—including Anaphylaxis UK, Allergy UK, the British Society for Allergy and Clinical Immunology (BSACI), the Benedict Blythe Foundation, and National Allergy Strategy leads—met with Olivia Bailey, Minister for Early Education, to contribute to the review of the statutory guidance, an amendment to the Children’s Wellbeing and Schools Bill was passed by the House of Lords. This amendment confirmed that Benedict’s Law will be implemented in schools from September 2026 as part of the updated guidance.
This represents a historic step forward for children and young people with allergies. It will ensure they can learn in environments that are inclusive and safe, and that staff are properly trained to recognise and respond to allergic reactions and anaphylaxis without delay. Schools will be required to have the necessary medication on site, and staff will be empowered to act confidently and decisively in an emergency.
The updated guidance will be published for consultation by the DfE shortly. The National Allergy Strategy, the Benedict Blythe Foundation, and patient charities including Anaphylaxis UK will work closely with the DfE to provide schools with model policies and practical templates to support compliance with the new statutory requirements.
Schools are welcome to take action now to get ahead of the September 2026 requirements. By undertaking a whole-school allergy risk assessment, arranging staff training and subscribing to the education newsletter, schools can ensure they are fully prepared and compliant before the deadline. Early action will help to protect vulnerable pupils, demonstrate proactivity and give staff confidence in managing allergic emergencies.
Anaphylaxis UK has provided free or low-cost allergy and anaphylaxis training for over a decade, offering both e-learning and face-to-face options alongside a comprehensive suite of resources. Training is continually updated to reflect the latest clinical guidance, including the recent introduction of nasal adrenaline.
Please contact us at Anaphylaxis UK: allergywise@anaphylaxis.org.uk.
Cultivating Belonging in Schools
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
It has been a busy month/ start to the year but in the middle of juggling multiple commitments and activities, this week I received a delivery of 200 copies of my new book – A Little Guide for Teachers: Cultivating Belonging in Schools (SAGE 2026).
After all of the time and energy it took to write it, it is quite a small book, but I hope it will be a helpful addition to the conversation and give educators practical ideas of things to do for themselves, for their peers and for their learners. It is great that this contribution to the series sits alongside work by Bennie Kara, Amjad Ali, Yamina Bibi and Emma Kell.
This is how I have structured the book:
- Introduction: Why should we care about DEIB?
- 1 Belonging in Society: How do we develop it?
- 2 Belonging in Schools: How do we change it?
- 3 Belonging in the Staffroom: How do we disrupt it?
- 4 Belonging in the Classroom: How do we foster it?
- 5 Call to Action: What do we do next?
In the opening I state:
“Belonging is the feeling that is created as a result of the work we do on DEI. I thus present it as an equation:
Diversity + Equity + Inclusion = Belonging
Why does this book use the word ‘cultivating’? I used to talk about building, creating and growing belonging, but for me ‘cultivating’ captures that there is ongoing work needed and that there are different variables that we need to pay attention to. DEIB is not a ‘one and done’ approach, belonging takes time and ongoing work in the form of commitment/investment.
So, let’s start peeling back the different layers of things to consider when it comes to belonging. And I apologise in advance if you are left with more questions than answers by the end of the book, but that is the nature of the work. It is not a clean nor a linear journey, we will never be done, we will never know it all”.
Our Work on Belonging:
I wrote a blog last term about why I rebranded my business from Diverse Educators to the Belonging Effect. You can read it here. In short:
- “Belonging is the bridge between diversity, equity and inclusion – it is the emotional outcome of equity in action. It is the moment when people stop trying to fit in and start being fully themselves.
- We chose The Belonging Effect because belonging is not just a concept; it is a ripple. When one person feels they belong, it impacts their team, their classroom, their community. It is an effect that multiplies”.
I also wrote a blog at the end of term about Belonging becoming a buzzword, a band wagon and at times a plaster being put on the problem of DEI to conceal it. It caused a bit of a fallout so it clearly hit a nerve! You can read it here. This was/is my provocation:
“There’s no denying the emotional resonance of belonging. Everyone wants to feel seen, valued, and part of a community. The word signals care and connection – qualities deeply needed in our schools.
Yet belonging, in its current popular use, carries a kind of neutrality that makes it especially attractive to those uncomfortable with conversations about race, power, and privilege. It sounds universal and non-political. It doesn’t demand that we ask who has been excluded, whose histories have been erased, or whose comfort is prioritized”.
So if this theme is of interest and you would like to find out more please see below my signposting to events, training, toolkits, books and blogs you can engage with. And if you do get your hands on a copy of the book, I would love to know what you think!
Our Book Launches:
- In-person: 31/1/26 in person in Bath, 1.30-3.30pm. You can book to join us here.
- Virtual: 9/2/26 virtual, zoom or Streamyard dependent on numbers, 4-6pm. You can book to join us here.
I am delighted to be joined by friends from the region (Domini, Edel, Tanisha and Will), academics from Bath University (Alison and Ceri) and members of my team (Amy, Bennie, Jo and Yamina) for both of these conversations as it is important to unpack belonging through multiple lenses to appreciate how it is impacted by different lived experiences.
Our Belonging Training:
I have designed a session that can be delivered as a keynote or as a workshop which really provokes reflections and discussions on what belonging means to different people. Find out more here. We have sessions on Belonging in the Classroom and Belonging in the Curriculum designed and delivered by the BE team.
Our Belonging Toolkit:
Our BE Associate Zahara Chowdhury collated a toolkit on Belonging which I have been updating as I spot new resources and research. Find out more here.
Our Bookshelf:
Check out Zahara’s book on Belonging in the Classroom and the other DEIB titles our team have published which explore belonging for different identity groups and in different spaces: https://www.thebelongingeffect.co.uk/our-books/
Our Reflections on Belonging:
Check out these 10 blogs on Belonging from members of the BE network:
- Andrew Morrish: https://www.thebelongingeffect.co.uk/belonging-on-purpose/
- Chloe Watterston: https://www.thebelongingeffect.co.uk/belonging-empathy-and-a-curriculum-that-sees-every-child/
- Erin Skelton: https://www.thebelongingeffect.co.uk/belonging/
- Hannah Wilson: https://www.thebelongingeffect.co.uk/when-belonging-replaces-equity-the-silence-of-white-male-educators/
- Jennifer Johnson: https://www.thebelongingeffect.co.uk/getting-to-the-heart-of-inclusion-and-belonging/
- John Doyle: https://www.thebelongingeffect.co.uk/unsettling-deficit-narratives-race-identity-and-belonging-in-english-schools/
- Sarah Pengelly: https://www.thebelongingeffect.co.uk/building-belonging-in-primary-schools-with-human-values/
- Tricia Taylor: https://www.thebelongingeffect.co.uk/seen-valued-and-able-designing-classrooms-for-social-and-academic-belonging/
- Yasmina Kone: https://www.thebelongingeffect.co.uk/celebrating-esea-heritage-month-building-belonging-for-every-student-and-why-it-matters-right-now/
- Zahara Chowdhury: https://www.thebelongingeffect.co.uk/belonging-in-the-classroom-responding-to-a-divided-world/
I can teach a diverse curriculum!
Written by Yvonne Eba
Yvonne Eba is a current head of English in a Catholic school and PhD student who is studying Education. She is currently writing a thesis based around race, racism, masculinity within the student experiences of British Nigerian men. Within her role as head of department she has transformed the curriculum by intentionally adding more diverse texts and poems. She is focused on building a rich, ambitious and holistic curriculum in a school which is predominantly black. She has dedicated the last decade developing young people through workshops, fellowships, tuition and mentoring.
At the tender age of 15 I was uniquely passionate about being able to teach kids life transforming lessons within the confinements of a classroom or lecture hall. I found it odd that kids weren’t being taught the purpose behind their subject or life long learning skills attached. i.e Why are kids not taught in Maths the art of saving, investment and tithing or taught in English how to write and compose an effective CV. This passion consistently grew and when I started my company at 21 ( shout out to Life Creations) we created sessions and packages which did exactly that – taught kids things they could use outside the classroom.
But this wasn’t enough.
As I became a Head of English I finally saw this dream come to life again but I had no idea how much work, brain power, focus and buy-in from a team it would take to actually manifest it. I have been watching and reading numerous articles by Dena Eden ( Director of Secondary English curriculum) who states the importance of consistency in curriculum starts with ” texts studied, sequencing of units and lessons and the pace of lessons”
So flash back with me and picture this – I was in a new school, new role and I had heaps of ambition and zeal to:
” transform the lives of young people through the power of challenging , ambitious texts and units which were personal to them“.
I was passionate about:
” ensuring ideas around marginalising black people or the discussions around who can say the N word or not when reading out an extract were no longer normalised or championed through texts like Of Mice and Men. Which were branded outdated yet needed?”
and I wanted students
“to see and read authors and poets from diverse backgrounds within the context of: race, gender and class”
whilst
“still getting them GCSE ready and abiding by the demands of the national curriculum”.
It’s been a journey, tussle and challenging but with some giants and shakers on the team and the never-ending grace of God we have made some shifts and changes. The last HOD I spoke to reassured me that her curriculum changes and the seamless nature of its delivery took five years inclusive of assessments and consistency.
It’s important on this journey that you pace yourself and get feedback from your team and students on how they feel it is going.
Here’s five things I have learnt so far :
- Make the curriculum ambitious: it is absolutely imperative regardless of the demographics of students you have that the texts you choose challenge and enrich them. This can be intentionally captured through the tier of language used and the content within the chosen text/ unit and the big ideas and questions which are evoked.
- Make it accessible for your team : getting a buy in isn’t always the easiest thing and resistance is inevitable at first. But don’t take it personal; as human beings we are creatures of habit and it’s a natural reaction for people to feel underprepared or scared of change. However ensuring the lessons provided along with the new units, week by week plans and DO NOWs are of a high quality will often make the process swifter for your team. It is important that there is unification of moral purpose as we teach according to our experience, beliefs and morals which could often add to the complexity of running a team. So providing strategic resources would help each teacher feel confident to approach and teach the new text. This is your time as a HOD to overcommunicate, overcommunicate and overcommunicate again. Also be transparent with your team that this is NEW to you too!
- Make purposeful assessments : it is important that when building your curriculum you are intentional about what you are testing the students on during your lessons and at the end of the unit. It is imperative that students are being tested on the skills and knowledge you have taught them throughout the set time. i.e If you have been teaching them Frankenstein (play version) and analysing the purpose of language in key extracts the end of unit test will not be an imaginative writing piece from the scientist if these skills haven’t been taught. I always think about what we are assessing the students and how this is preparing them for their greatest assessments in y11 which are their GCSEs. From year 7 we look at language analysis which will help them in the Language Papers and analysis of extracts whilst providing them questions in an exam style layout which helps them for literature
- Make it personal : don’t just follow trends ensure your curriculum represents the cohort of your kids you are teaching. Ask yourself genuine questions : can they relate to these characters? Is this personal to them? Will they feel represented? Will they be inspired? What type of learners would you like them to leave as?
- Make it literacy and oracy inclusive : ensure you provide space for students to discuss their thoughts and demonstrate their understanding of the new topic at hand. It is good to address misconceptions consistently during DO NOW tasks, live marking and through plenaries however it is even better when the kids can articulate their understanding or lack of it themselves
I still have a long way to go but my word for the year to my team was this will become “seamless” in fact the word for the year is “seamless” ( by fire and force!).
I have taken out a lot of texts, bought new texts, returned some texts, changed some units and its content, revised, redrafted, dipped into the budget, took advice, listened a lot, spoke a lot, asked a lot, vented a lot and finally realised this isn’t about what I want to teach them its about what is best FOR their academic development.
So I am in an honourable position to be able to be part of history – I am currently speaking with other HODs on ways they can get the best English curriculum for their kids.
Do connect with me to see our latest curriculum map and to discuss ways to help shape English together!
What Makes People Stay Working in a School?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
Schools are more than buildings where learning happens. They are communities shaped by the people who work within them. While recruitment is vital, the real measure of a successful school is not just who it attracts – but who it keeps. People stay in schools where they feel valued, supported, developed, and able to belong as their whole selves.
Creating this kind of environment requires intentional action across recruitment, development, and retention, underpinned by a commitment to diversity, inclusion, equity, and a genuine culture of belonging.
Recruitment: Attracting People Who Can Thrive
Recruitment is often the first experience someone has of a school’s culture. It sends a powerful message about who is welcome and who belongs.
Inclusive recruitment starts with equitable processes. Job descriptions that focus on essential skills rather than narrow experiences, transparent pay structures, and flexible working options all help to widen the pool of applicants. When schools actively challenge bias in recruitment – through diverse interview panels, structured questioning, and clear criteria – they create fairer opportunities and stronger teams.
Representation also matters. A diverse workforce brings broader perspectives, lived experiences, and role models for pupils. Schools that value diversity are clear about it in their recruitment messaging, policies, and practice – not as a tick-box exercise, but as a strength that enriches learning and working life for everyone.
Crucially, recruitment should be about values alignment, not conforming to fit in. People are more likely to stay when they are hired for who they are and what they bring, not for how closely they match a preconceived mould.
Development: Investing in People, Not Just Roles
People stay in schools where they can grow. Professional development is not simply about compliance or career progression – it is about feeling invested in and trusted.
High-quality development opportunities should be accessible and equitable. This means ensuring that part-time staff, support staff, early career colleagues, and those from underrepresented groups all have access to meaningful training, mentoring, and leadership pathways. When development is uneven, so too is retention.
An inclusive approach to development recognises that people learn and progress differently. Coaching, peer collaboration, reflective practice, and flexible CPD pathways allow individuals to build confidence and capability in ways that suit their needs and aspirations.
Development also includes emotional and professional support. Schools are demanding environments, and staff wellbeing matters. Leaders who prioritise workload management, psychological safety, and open communication create spaces where people feel able to ask questions, make mistakes, and learn – key ingredients for long-term commitment.
Retention: Creating Reasons to Stay
Retention is not achieved through loyalty alone; it is earned through daily experiences.
People stay in schools where they feel respected and heard. Inclusive workplaces actively seek staff voice, involve colleagues in decision-making, and respond thoughtfully to feedback. When people believe their perspectives matter, they are more likely to remain engaged and committed.
Equitable processes play a critical role in retention. Fair appraisal systems, transparent progression routes, and consistent approaches to performance management build trust. When staff see fairness in how decisions are made – about opportunities, recognition, or challenge – they are more likely to feel secure and valued.
Belonging is perhaps the most powerful factor of all. A culture of belonging goes beyond diversity policies; it is felt in everyday interactions. It shows up in how meetings are run, how differences are respected, how conflict is handled, and how success is celebrated. Belonging means people do not feel they have to hide parts of themselves to succeed.
Leadership and Culture: The Thread That Connects It All
Leadership is the golden thread running through recruitment, development, and retention. Inclusive leadership is intentional, reflective, and values-driven. It recognises power, challenges inequity, and models behaviours that others can trust.
Leaders set the tone for whether a school is a place people endure or a place they choose to stay. When leaders demonstrate empathy, fairness, and accountability, they help create a culture where people feel safe, motivated, and proud to work.
Importantly, inclusion and belonging are not static goals. They require ongoing learning, honest conversations, and a willingness to adapt. Schools that embrace this journey openly send a clear message: everyone matters here.
A School People Want to Stay In
People stay working in schools where they feel connected to purpose, supported in practice, and recognised as individuals. When recruitment is inclusive, development is equitable, and retention is driven by belonging, schools become places where staff can flourish – professionally and personally.
In building diverse teams, inclusive workplaces, and fair systems, schools do more than retain staff. They create communities that reflect the values they aim to instil in their pupils: respect, opportunity, and belonging for all.