Community

From Diverse Educators to The Belonging Effect: Our Next Chapter

Written by Belonging Effect

Belonging Effect is committed to shaping intention into impact and supporting people with their Diversity, Equity, Inclusion, & Belonging strategy and training needs.

When we launched Diverse Educators, our mission was clear: to amplify voices, celebrate differences, and build a more inclusive education system. Over the years, we have worked with countless educators, leaders, and communities who share that passion. Together, we have created space for powerful conversations about diversity, equity, inclusion, belonging and representation.

But as our work has deepened, so has our understanding.

We have learned that diversity is only the starting point. It is not enough to bring different people into the room – we have to make sure everyone feels that they truly belong once they are there.

That realisation has inspired our next chapter: moving forwards we are The Belonging Effect.

Why We Changed Our Name

The name Diverse Educators reflected who we were when we began – a grassroots community of people passionate about diversity in education. But over time, we have grown into something broader and deeper. Our work now spans sectors, reaches new audiences, and focuses not just on who is present, but on how people feel within those spaces.

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.

The Butterfly and Ripple Effects

As we explored our new identity, we reflected deeply on the Butterfly Effect and the Ripple Effect – both powerful, globally recognised metaphors for change and impact.

The Butterfly Effect reminds us that even the smallest action can create far-reaching consequences; that a single moment of courage, kindness, or inclusion can transform a culture.

The Ripple Effect shows us how belonging spreads – how one person feeling seen and valued can influence everyone around them.

Together, these ideas capture the essence of what we do: small, intentional acts of belonging that create waves of change across systems, organisations, and communities.

That is the heart of The Belonging Effect.

What the Change Means for Our Community

Our values remain the same – but our lens is sharper. We are continuing our commitment to diversity, equity, inclusion and representation, but we are framing it through the power of belonging. (We added the B to the acronym DEI several years ago and we support organisations on their DEIB strategy and people who are DEIB leaders).

This shift means:

Expanding our work beyond education into workplaces and communities.
Developing tools and training that help people cultivate belonging, not just talk about diversity.
Measuring impact not only by who is at the table, but by who feels seen, heard, and valued.

Looking Ahead

This is not a departure from our roots – it is a deepening of them. The Belonging Effect is the natural evolution of everything Diverse Educators stood for.

We are excited to step into this new identity with you – our community, our collaborators, and our champions. Together, we will keep creating spaces where everyone belongs and can thrive.

Inter Faith Week

Written by Sarah Bareau

Regional Advisor with Jigsaw Education Group. Primary teacher and RE Lead.

Inter Faith Week takes place annually in November and many places of worship open their doors to the wider public. But what does ‘interfaith’ actually mean and is there a place for it in our schools?

Interfaith refers to encounters that aim to increase understanding between people of different faith groups. Whilst the term ‘faith’ implies religious belief, interfaith is increasingly inclusive of those with non-religious worldviews.

Interfaith work supports many schools’ values, especially those that are centred on empathy, kindness, community or diversity. It’s an opportunity to enrich pupils’ cultural capital and personal development: by learning about the beliefs and traditions of others, we better understand and refine our personal worldview.

This year’s theme is ‘Community: Together We Serve’. Community is always at the heart of Inter Faith Week and our schools are communities too – including staff, pupils and their families. Interfaith activities provide opportunities to explore a wider range of worldviews than the standard RE curriculum allows. They can be both a mirror to reflect pupils who are under-represented and a window through which to encounter unfamiliar beliefs and lived experiences.

One starting point is investigating census data relating to religion. As well as looking at recent statistics, consider previous years and what they might look like in the future. For example, currently 6% of the UK population identifies as Muslim, but this rises to 10% in the 5-15 age range (source: https://mcb.org.uk/resources/censussummary2025/).

Service is also an integral part of this year’s theme. Each year, Inter Faith Week takes place just before Mitzvah Day, a Jewish-led day of social action, which now includes people of all faiths and none. The original meaning of ‘Mitzvah’ is a commandment from God. It has also come to mean an action to carry out the commandment, doing good and helping others. This contributes to Tikkun Olam (repair of the world), which comes from an early Jewish code called the Mishnah.

This year’s theme could inspire you to explore practices rooted in service across diverse worldviews e.g. Sewa (in Sikhi and Sanatana (Hindu) Dharma) and Zakat (in Islam). You could look at examples from religious texts, such as Jesus washing the feet of his disciples at the Last Supper, and non-religious stories, such as The Starfish Thrower, thinking about how these might inspire people’s actions today.

What are the challenges of interfaith encounters?

The most meaningful interfaith work includes holding challenging conversations around areas of disagreement. This needs to happen within a safe space, where participants show respect to those with a different point of view. It is important to ensure such interactions end with repair and reconnection. This could be achieved by returning to shared values and acknowledging each person’s identity beyond their religious or non-religious beliefs.

It can also be challenging to find authentic representation of different faiths when the school or local community is not diverse. See if there is an existing interfaith group in the area, reach out to local RE advisors and explore online resources such as the RE Hubs website.

Planning meaningful interfaith work in schools

Contact theory (or contact hypothesis) was proposed by Gordon Allport in 1954 and continues to be used to facilitate encounters between members of different social and cultural groups, with the goal of increasing understanding between them. There are four key features of effective practice:

Equal status of participants

In the classroom, this includes setting expectations for respectful curiosity and recognition that everyone has their own identity and point of view, whether that is informed by a religious or non-religious worldview or not.

A common goal

Effective interfaith work has an intended outcome. It’s an opportunity to draw together learning about different worldviews under a theme, allowing differences of beliefs and practices to be acknowledged within a shared context. Outcomes could include artwork, creative writing, oral presentations or action such as fundraising or litter picking.

Intergroup cooperation

Collaboration and cooperation are essential life skills. Groupings for interfaith experiences should ensure that young people work with those from different backgrounds to achieve together. Depending on the age of pupils, varying levels of adult support may be needed to ensure all members of the group are able to participate and succeed.

Support of authority beyond the group

Inviting the Head Teacher, a member of SLT or a governor to take part in the session or speak to young people afterwards demonstrates how the school values interfaith work. Young people could also present their experiences and learning to other year groups or to parents.

Just as schools embed anti-bullying work year-round, so too can interfaith become a regular part of the curriculum. In addition to Inter Faith Week, opportunities include World Religion Day in January, and festivals celebrated by communities represented in the school and local area.

Further resources

Jigsaw Education Group are please to share free resources to help your school engage in Inter Faith Week. Visit our website for more information: https://jigsaweducationgroup.com/resources/

For additional resources for schools, visit https://www.ifw4schools.co.uk/

More information about Mitzvah Day can be found here: https://mitzvahday.org.uk/

The census data for England and Wales from 2021 can be found here: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/religion/bulletins/religionenglandandwales/census2021

Disagreeing Well in The Age of Disconnect

Written by Dr Lalith Wijedoru

Dr Lalith Wijedoru loves stories with impact. He is a coach, public speaker, and facilitator who harnesses the connecting power of stories to improve social health and emotional wellbeing. In his former career as an NHS consultant paediatrician in emergency medicine, he was part of multiple national award-winning teams in staff engagement using this storytelling approach. Lalith's storytelling consultancy Behind Your Mask now supports employees across multiple work sectors including tech, law, finance, education, healthcare, and the arts.

It’s the interview question that every medical school applicant is expecting to be asked: “Why do you want to be a doctor?” All around the world, aspiring doctors like me somehow managed to say in one way or another: “I want to help people.” Thankfully, University College London (UCL) Medical School gave me the chance to prove it.

As a paediatrician, I played a crucial role in the health of children by providing treatment, preventing disease and injury, and advocating for them. My medical training made me well-versed in the interplay between mind (mental health) and body (physical health).

The coronavirus pandemic was a tsunami that swept disconnect across the planet. Restrictions on our movement outside the home with limited exercise affected all of our physical health. The seismic shift to online working and video conferencing affected our mental health. For me, the biggest impact was social distancing. That had a detrimental effect on our social health.

Social health is our ability to form and maintain positive relationships: those which are healthy and meaningful. Relationships can be with friends, neighbours, and our work colleagues. Our physical, emotional, and spiritual wellbeing depend on strong social bonds with others. Social distancing and remote working threatened our ability and need to deepen human connections.

When we say ‘find your tribe’, we are harking back to our animal ancestors who recognized there was great safety in surrounding ourselves with those who looked and acted like you. Things that were different represented danger, a potential threat. Xenophobia has clear evolutionary roots linked to survival. There is a sense of unity and belonging when you surround yourself with people who share facets of your identity. People who get you in some way. Others who understand you.

Our modern world has become far less segregated than the rest of the animal kingdom. The diversity that has always been there now, for the most part, co-exists in far closer proximity with far greater visibility than ever before. Social connectivity is far from homogenous, but for all the benefits of living in a diverse community, it comes with its challenges.

Diversity is not just in the more obvious visual protected characteristics of ethnicity, gender, or age. It also means diversity of thought, opinion, and belief. With that comes the potential for clash, conflict, and disconnect. So how can we cultivate meaningful relationships in a world that is disconnected ideologically and politically whilst connected digitally?

The vitriol that is not uncommonly seen on social media, the emotional and physical hostility that plays out in protests and counter-protests, and the division that is preached by certain political leaders all fan the flames of discontent, disagreement, and disconnect. People screaming their opinions at each other without consideration to what someone else has to say. Putting fingers in their ears while reciting ‘la-la-la-la’ to block out alternative views. We live in an age of not listening.

I love my alma mater for many things, but in the decades since graduating I am particularly proud of one of its recent initiatives. A campaign called Disagreeing Well. It includes a public panel discussion series, a podcast called The Bridge, and online courses on critical thinking for diverse communities where conflicting opinions and ideas exist and are expressed.

One of the things I learned from the campaign’s public series was the concept of epistemic humility. Being humble with your assumptions about your own knowledge. Recognizing that your understanding of the world is incomplete. Aware that as a consequence, you may not perceive things as clearly as you think you do.

One of the skills to promote disagreeing well is to listen carefully to each other. Listen with the intention to truly understand someone’s lived experience. Listen not with the intention to reply, fix, or criticize. My storytelling consultancy was born out of a time of great disconnect. I strive to create spaces and opportunities for us to truly listen to each other. To listen to our true, personal stories without interruption, without fear of judgment or reprimand or insult.

So what would my medical school interviewee-self think of the doctor I became? I may not be helping paediatric patients and their families with their physical and mental health anymore, but I am certainly helping people with their social health. Stories have the power to educate, engage, and inspire. One of the powers of stories that I like the most are their powers to connect. We can agree to disagree, but through stories we can kickstart respectful conversations that inevitably lead us to find the things that we do agree on. And that can only be a good thing for diversity.

The Importance of Accessibility in Schools for Pupils and Staff

Written by Steve Morley

Stephen Morley, (He, Him). Member, The Institute for Equity. Member, International Association of Accessibility Professionals.

Accessibility in schools is more than just ramps, lifts, or larger print—it’s about ensuring that every pupil and staff member has equal opportunities to learn, teach, and thrive. An accessible environment removes barriers, both physical and digital, and fosters inclusion across the entire school community.

For pupils, accessibility means being able to participate fully in lessons, activities, and social life. Whether through assistive technology, adapted resources, or thoughtful classroom design, accessibility helps ensure that no child is left behind. It gives every student the confidence to contribute, grow, and succeed.

Recently my team and I carried out one of our accessibility building audits at the amazing The King’s School, Canterbury.

It was a pleasure to welcome a new member to our accessibility audit team in Abi James-Miller

Abi brought her lived experience as a visually impaired person and provided considerable insights into utilising AI and innovative technology to enhance the teaching and learning experience in schools and colleges.

Together with our regular team member Bryan, who is a wheelchair user, we were made incredibly welcome as we visited this wonderful historic school.

It is brilliant to see Kings so engaged in striving for inclusion. Working with us to identify barriers, physical, sensory, and physiological and ensuring that pupils, and visitors are made welcome and feel included.

For staff, accessibility matters just as much. Teachers and support staff who face barriers—whether due to mobility, hearing, vision, or neurodiversity—need inclusive workplaces that allow them to perform at their best. This not only supports their wellbeing but also enriches the school by valuing diverse perspectives and talents.

Ultimately, accessibility benefits everyone. When schools commit to designing inclusive environments, they create cultures of empathy, respect, and fairness. This isn’t just about compliance with regulations—it’s about building communities where everyone belongs and has the chance to reach their potential.

Whose Values Are They Anyway?

Written by Adrian McLean

Ambassador of Character, Executive Headteacher, TEDx Speaker, BE Associate Trainer & Coach, Governors for Schools Trustee, Positive Disruptor

This blog is based on a provocation I gave to the Practical Wisdom Network to the question of “Whose values are they anyway?” I approach the provocation through the character lens of practical wisdom.

Walk into any school or scroll through a Multi-Academy Trust’s website, and you’ll see them: Respect, Aspiration, Ambition, Integrity, Courage. Neatly framed, laminated and polished like a branding exercise.

But a question should haunt us: Whose values are they anyway? Who decided that these specific words should shape the daily culture, decisions and futures of an entire community? To answer this, we need to understand the difference between values and virtues and, most importantly, the practice of practical wisdom.

Practical wisdom isn’t just book smarts; it’s life smarts. It’s the ability to do the right thing, at the right time, in the right way, balancing rules with humanity. It’s the skill of making good decisions in messy, real-life situations – choosing what’s good, right, and true, not just what the rulebook says.

Values are the principles we declare we hold, like claiming to value our health. But virtues are the habits that make those values real. If health is the value, then virtues like self-discipline, perseverance, and temperance are what turn it into a daily practice. Self-discipline is choosing a walk over crashing out on the sofa; perseverance is showing up to the gym on the days you just don’t feel like it; temperance is enjoying food without swinging into excess. Put simply: values are what we say, but virtues are how we live, especially when it’s difficult.

Who Decides?

In practice, values are almost always handed down. A trust board. A group of senior leaders. Sometimes, one headteacher with a vision. But how often do we invite students, families, or associate staff into the process? How often do we open the doors to the community whose children will live with the weight of these words? Too rarely. Values are often written in a room by people who will not face their consequences. If that doesn’t unsettle us, it should.

Take, for example, “British Values.” They didn’t emerge from a national conversation; they were written into statutory guidance in 2014 following the “Trojan Horse” affair in Birmingham schools; a moment laced with political anxiety about extremism, identity and belonging. They were less the fruit of civic reflection and more a defensive assertion of national identity.

When one-size-fits-all national values are imposed on a plural, multicultural nation, the risk is that they flatten nuance and erase lived realities.

What does “democracy” mean to a young person who has never seen their community represented in positions of power?
What does “rule of law” mean to families who feel over-policed yet under-protected?
What does “individual liberty” mean when opportunity is unevenly distributed and discrimination silently closes doors?
What does “mutual respect and tolerance” mean when some identities are merely “put up with” (not representing the true meaning of tolerance), not celebrated or centred?

From a DEIB perspective, this is not neutral ground. British values often land less like a common commitment and more like a top-down script. Practical wisdom reminds us that to live well in community is not about repeating someone else’s script but cultivating the virtues to navigate complexity, difference and difficulty with integrity.

Values vs. Virtue

Aristotle taught that true flourishing wasn’t about abstract ideals but about virtues embodied in practice. As philosopher Alasdair MacIntyre notes, a value on the wall is just a word. A virtue lived out is a habit formed through struggle and character.

Integrity isn’t a poster; it’s the painful choice to tell the truth when it would be easier to conceal it. Empathy isn’t a slogan; it’s the practiced attention to the quiet child in the back row who carries the weight of the world. Without virtuous practice, values are just advertising, not meaning.

What’s Good, Right, and True?

Schools often claim they are places where children learn what is good, right, and true. But these words are slippery. What counts as good for one community may not for another. What is right in an affluent suburb may not be in a town hollowed out by unemployment. And truth, let’s be honest, is never neutral. Curricula are choices. Discipline policies are choices. Definitions of success are choices. Those choices reflect particular cultural and political traditions, not universal truths.

This is why DEIB cannot be an “add-on.” If our values exclude or silence the lived experiences of children from different racial, cultural, religious, or socioeconomic backgrounds, they are not values. They are exclusions dressed up in nice fonts. Belonging is not assimilation into someone else’s values; it is co-creating values that are genuinely shared.

Flourishing. Defined by Whom?

Too often, the system narrows flourishing to one measure: exam results. Grades are the currency of human worth, but here’s the paradox: the system itself is designed to prevent everyone from “succeeding.” Significant numbers of children will always be labelled “below standard” because that’s how exams are normed. The Department for Education’s media guidance is instructive:

If results go up, its proof policy has raised standards.
If results go down, its proof policy has raised standards.

A neat trick. But let’s be clear: nobody becomes better at maths simply by sitting a harder paper, especially if they ‘fail’ it. Yet this is the frame in which “flourishing” gets defined: harder benchmarks, narrower outcomes, national straplines.

So if flourishing is defined only by grades, or boxed into compliance with a centrally imposed set of British values, then flourishing is not about children at all. It is about alignment and fitting in. It is about living up to someone else’s story of what counts as good, right, and true.

That is not flourishing. That is conformity.

Pathways for Co-Creation

So, what is the alternative? Practical wisdom points us toward a different path:

Co-creation with communities: Values forged through dialogue with students, parents, staff, and local voices; not handed down as final.
Virtue in practice: Schools embedding habits of integrity, courage, empathy, and service in daily routines and structures; not as posters but as pedagogies.
Flourishing as dignity and contribution: Schools are judged not only on exam results but on how their students leave with the capacity to live lives of meaning, purpose, and contribution to the common good.
Local nuance, national honesty: Acknowledging that “British values” are not universal values, but one political frame; opening space for communities to shape how values are lived in their context.

The Dare

So here’s the provocation: Whose values are you really living by?

Are they values chosen in Whitehall and laminated in your corridors?
Are they values written in a boardroom and handed down like policy?
Or are they values forged, tested, and lived in the daily practices of your community?

The dare is this: stop treating values as safe branding. Start treating them as dangerous commitments. Dangerous because they demand something of us. Dangerous because they unsettle power. Dangerous because they might actually make our schools places where all young people, not just the ones who fit the script, can truly flourish.

I’ll leave you with the question, not as comfort, but as a challenge:

Whose values are they anyway? Are you ready to change the answer?

Celebrating ESEA Heritage Month: Building belonging for every student – and why it matters right now

Written by Yasmina Koné

Yasmina is Deputy Lead of Hemisphere Education, a multi award-winning platform improving racial and cultural literacy in schools. She’s spearheading Hemisphere’s adoption in the UK, building partnerships with leading schools, education partnerships and multi academy trusts. Prior to Hemisphere, Yasmina held senior roles at one of London’s top 10 start-ups, Beam, and Magic Circle law firm Clifford Chance. Profiled by the BBC and The Lawyer, her work has also led her to speak in Parliament. She combines strategic acumen with a commitment to social justice and is passionate about the education sector’s role in creating a more inclusive society.

Originally shared by Hemisphere in the HMC blog on 18/09/2025.

School shapes our values. They’re places where young people learn how to treat one another, how to build community, how to agree and disagree respectfully, and how to challenge prejudice when they see it. At a time when division dominates the headlines, schools can help to foster understanding and empathy, creating safety and belonging.

With East and South East Asian Heritage Month underway and Black History Month around the corner, this is a timely opportunity to help every student to feel that they belong.

“Having exposure [to cultural celebrations] helps me to see people who are from the same background as me and feel less like the odd one out… [it helps me see] that it’s normal to celebrate these events and that I can be proud of them.” Source: Hemisphere research, 2024

This is what belonging feels like: being seen, celebrated, included and proud of who you are. Research consistently highlights four key areas where belonging makes a measurable difference to outcomes:

Attainment: Pupils who feel they belong are more motivated, engaged, and achieve stronger grades.
Wellbeing: Belonging boosts self-esteem and resilience while supporting better mental health.
Attendance: Pupils with a sense of belonging are less likely to disengage, miss school, or drop out.
Harm reduction: Belonging protects against bullying and social exclusion, helping pupils feel safe and valued.

Source: “School Belonging: A Literature Review” (March 2024). Commissioned by the National Children’s Bureau and conducted by researchers at Goldsmiths, University of London. A review of international and UK-based evidence on school belonging that synthesises research on how belonging is defined, measured, and influenced.

Belonging isn’t built by policy alone; it comes from understanding the specific experiences of different pupil groups. Small changes in everyday practice can make a powerful difference to pupils’ sense of belonging.

Hemisphere’s latest programme explores how you can support students of Chinese ethnicity to feel that they belong. The British Chinese population encompasses vast cultural, linguistic, socioeconomic, and generational differences. It includes people descended from mainland China, Hong Kong (‘Hong Kongers’), South East Asia, the Caribbean, and elsewhere. People who were born in the UK, and people who migrated here.

We share key insights from our research – and the simple actions you and your staff can take – below.

Research insights: Chinese heritage

While Chinese children are one of the highest achieving groups in the UK, they also face high levels of racist abuse and stereotyping. 86% of the students we interviewed had experienced racist banter and jokes. 41% told us that they felt overlooked by teachers who they thought assumed they were “fine” because of their ethnicity. “Positive” stereotyping can conceal real issues and result in unmet needs.

Here are three actions every member of staff can take to support Chinese students:

Challenge assumptions: tackle the “model minority” myth so that no child’s needs are hidden behind stereotypes.

Get to know the children you teach: take time to understand each child as an individual and recognise the diversity within the UK’s Chinese community.

Strengthen representation: ensure your curriculum and resources reflect all pupils’ identities positively, so every child can see themselves in the classroom.

To support schools, we’ve created a one-minute clip from our film on the history of Chinese Britons. Understanding how this heritage is woven into our national story makes it easy to see why representation matters – and how recognising it can transform a pupil’s sense of belonging.

Watch this clip, read more about the actions you can take, and download a resource to share with colleagues here.

Schools that invest in belonging are investing in better outcomes both in and outside the classroom: stronger academic results, better wellbeing and relationships, wider opportunities – and a more cohesive, inclusive society.

Deficit Language: The Invisible Barrier We Do Not Talk About

Written by Hannah Wilson

Founder and Director of the Belonging Effect (formerly Diverse Educators).

We do not just describe people with our words – we define their possibilities. And sometimes, we unintentionally define them by what they lack. Too often, the language we use to describe communities puts the blame on individuals instead of the systems that fail them. This is what we call deficit language.

Why is Deficit Language Problematic?

As we strive to become more inclusive, we really need to consider the language we use and consider if it is a tool for inclusion or a weapon for exclusion. We choose our words to speak out loud our thoughts – language selection gives us agency and we need to be conscious about what we say and how it lands as there is often a gap between our intention and our impact.

In schools and workplaces we can fall into the trap of using deficit language to define and categorise people – it is problematic as it leads with what people are not, as opposed to leading with what they are. It highlights their barriers, instead of celebrating their strengths.

Definition: The word deficit comes from the Latin deficit meaning “it is wanting.” A deficit is characterised by the wanting of something missing – e.g. deficit (noun) is the property of being an amount by which something is less than expected or required.

How Do We Shape Intention into Impact?

When we talk about people, the words we choose matter. They do not just describe reality – they shape it. Deficit language is one of the most common, yet often overlooked, ways language reinforces stereotypes and limits opportunities.

Deficit-based language frames individuals, groups or communities in terms of what they lack rather than what they bring. It emphasises shortcomings, needs, or problems.

Asset-based language focuses on strengths, resources, and potential, using words and framing that promote dignity, confidence, and empowerment. It celebrates difference as a value-add.

Example 1:

It rattles me when I hear educators referring to people on their staff as ‘non-teachers’. This centres the voice and the experience of teachers at the expense of the support staff, the admin staff, the site staff, the catering staff who can be collectively referred to as the operations staff. To open a DEIB training session by welcoming everyone and naming who is in the room, it is both ironic and counter-intuitive, furthermore it undermines the commitment a school is striving to make, when the impact of the language contradicts the intention.

There is nothing ‘non’ about working in a school and being in the majority of the staff who are not the teachers.

Example 2:

It frustrates me when I hear people refer to others as ‘non-English speaking’. This assumes that everyone around the world speaks English and that there is a hierarchy of language. It makes the EAL learner or the multilingual family the problem and negates the value speaking a different language has.

There is nothing ‘non’ about being a linguist and being able to communicate in multiple languages.

Example 3:

It jars me when I hear people refer to others with a darker skin tone as ‘non-whites’. To me this smacks of racial segregation and categorisation. I can’t imagine anyone ever saying can the ‘non-boys’ come over here, or can the ‘non-parents’ go over there? It would get a reaction as it explicitly reduces people and erases their identity.

There is nothing ‘non’ about being racialised as being black, brown or biracial and belonging to the global majority.

Example 4:

It infuriates me on a personal level when people refer to me as being ‘non-married’ and a ‘non-parent’ or childless. This defines me by what I am not instead of what I am. It carries judgment about my lifestyle and my life choices. I am in fact very happy being ‘partner-free’ and ‘child-free’.

There is nothing ‘non’ about being independent, autonomous and self-sufficient.

Why is Deficit Language Harmful?

It Perpetuates Stereotypes: Deficit framing positions people – especially marginalized communities – as inherently lacking. This reinforces harmful biases rather than dismantling them.
It Shifts Blame to Individuals: Instead of addressing structural inequities (like underfunded schools, discriminatory hiring, or systemic racism), deficit language makes individuals appear responsible for circumstances beyond their control.
It Limits Opportunities: Words influence perception. When people are described in deficit terms, decision-makers (teachers, employers, policymakers) may unconsciously lower expectations or overlook talent.
It Shapes Identity: People internalise how they are described. Constantly hearing deficit-based narratives can impact self-esteem, confidence, and the way individuals see their own potential.

How Do We Move Beyond Deficit Language?

We shift from “what’s wrong” to “what’s strong” – by replacing reductive phrases and by choosing our words more carefully.
We highlight agency and resilience – by acknowledging the challenges people face, but also their strengths in navigating them.
We name systems, not individuals – by focusing on the problem itself instead of focusing on the person who is facing the problem.
We ask communities how they want to be described – by respecting that self-identification is key so we need to listen, unlearn and re-learn the language that we use.

The Bigger Picture

Moving away from deficit language is not about being “politically correct.” It is about shifting narratives to more accurately reflect reality, challenge harmful assumptions, and honour the dignity and resilience of individuals and communities.

When we change our words, we begin to change the systems they uphold. Asset-based language celebrates the value that difference brings, whereas deficit-based language puts the problem onto the person and others them.

This approach involves shifting the narrative from problems to opportunities, particularly in fields like education and social services, by recognising and valuing individual and community assets to achieve positive and equitable outcomes.

So as everyone strives to articulate their DEIB commitment, as we become more conscious of who we are and our own lived experience – can we please become more confident in modelling inclusive language and more competent in calling in and calling out language that diminishes others?

Racism is a Safeguarding Issue: Education as a Safe Haven

Written by Chloe Watterston

Chloe is an educator, athlete, and advocate for inclusive, curiosity-driven learning, dedicated to creating spaces where every young person feels safe, valued, and empowered. Her work across mainstream and SEND education, community projects, and curriculum reform is driven by a passion for amplifying marginalised voices and breaking down barriers to learning.

Schools often pride themselves on being safe spaces, yet for many students, they are anything but. Racism in education is not simply a matter of representation or curriculum – it is a safeguarding issue. Children are being radicalised online, marginalised in classrooms, and silenced when they try to speak out. Ignoring racism doesn’t protect students; it perpetuates harm.

When we talk about safeguarding, we picture child protection protocols, online safety lessons, and anti-bullying strategies. But racism is rarely given the same urgency, often treated as a ‘behavioural’ problem rather than a threat to wellbeing. This omission has consequences. Experiencing racism is traumatic: it damages mental health, erodes self-worth, and disrupts learning. And when schools fail to act, they can become complicit in further harm.

We should be challenged to confront that denial and reframe anti-racism as a fundamental safeguarding duty. Decolonising the curriculum isn’t about adding diverse content – it’s about telling the truth: truth about the roots of white supremacy, about global histories and contributions, and about the systemic barriers that harm marginalised children daily.

When schools silence conversations or refuse to acknowledge racism, they create unsafe spaces. Anti-racist practice must become part of safeguarding training, staff culture, and classroom discussions. Students should never feel their identity is ‘too political’ to discuss or their experiences are ignored.

The Scale of the Problem

The numbers are stark:

In 2019, the NSPCC reported that incidents of racial abuse and racist bullying of children had risen by a fifth within four years.
In 2021, the Guardian reported that UK schools recorded 60,177 racist incidents in a five-year period (Anti-bullying Alliance)
A 2020 World Economic Forum report found 95% of young Black British people have witnessed racist language in education. (Forum)
According to the Department for Education, Black Caribbean pupils are up to three times more likely to be excluded than their white peers (gov.uk).

Yet, many schools still treat racist incidents as isolated behaviour problems rather than safeguarding red flags.

Why Racism is a Safeguarding Concern

Radicalisation Risk: Extremism targets isolated, angry, or vulnerable children, grooming them with online narratives that can spread through classrooms.
Chronic Trauma: Racism’s impact isn’t a one-off bruise – it creates long-term psychological harm, raising rates of anxiety, depression, and physical health issues.
Unsafe Environments: When students see racism dismissed or ignored, they stop reporting it. Silence doesn’t mean equality; it signals danger.

A child who doesn’t feel safe being themselves is not safeguarded. Schools must explicitly name racism in safeguarding policies and act with urgency.

Moving Beyond Performative Action

Assemblies and diversity displays are not enough. Anti-racist practice must be embedded into school culture. Senior leaders should model vulnerability, showing staff and students that it’s okay to feel uncomfortable when confronting prejudice. Teachers must be empowered to respond to racism confidently, while safeguarding teams must be trained to treat racist abuse with the same seriousness as other forms of harm.

Practical Steps for Schools & Teachers

Embed Anti-Racism in Safeguarding Training
- Include racist bullying, harassment, and microaggressions in safeguarding protocols.
- Train staff on how to document, escalate, and resolve cases effectively.
Create Anonymous Reporting Channels
- Allow students to report racism through secure, anonymous forms or ‘trusted adult’ programs.
- Ensure reporting leads to visible action to build trust.
Audit School Culture and Discipline
- Analyse sanctions, exclusions, and behaviour logs for racial bias.
- Survey students on whether they feel safe and valued.
Actively Celebrate Identity
- Representation shouldn’t be tokenistic or restricted to a single month. Displays, assemblies, and lessons should celebrate diversity all year round.
Partner with Communities
- Collaborate with local advocacy groups, parents, and faith leaders to create a united, culturally competent safeguarding network.

Long-Term Steps to Discuss and Implement

Mandatory Racial Literacy and Trauma-Informed Training
- Establish ongoing professional development for all staff, governors, and leadership teams.
- Include practical anti-bias strategies, restorative approaches, and equity-based leadership skills.
Curriculum Reform and Decolonisation
- Conduct curriculum audits to identify gaps, Eurocentric bias, and opportunities to embed global histories and diverse voices across all subjects.
- Create working groups that include teachers, students, and parents to co-develop inclusive resources.
Embed Equity into School Policies
- Ensure behaviour, uniform, and attendance policies are reviewed annually for cultural bias.
- Introduce an anti-racism charter, making equity a measurable school-wide goal.
Equitable Recruitment and Retention
- Develop strategies to hire and support staff from marginalised backgrounds.
- Introduce mentorship programs and leadership pipelines to diversify senior leadership teams.
Student Voice and Leadership Structures
- Formalise pupil-led diversity and equity councils with genuine decision-making power.
- Include students in policy discussions, curriculum planning, and cultural initiatives.
Partnerships with Universities and Cultural Organisations
- Collaborate with museums, archives, and community-led organisations to integrate local and hidden histories into learning.
- Use these partnerships to expand professional development opportunities for staff.
Data-Driven Accountability
- Track racial disparities in exclusions, attainment, and access to enrichment opportunities.
- Publish anonymised annual reports to maintain transparency and measure progress.
Wellbeing Infrastructure
- Create a system of proactive pastoral care to address the emotional toll of racism on students and staff.
- Offer external counselling, mentoring, and safe spaces for reflection and healing.

Authors, Poets & Works to Teach

Bringing diverse voices into the curriculum is a powerful anti-racist action. Consider introducing:

Akala – Natives: Race and Class in the Ruins of Empire (critical nonfiction for older students).
Kayo Chingonyi – Kumukanda, a tender and nostalgic collection exploring Black identity, masculinity, and heritage.
Malorie Blackman – Noughts & Crosses series, a compelling exploration of racism and justice.
Claudia Rankine – Citizen, poetry that captures microaggressions and systemic inequality.
Dean Atta – The Black Flamingo, a verse novel celebrating identity and self-expression.
Benjamin Zephaniah – Poems such as The British, exploring multiculturalism and belonging.
Patrice Lawrence – Orangeboy, a gripping novel about youth identity, loyalty, and race in the UK.

Did You Know?

Britain’s multicultural history long predates Windrush:

John Blanke: A Black trumpeter in Henry VIII’s court, documented in royal artwork and paid a musician’s wage in the 1500s.
Mary Prince: The first Black woman to publish an autobiography in Britain (1831), a pivotal voice in the abolition movement.
Walter Tull: One of Britain’s first Black professional footballers and the first Black officer to lead white troops in WWI.

These stories remind us that diversity isn’t new – it is woven into Britain’s history.

Call for Support

Safeguarding means every child feels safe to exist as themselves. Parents, governors, and communities need to be part of this conversation. Anti-racism is not a ‘school initiative’; it goes beyond the gates. Schools should partner with grassroots organisations, listen to marginalised voices, and build trust that extends into families and local communities.

The stakes are too high to ignore. Racism must be treated with the same gravity as abuse or neglect, because its effects can be just as devastating. Schools are in a unique position to interrupt these cycles by becoming proactive, empathetic, and brave. Yet, policymakers must back this with funding, training, and clear frameworks, but every teacher already has the power to make a difference:

Believe students when they share their experiences.
Advocate for systemic change.
Build safe, inclusive spaces where every voice is valued.

Schools are uniquely placed to break cycles of harm, disrupt extremism, and model empathy for the next generation.

A motto to guide your practice after this reading: Safety is not silence; true safeguarding starts with uncomfortable truth.

Belonging in the Classroom: responding to a divided world

Written by Zahara Chowdhury

Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.

It’s a Sunday morning—my favourite time of the week. Coffee in hand (with collagen and creatine, of course), I wander around the house while the kids are already asking for ice cream, Lego time, and the TV (yes, it’s only 8am). Usually, this part of the day comes with a little doom-scrolling, some memes, and a few oddly satisfying cleaning videos. But today feels different.

As I scroll, I’m pulled into two completely different worlds. On Instagram, images from Tommy Robinson’s Unite The Nation march flood my feed. The night before, I found myself double-checking the doors and windows—just in case. On LinkedIn, meanwhile, notifications are pinging from the brilliant Anti-Racism Conference, hosted by The Black Curriculum and Belonging Effect. Two events. Same time. Same city. Entirely different realities.

It’s hard to put into words what many of us—especially those who are ‘othered’—are carrying right now. When I speak to friends and colleagues, the feelings range from sadness and fear to resilience, resistance, and even indifference. For me, the world feels both tragic and surreal. I’m tired and frustrated. But I’m also hopeful.

One book that always grounds me is The Courage of Compassion by Robin Steinberg. It reminds us that courage means listening deeply, even to those who are different from us—or against us—and meeting that difference with compassion.

And yet, there’s an uncomfortable truth here. Too often, minoritised communities are expected to model empathy and moral “goodness,” as if our belonging depends on it. That expectation is unfair. Still, when I think about it, many of us would still choose courage, compassion, and calm clarity—because that’s who we are.

Yesterday’s conference reaffirmed why education matters so much in moments like this. Now more than ever, educators, schools, and communities need to unite and connect. This isn’t just about curriculum—it’s about safeguarding, wellbeing, and ensuring every student feels safe, included, and able to thrive.

How Schools Can Respond

Address the elephant in the room.

Some students and staff will feel anxious or upset about the march. Others may feel proud. Many won’t have noticed at all. But silence sends the wrong message. Even if only a few people are directly affected, everyone benefits when schools acknowledge what’s happening.

David Hermitt, former MAT CEO, once told me: teachers, at their core, want to do the right thing. They care about their students and about society. That care means opening the conversation.

You might:

Share a short message with tutors, acknowledging the march and reiterating your school values—respect, inclusion, safety.
Create space for discussion, whether through tutor time or optional drop-in sessions.
Adapt to your context—no one knows your students better than you.

Keep parents in the loop

A simple message goes a long way. Reassure families that student safety remains your priority. Remind them of your school values. Invite them to share concerns—listening to parental voice is valuable, even if it feels daunting.

Harness parental representation

Cultural representation in schools makes a lasting difference. Pamela Aculey-Kosminsky recalls her mum coming into school in traditional Ghanaian dress, sharing food and heritage. My own mum did the same, later becoming a governor. These grassroots connections build community in powerful ways.

Connect with community leaders

Reach out to local faith leaders, organisers, and community champions. They can humanise difficult issues, counter misinformation, and build bridges between groups.

Invest in staff confidence

Staff need space to prepare for conversations around race, politics, and inclusion. It’s not always easy to make room for CPD, but it pays off in the long run—both for teachers and students.

Finding Hope in Difficult Times

The world feels overwhelming: the Unite The Nation march, the ongoing genocide in Gaza, violence in Sudan and Congo, the murder of Charlie Kirk, the sexual assault and attack on a Sikh woman told she “does not belong,” ICE raids, the memory of George Floyd and Sarah Everard. It feels dystopian.

But maybe hope isn’t naïve. On a global scale, things feel broken. But on a local scale, in our schools and communities, we still have power. We can create safe, compassionate spaces, even when the world feels anything but.

If you’re wondering where to start, here are a few resources that can help:

https://amzn.eu/d/2Y6BY9e (The Diverse Curriculum)
https://amzn.eu/d/adrYCr5 (Creating Belonging in the Classroom)
https://amzn.eu/d/h35uFpN (what do you think?)

This is an ongoing conversation and work we need to do collaboratively. If you have any resources or best practice examples, please share them. If you have questions or need support, please reach out—we are here to support, advise, or simply to have a chat.