Nurturing Student Growth
Written by Rachida Dahman
Rachida Dahman is an international educator, a language and literature teacher, and an educational innovator. She started her career in Germany as a teacher trainer advocating the importance of relationships above academics. She then moved to Luxembourg where she teaches German language and literature classes to middle and high school students. She is an award-winning poet, co-author of the best-selling book, ATLAS DER ENTSCHEIDER Entscheiden wie die Profis- Dynamik, Komplexität und Stress meistern.
As educators, we often encounter students who challenge the structures and expectations imposed upon them. These students, who may not fit neatly into standardized molds, compel us to reconsider how we approach learning and behavior. Much like many of our students, there are times when we, too, long to respond with greater patience, understanding, and freedom from ingrained patterns. The complexities, emotions, and individuality of each student are not hindrances but crucial elements of a deeper, more meaningful educational experience. It is essential for us, as educators, to defend and embrace these qualities, even in a world increasingly driven by simplification and conformity.
The Role of Schools
Our schools find themselves in a profound dilemma, and this is reflected daily in their operations. What they have lost in recent years is not only method but also mindset: the opportunity for true engagement, for respectful dialogue between teacher and learner, has in many places been replaced by a culture of acceleration. With the introduction of tablets, the human counterpart—the teacher—has been increasingly replaced by interfaces, overstimulation, and self-directed project work. Teachers recede into the background. Not because they are less important, but because the space for relational presence has eroded. And yet this is precisely what children need: a true counterpart. A voice that explains, resists, supports—and yes, sometimes confounds. A presence against which they can push and, in doing so, grow. Whether in the classroom or at home. Learning is not mere data processing. It is a dialogical process, one that requires friction, attention, and relationship. And yet, feelings continue to be perceived as disruptions rather than as language.
A Case in Point: Misophonia
Imagine this: a student, age 9, repeatedly leaves the classroom. The teacher, exasperated, records “disruptive behavior” in the class register. Classmates shake their heads. This student often weeps, quietly, in secret. The cause? The sound of chalk scraping the blackboard causes them physical pain. So does the click of pens. Months later, they are diagnosed with misophonia, a neurological condition in which the brain processes certain everyday noises as stressors, akin to danger signals. This is not a matter of upbringing, but biology. This student stands for countless children whose nervous systems function differently. Many are highly sensitive, open to stimuli, easily overwhelmed. The resulting tension often manifests physically or emotionally, not as defiance, but as a cry for help. Here lies the crux: what we so often interpret as problematic behavior is, in truth, a sign of overwhelm, not rebellion.
In our classrooms sit thousands of children like this student, for whom chalk squeaks are torment. And rather than support, they are given labels: troublemaker, dreamer, problematic child. Yet these children are not deviations, they are indicators of where the system fails.
I recall a moment that encapsulates this dilemma. During a school conference, a senior staff member said to me, “Emotions have no place here (in school).” That sentence not only reveals a deep-rooted fear of the living, but also the difficulty of defending humanity in institutional spaces. Such notions are not merely outdated; they actively obstruct progress. Not just the development of our children, but of the entire system. Because emotions are not obstacles to learning, they are the very foundation of any authentic educational relationship. Without them, we are left with administration, not education.
Supporting Sensory-Sensitive Students
- Shift from labeling to listening: If a student repeatedly leaves the room, the behavior is often marked as “disruptive.” Ask instead, What is this child experiencing internally?
- Identify triggers: Sounds like clicking pens or scraping chairs may be physically painful for misophonic students. Notice patterns and name them with the student, not over them.
- Create safety zones: Offer quiet corners or “calm stations,”not as punishment, but as places for self-regulation and agency.
- Use validating language: Say things like, “I can see this is hard for you. Let’s find a way together.” This reframes the classroom as a space of relationship, not control.
- Collaborate with caregivers and professionals: Sensory processing differences are not discipline problems. While diagnosis may help, daily support begins with you.
When these realities are ignored, schools become sites of deprivation and of subtle violence. But when they are recognized, classrooms become spaces of repair.
Classrooms as Emotional Architectures
School can serve, not only as a site of academic instruction, but as an emotional architecture, a structured space where feelings are not only expressed but entangled, displaced, and ultimately transformed through relational dynamics. Some examples are:
- Parent–teacher storytelling sessions where experiences of conflict or success are jointly narrated and reflected upon.
- Classroom-based emotional literacy routines that help children identify and navigate inner states through language, metaphor, or ritual.
- Collaborative care circles (a variation of restorative practices) that involve students, teachers, and caregivers in discussing emotional challenges without the pressure of “resolution,” but with a focus on recognition and resonance.
- These are low-threshold practices that offer space for reflection and allow children to develop a sense of emotional efficacy and belonging.
The Inner Work of Resistance
In our times, it is of paramount importance to teach children something that often goes unspoken, that the most dangerous path is the one of blind conformity—of falling for vast oversimplifications, whether of a person, a problem, or a system. Children sense when truth is being reduced to something convenient. They feel it deeply, what I would call emotional negative labor which is the quiet, consuming work of learning how to navigate, fit into, or subtly subvert the unspoken rules of a family system or institutional structure. They may not articulate it, but they intuit it—these inner negotiations, the silent effort to belong without betraying the self. Unlike emotional intelligence, which thrives in open, resonant settings, negative emotional labor arises in constricted systems where feelings must be concealed, redirected, or distorted to ensure belonging or avoid conflict. It is not defiance, it is adaptation under pressure. Examples from school contexts include:
- A student smiles and nods, but never speaks in class, afraid their real questions might be “too much.”
- A child forces themselves to endure loud group work although their nervous system feels overwhelmed, then withdraws for hours afterward.
- A teen, praised for being “easygoing,” has learned to suppress discomfort because previous complaints were labeled dramatic or disrespectful.
- A sensitive learner, after weeks of masking sensory distress (e.g., from noise, lights, or proximity), begins showing “unexplained” somatic symptoms like headaches or nausea.
- A student consistently performs well academically, yet feels depleted and detached, school is a stage, not a relationship.
Naming this invisible labor is the first step toward rehumanizing education. To support them, we must cultivate not obedience but discernment. We must help them understand that systems can be questioned, and that complexity is not a threat, but a form of truth.
What Children Truly Need
If we want students to engage with the world compassionately and consciously, we must create spaces where their inner lives are welcomed not in the distant future, but now. Students do not need rigid templates; they need genuine encounters. They need safety and understanding, especially within the school environment, which must be the protective space we offer in a world that is increasingly loud, fast, and uncertain. When that space feels unstable or unwelcoming, it is not the job of schools to control, but to understand. We must become places where inner life matters. Educators, as the key figures in the daily experience of students, play a central role in this transformation. Education does not begin with a set curriculum; it begins with how we listen, how we perceive students’ worlds, and how we respond to their behaviors. We must be attuned to their complexities and defend the space they need to grow authentically. What is needed is not further fine tuning of performance-based curricula, but a broader distribution of reasonable and vital behaviors that focus on equipping students with practical, adaptable behaviors that serve them in a rapidly changing world.
Inclusive leadership - a thought for caregivers
Written by Clare Haly
With a passion for truly inclusive teaching and learning, Clare has a background in education spanning 20 years. During this time, she has led at a senior level in both secondary and primary settings, improving whole school teaching and learning, cross-curricular literacy and staff development, and most recently Inclusion and SEND.
‘It is just so lonely. The playground, work, the other parents, the judgement and assumptions…It’s exhausting, and yes lonely…’
I am not the first person to comment on the complexities of flexible working. Thankfully voices are being raised that are far louder than mine, and there are some welcome shifts where understanding is beginning to seep in, that perhaps the ‘privilege’ of flexible working may actually be more of a necessity.
I get the challenge for leaders in education, I have lived it. We are teachers, we love our jobs, our vocation, our classes, our children. As if the Leadership do not have enough to think about. Children need excellent teachers in front of them, they require, and deserve consistency. But, and there is a but, it is well documented that teachers are leaving in droves, and this is not just because of the intense pressures of the job itself, but because caregiving responsibilities also really matter.
‘Family comes first’
There is no silver bullet or magic formula to help those people who find themselves in complex situations managing multiple caregiving roles. And this is not about the stereotype of the ‘working mum trying to have it all’. In the case referenced above, the man I speak of is grieving his wife who died suddenly. He has two sons, one aged 4 and the other just 6 months. This father also has an ageing parent, who is also bereaved and living with Parkinson’s disease. The logistical struggle is obvious. The emotional one is enormous. This man is also excellent at his job. One he cannot do well because of inflexibility at work. Imagine if his place of work was one of welcome and joy and a place where he could thrive within the time he could give knowing that that was enough. Instead he is rushed, stressed, apologetic, clock watching, anxious. Is this the premise for excellent output at work? What would the impact be of such a person in front of a class?
Part time does not mean part competent. Working flexibly does not mean working below par. Flexible working can be done well in schools. But it is yet to be the norm. It takes commitment, forward planning, clever recruitment, budgeting, compassion and a willingness to learn. It demands brave leadership with a trust in one’s staff and in oneself. But when successful, the outcomes are overwhelmingly positive. When teachers feel invested in, trusted, valued, they thrive. And the impact of a thriving, calm, indeed happy teacher on their pupils is not to be underestimated. You don’t need me to tell you that.
What I am questioning is how many of us truly practise this duty of care to well-being outside of the appraisal system and think holistically about the people that make our schools what they are, and the circumstances they live with outside of school. The amount of time I hear the well meaning phrases ‘family first’, ‘you must look after yourself’ – but in reality, as a caregiver, how is this meant to become your truth?
‘Middle years’
In Caroline Criado-Perez’ Invisible Women she points out that women in particular, are penalised socially and financially because of the assumed caregiving roles they carry. In our ‘middle years’ particularly, many of us as women, find ourselves not only grappling with the joys and complexities of raising children, but also tending to changing circumstances of family members, for those who become unwell, or the challenges that older age in particular can bring. So this is not about the balance of having children and having a career. This is about having a sense of empathy for the challenges staff face that pull them away from the classroom because they physically cannot be at the helm, rigidly, all the time. We are losing excellent, creative, inspirational practitioners because of a lack of flexibility.
The impact of stress on our educational colleagues and peers is well documented. The job is challenging enough without the guilt, pressure and constant stream of apology or sense of atonement that manifests itself while trying to juggle multiple adult responsibilities. I applaud those companies, institutions and yes, schools moving to acknowledge that life is not linear and that hours cannot always be rigid. But in education there is still some way to go.
Care packages and school clubs of course are invaluable and teachers that are also parents and/or caregivers are of course grateful for the support these services offer. But flexible working responds to more than logistics. Flexible working allows for improved wellbeing, not just time management: togetherness within whatever relationship has the need – in all phases of the caregiver spectrum, time for a neurodivergent child, an elderly parent, an unwell spouse; reflection, respite.
Being a caregiver should not be an alternative to a career in education, and too often teachers have to choose. I believe though that we have enough good educational leaders who have the creativity and courage to find a way to allow, indeed welcome, brilliant teachers back into school flexibly. Again: Part time does not mean part competent, flexible does not mean below par.
If we are to reach our ambition for a truly diverse edu-community then we must always be human first in our approach to how our schools are run. A truly inclusive school will empower their staff through flexible working where it is needed. As ever, it is all too easy to assume we know someone’s story. We must continue to look beyond appearances, there is always more than meets the eye.
My Experience as a Speaker at the Diverse Educators Conference in Scotland: A Step Towards Change
Written by Sadia Hussain-Şavuk
Sadia Hussain-Şavuk, originally a Biology teacher, is now a Diversity, Equality and Inclusion Lead working predominantly with schools within the independent sector providing teacher training, pupil workshops and consultancy in her main area of anti-racism. In addition to this she sits on a number of boards including the BSA/IELA Inclusion Advisory Board and is co-chair of the Curriculum Reforms workstream of the Anti-Racism in Education Programme.
In February, I had the incredible honour of speaking at the inaugural Diverse Educators Conference in Scotland. As the first event of its kind, the conference was a bold and inspiring step towards promoting inclusivity, representation, and meaningful change within education. The atmosphere was charged with energy, optimism, and a deep-seated belief in the power of education to shape a better future for all.
The Power of Positivity
One of the most striking things about the conference was the positivity and passion that the participants brought to the table. Educators from across Scotland, with diverse backgrounds and experiences, gathered together not only to share their ideas but to spark action. There was a sense of unity and purpose that made the event feel more like a movement than a typical conference. As I stood before such an engaged audience, it was incredibly reassuring to see how committed these educators were to making positive changes in their schools, classrooms, and communities. Whether it was promoting inclusivity in the curriculum, advocating for equitable opportunities, or fostering a more diverse learning environment, it was clear that the educators in the room were not just talking about change – they were living it. It’s moments like these that remind me why I became an educator in the first place: to make a difference. And seeing so many others who share that same drive was truly inspiring.
The Challenges We Still Face
Despite the immense positivity, there was an undercurrent of concern that stayed with me throughout the conference. While we celebrated the progress that has been made and the steps that are being taken to make education more inclusive, we cannot ignore the slow pace of change. It is difficult to not feel a sense of frustration when you consider how far we still have to go. Although there are pockets of progress, systemic barriers persist. In many schools, diverse perspectives are still sidelined or tokenised. Too often, young people with marginalised identities still face barriers to success, whether that be in terms of representation, access to resources, or the recognition of their unique challenges. As educators, we know that it’s not enough to simply raise awareness. The real work lies in creating long-term, sustainable change. But when progress is slow, it feels as though we are failing the very students we are meant to serve. The young people of today – those who will shape our tomorrow – are waiting for us to do better. And while I am hopeful for the future, it’s hard to ignore the gap between where we are now and where we need to be.
A Call to Action
The Diverse Educators Conference served as both a celebration of what’s been achieved and a reminder of the work that remains to be done. I left the event with a renewed sense of purpose, but also a deeper understanding of the urgent need for change. As educators, we must keep pushing the boundaries of what is possible. We must continue to challenge the status quo and demand that every child, regardless of their background, has access to a truly equitable education. We cannot afford to wait for change to happen on its own – we must be the ones to make it happen. The diversity, passion, and commitment I witnessed at the conference filled me with hope, but I also know that it will take all of us – working together, side by side – to ensure that the next generation of students can thrive in an educational system that fully supports their needs and potential. In the end, the Diverse Educators Conference wasn’t just a moment of celebration – it was a call to action. It was a reminder that our work is far from over, and that every step we take towards inclusivity and equity is a step closer to a brighter future for all. Let’s not rest until that future becomes a reality.
Championing Diversity Through Literature: Our Pioneering Journey with Lit in Colour
Written by Gemma Hathaway
EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.
At Blue Coat School Coventry, our partnership with Penguin and Pearson through the Lit in Colour project has been transformational. It has reimagined how we engage with English literature, ensuring that the stories we teach truly reflect the diversity of the world our students live in.
As the EDI Trust Lead (Inspire Education Trust), I have been privileged to work alongside the English department in this pioneering project. It’s been about more than simply adding new books to the curriculum — it’s been about fostering a deeper, more authentic approach to inclusion. Through this project, we have embraced the belief that literature has the power to validate identities, open minds, and create communities rooted in understanding and empathy.
Choosing The Empress
As part of Lit in Colour, we made the bold decision to teach Tanika Gupta’s powerful book The Empress at GCSE. Set against the backdrop of British colonial history, the play explores the relationships between Queen Victoria, Abdul Karim, and Rani Das, a young ayah from India.
Choosing The Empress was a courageous move — it challenged traditional literary choices and brought forward voices that have too often been marginalised. As a school community, we knew this would be a bold step, but one that was absolutely necessary.
Shaped by Broader Conversations
Our journey has not happened in isolation. The work of organisations like Diverse Educators, Equaliteach, and the ASCL EDI sub-groups has played a huge part in supporting us to approach this work with authenticity and integrity. Through dialogue, training, and collaboration, we’ve deepened our understanding that genuine change requires courage, reflection, and a commitment to ongoing learning. We have proudly embraced the idea that it’s okay to feel uncomfortable at times — because that discomfort signals that something meaningful is shifting.
Recognition and Gratitude
It was an incredible honour when Pearson recognised Blue Coat School as a Bronze Winner in the ‘Making a Difference’ category of their national awards. This accolade celebrates schools that have gone above and beyond in driving positive change — and it felt like a powerful acknowledgement of the journey we have been on.
We are so grateful to Pearson, Penguin, and the Lit in Colour team for their partnership and encouragement. Their support has allowed us to be bold, to innovate, and to centre pupil voice in every aspect of decision making.
Looking Ahead
But this is only the beginning. We are excited about the ripple effect this work is already creating — not just within our own school, but across the wider education community.
We are currently working with Tanika Gupta to explore adapting The Empress for a live stage production, offering students an even richer, more immersive experience. It’s another way to bring these powerful stories to life, allowing young people to step into the characters’ shoes and truly understand their journeys.
In May, we will be attending a national celebration event in London, where schools from across the country will gather to continue raising the voices of authors who deserve a platform within our curriculums. We hope to encourage other Multi-Academy Trusts (MATs) and schools to review their English curriculums with bravery and vision — to be bold in asking: Whose stories are we telling? And whose voices are we still missing?
At Blue Coat, we believe that every student deserves to see themselves in the stories they study. Through projects like Lit in Colour, we are building a future where every voice matters — and where literature truly belongs to us all.
References:
Distorted Mirrors, Fogged Windows: A Call for Deeper Representation in Education
Written by Tamanna Abdul-Karim
Tamanna Abdul-Karim is Assistant Headteacher responsible for Literacy, Equality and Diversity in an inner city school in Birmingham. She has completed the NPQLL and Masters in Educational Leadership and Management /Level 7 Apprenticeship with the National College of Education. She is an English teacher at heart and her desire to create a sense of equality and justice motivates her. It is through education, she hopes to create impact and leave a meaningful legacy.
The concept of “mirrors, windows and sliding doors,” introduced by Dr. Rudine Sims Bishop, has become a foundational framework in conversations around diversity in children’s literature and multicultural education. In her metaphor, mirrors reflect readers’ own identities and lived experiences, windows offer insights into lives different from their own, and sliding doors allow readers to step into those other worlds, fostering deeper engagement and understanding.
This framework is not only relevant in literature — it has transformative potential across all aspects of school life. From curriculum design and cultural representation to enrichment opportunities and even staff recruitment, it offers a way to embed inclusion and equity into the very fabric of educational settings. When embraced authentically, it cultivates a culture where every student is seen, valued, and empowered.
However, if not approached thoughtfully, these mirrors and windows can distort reality. They can perpetuate stereotypes, invisibilise complexity, and contribute to feelings of alienation, shame, or disconnection — particularly for students from minoritised backgrounds.
A Personal Reflection: Distorted Mirrors, Fogged Windows
As a child of Bangladeshi heritage growing up in inner-city Birmingham in the 1990s, my school experience offered only two narratives about my country of origin: that it was poor and that it flooded. While these facts are not untrue, they painted a one-dimensional picture that deeply distorted both my self-image and my understanding of my heritage.
The mirror I was presented with reflected famine-stricken children, submerged villages, and chaotic streets. The window offered a view steeped in deficit — one that suggested my background was something to be downplayed, or even disowned. As a result, I internalised a sense of shame. I learned to code-switch early: Bengali at home, English at school. I adapted the way I spoke, behaved, even the way I ate — compartmentalising parts of my identity to belong.
What my schooling failed to reveal was a far richer, more complex history. I didn’t learn that before colonial rule, Bengal was one of the most prosperous regions in the world — a hub of culture, trade, and innovation. I wasn’t taught about the globally coveted Jamdani textiles, or that Dhaka was once one of the busiest ports on earth. There was no mention of how British colonial policies contributed to devastating famines, or how Bangladesh achieved independence through extraordinary resilience and sacrifice.
This erasure had consequences. It shaped how I saw myself — and how I believed others saw me. It taught me that some stories are celebrated, while others are sidelined.
Who Holds the Mirror? Who Builds the Frame?
This experience highlights a deeper issue: representation is not just about inclusion, but about how people, places, and histories are portrayed — and who gets to do the portraying.
We must ask: Who is holding up the mirror? Whose perspective shapes the window? What frames are we using to present narratives of identity, culture, and heritage?
It is not enough to simply provide visibility. We must examine the structures — the frames and lenses — through which these representations are filtered. If the frame itself is biased or incomplete, then the images it presents will be equally flawed.
A Call to Educators: From Representation to Reimagination
Educators carry immense responsibility. We are not only curators of knowledge — we are architects of perception. Every decision we make about curriculum, literature, resources, or enrichment shapes the mirrors and windows we offer to our students.
This work requires deep reflection. We must interrogate our own biases, challenge inherited narratives, and resist the temptation to present simplified or tokenistic views of cultures and communities. We need to move beyond surface-level inclusion to truly equitable representation.
This begins with unlearning — with a willingness to revisit what we’ve been taught, and to seek out the histories, voices, and perspectives that have long been marginalised.
Because when children see themselves reflected fully — in all their richness and complexity — they stand taller. And when they’re given a window into the full humanity of others, they grow kinder, more curious, and more connected.
Let us hold up better mirrors. Let us open clearer windows. Let us build sliding doors that do not just invite exploration, but also affirm belonging.
Reimagining School Leadership: Diversity as a Catalyst for Transformation
Written by Krystian McInnis
Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.
The conversation around diversity in education often focuses on students, but one of the most powerful avenues for change lies in rethinking the governance structures that steer the educational experience. School governing boards are not just responsible for overseeing budgets and policies; they shape the very culture and ethos of a school or trust. In an increasingly diverse world, the importance of creating governing boards that reflect the community’s broad spectrum of experiences cannot be overstated.
As the UK’s demographics continue to evolve, it’s crucial that school governing bodies mirror the diversity of the student populations they serve. However, too often, governing boards remain stagnant, with leadership teams failing to represent the multifaceted identities of their school communities. This lack of representation impacts not only the policies implemented but also the approach to leadership and the school culture itself.
The Case for Diverse Governance
The need for diversity on school governing boards goes far beyond a simple call for fair representation. It is about creating governance structures capable of addressing systemic challenges, championing inclusive practices, and ensuring equitable educational opportunities for all students. A governing board composed of individuals with varying cultural, racial, and socioeconomic backgrounds brings diverse perspectives that enrich the decision-making process. As George (2022) notes, diverse leadership fosters innovation, empathy, and policy relevance, qualities that are essential for navigating today’s complex educational landscape.
Research also points to the tangible benefits of diverse boards. Carter (2021) highlights how cultural awareness among board members directly impacts policy priorities and curriculum content, leading to a more inclusive school culture. When governing bodies mirror the student population, they are better equipped to address the unique needs of all learners, from ensuring cultural sensitivity to promoting inclusive teaching practices.
Begum (2020) emphasises that diversity on governing boards isn’t just about policy changes but about student engagement and motivation too. When students see their identities reflected in the leadership, they feel a greater sense of belonging, which directly impacts their academic performance. Moreover, when parents and community members see themselves represented, trust and engagement between the school and its broader community grow, resulting in stronger partnerships that benefit everyone.
Reimagining Leadership for a Modern Education System
The impact of diverse school boards extends beyond the student body to the staff and the broader school community. A diverse governing board sets the tone for inclusive hiring practices and supports the development of a workforce that reflects the diversity of the students it serves. UK school governance has long been dominated by a small group of individuals with limited diversity. It’s time to break free from outdated models and embrace a more inclusive, adaptable leadership structure that can respond to the evolving needs of a multicultural society.
Reimagining leadership means moving away from traditional, hierarchical structures and creating space for a broader range of voices. This isn’t just about “ticking boxes”, it’s about recognising that a more diverse leadership team brings unique lived experiences that allow for a deeper understanding of the challenges faced by students and staff alike. Schools that adopt this mindset create an environment that is flexible, innovative, and, most importantly, inclusive.
From Recruitment to Retention: Building an Inclusive Governance Model
Recruiting diverse members for school governing boards is an essential first step, but it’s far from sufficient. Schools must also invest in ongoing training and support to ensure these members are prepared to be effective contributors. Too often, once new members are appointed, the assumption is that the job is done. In reality however, the work is just beginning. Schools must rethink their induction processes, ensuring that new governors receive the necessary training to navigate the complexities of modern, multicultural educational systems.
I would suggest therefore, this includes tailored training on cultural competency, anti-racism, and inclusive leadership, which are essential to support not only the school community but also the board members themselves. Furthermore, schools can benefit from building collaborative networks with community organisations and support systems, expanding the resources available to both staff and students. These networks help enrich the educational experience, provide additional resources for families, and strengthen ties between the school and the wider community.
Moreover, tracking diversity metrics is also a critical component of this work. Schools must be intentional about gathering and using data on ethnicity, gender, socioeconomic status, and disability. This data should not be collected for the sake of numbers but should serve as a tool to inform decisions, address gaps, and ensure all voices are heard. Accountability is key to ensuring that diversity is not just a buzzword but a sustained, meaningful practice that guides decision-making at every level of governance.
Towards a Future of Inclusive Governance
The path to inclusive governance requires commitment, not only in diversifying the membership of school governing boards but in ensuring that diversity is embedded in every aspect of the governance process. When school boards truly reflect the communities they serve, students, parents, and community members are more likely to feel engaged and invested in the school’s success. Diversity in governance is not just a “nice-to-have”; it is essential to the development of a school system that is truly inclusive and capable of addressing the needs of all its stakeholders.
The journey towards inclusive governance may be challenging, but the rewards are immense. Schools with diverse governing boards are better positioned to create environments where every student feels valued, engaged, and empowered to succeed. Therefore, as we look to the future of school governance, we must ask ourselves:
- How can we ensure that our governing boards are truly representative of the communities they serve, in ways that go beyond numbers to reflect the richness of experience and perspective?
- What steps can schools take to dismantle the barriers that prevent underrepresented groups from accessing leadership roles in governance?
- How can we move beyond viewing diversity as a “nice-to-have” and recognise it as an essential driver of student success, community engagement, and educational equity?
References
Begum, H. (2020). The Importance of Representation in School Leadership.
Carter, J. (2021). The Role of Cultural Competency in Educational Leadership.
George, R. (2022). Reforming Leadership: The Shift Towards Inclusive Governance.
Supreme Court Ruling - Key Information for Educators
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.
Introduction
On Wednesday 16th April the UK Supreme Court shared their ruling on the case For Women Scotland Ltd v The Scottish Minister, which interprets the legal definition of the word ‘sex’, as used in the context of The Equality Act 2010.
Since the court handed down, the ruling has been spoken about extensively in the regulated media, unregulated social media, and in Parliament.
We have read and listened to much of the coverage from diverse sources, and responses to the ruling have ranged widely. Some have exaggerating, misinterpreting or misrepresenting the details of the case, and others have expressed strong emotional reactions, which may act to exacerbate the fear that many trans people are currently experiencing.
Our intention in this piece is to present the details as accurately and clearly as we can. In order to do so, we have tried to avoid presenting our own opinions in much of the following piece. However, we think it is important to be transparent before we begin. We know trans people, we love them, we live our lives alongside them, and we are deeply concerned about the way this ruling is already impacting their lives. We believe that it is the duty of our government to enact laws which provide workable and inclusive protection from discrimination, and ensure dignity and respect for all people – including transgender people. With that clear, let’s begin.
Background
In 2018 the Scottish Government presented a new law, which aimed to get more women on public boards. The Scottish Government included trans women who had obtained a Gender Recognition Certificate (GRC) within this aim, which they felt was in-line with The Equality Act 2010, and the Gender Recognition Act 2004. However, the group For Women Scotland disagreed – they felt The Equality Act 2010’s protected characteristic of ‘sex’, and specifically its use of the word ‘woman’, was not intended when written to include trans women.
For Women Scotland therefore brought a judicial review to the UK Supreme Court, requesting they review the lawfulness of the Scottish Government’s position in relation to The Equality Act 2010. Therefore, it was the job of the UK Supreme Court to provide a statutory interpretation of the meaning of ‘man’, ‘woman’, and ‘sex’ as used in The Equality Act 2010, and specifically whether that definition includes trans women who have a GRC.
The Ruling
The UK Supreme Court unanimously agreed that, for the purposes of interpreting the word ‘sex’ under the Equality Act 2010, Parliament’s intention was to refer to ‘biological sex’ (a term which neither the law or the court defines clearly) rather than legal gender acquired through a GRC. This means that legal protections associated with the characteristic of ‘sex’ may not apply to trans women in most contexts. The decision was made because to include transgender people who have a GRC within The Equality Act 2010 definition would make the law unworkable.
There are some details of the ruling which we think are important.
Firstly, the ruling is specifically addressing the definitions as used in The Equality Act 2010. The judge, when handing down the ruling, explained that the origins of the language used in The Equality Act 2010 is the Sex Discrimination Act 1975, which the judge stated, ‘adopted a biological interpretation of the terms men and women’. Note the wording here – the Acts have adopted an interpretation. This ruling does not define what a woman is – it interprets what it means in the specific context of a 15-year-old Act, which pulls on an interpretation used in 1975.
Secondly, this ruling does not justify the discrimination of trans people. The court clarified several times during their hand down that trans people are still protected from discrimination under The Equality Act 2010, which includes ‘Gender Reassignment’ as a protected characteristic. The judge explained that this protection extends to cover trans people whether they have a GRC, or not. Furthermore, there is some legal precedent that non-binary people may also be protected under this characteristic – although this is legal precedent and not case law. The judge also clarified that transgender women can still be protected under the characteristic of ‘sex’ through associated or perceived protections of women. We think it is also important to note that the language used by the judge presenting the ruling was mostly respectful, and used correctly gendered language at all times when talking about trans people – stating clearly that this ruling should not be seen as a triumph for any one group over another.
Finally, we think it is contextually important to understand that the court system in the UK interprets the laws which are enacted by Parliament. This ruling is thus an interpretation of law, and our current government can clarify this interpretation, or change the law to make it workable and inclusive, should they wish to.
What does this mean for society, and for schools?
The legal implication of this ruling is that it is legally possible for provisions of services to be single-sex, and exclude trans men or women. Our understanding is that the Supreme Court ruling does not state provisions of services have to exclude trans people, but they may legally choose to be single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases these single-sex provisions may legally exclude trans men or women.
In society, this may impact: workplaces; services open to the public such as hospitals, shops, restaurants, leisure facilities, refuges, and counselling services; sporting bodies; schools; and associations (groups or clubs of more than 25 people which have rules of membership). The Equality Human Rights Commission (EHRC) has released an interim update on practical implications of the ruling, in which they suggest that it is compulsory to provide sufficient single-sex toilets in workplaces, and changing and washing facilities where these are needed – this is not compulsory for services that are open to the public. The EHRC interim update suggests that such spaces should be separated based on the Supreme Court interpretation of the Equality Act 2010, meaning that “trans women (biological men) should not be permitted to use the women’s facilities and trans men (biological women) should not be permitted to use the men’s facilities” (please note this is a direct quote of the EHRC guidance, and not language we would choose to use). The guidance goes on to explain that “trans people should not be put in a position where there are no facilities for them to use”, and that “where possible, mixed-sex toilet, washing or changing facilities in addition to sufficient single-sex facilities should be provided”, or facilities in “lockable rooms (not cubicles) which are intended for the use of one person at a time” – these can be used by anybody. The details set out in the EHRC interim guidance were not mandated by the Supreme Court Ruling. However, as stated previously our understanding is that services may legally choose to be single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases, these single-sex provisions may legally exclude trans people.
In schools, it has never been possible for young people to obtain a GRC, but this ruling may still impact: single-sex schools; school toilets and changing spaces; physical education and sport; and residential accommodation. In each of these areas, our understanding is that a school may now legally choose to hold single-sex spaces, if they can demonstrate that this choice is a proportionate means of achieving a legitimate aim, and in such cases these single-sex spaces may exclude trans young people (or trans staff). The EHRC interim guidance introduced above suggests that schools “must provide separate single-sex toilets for boys and girls over the age of 8” and “single-sex changing facilities for boys and girls over the age of 11”. Following the Supreme Court ruling, the guidance suggests that “pupils who identify as trans girls (biological boys) should not be permitted to use the girls’ toilet or changing facilities, and pupils who identify as trans boys (biological girls) should not be permitted to use the boys’ toilet or changing facilities”. They clarify that “suitable alternative provisions may be required”. Again, please note this is a direct quote of the EHRC guidance, and not language we would choose to use.
The details set out in the EHRC interim guidance were not mandated by the Supreme Court Ruling, but as state previously our understanding is that schools may legally choose to hold single-sex provisions if they can demonstrate this is a ‘proportionate means of achieving a legitimate aim’, and in such cases, these single-sex provisions may legally exclude trans people. For example, it would be legal for a school to have a single-sex sports group which does not allow trans young people to participate – or for schools to prevent trans young people from accessing the toilet aligned with their gender.
Although this is currently the only legal implication of this ruling, we are already seeing the misrepresentation of this ruling creating social implications beyond the legal bounds of the case. Transgender discrimination is increasing, and cis-gender people are already being discriminated against because of false assumptions about their gender. Although single-sex provisions excluding trans people are legal, and encouraged by the interim EHRC guidance, it is difficult to enforce or police without making assumptions which could be false. Furthermore, we are already hearing from teachers that this ruling has created further uncertainty, particularly around staff confidence in discussing trans identities and the protected characteristic of ‘Gender Reassignment’, which could impact the inclusive quality of Relationships, Sex, and Health Education (RSHE) and Personal, Social, Health Economics (PSHE).
There is a lot of misinformation, which is leading to worsening, and at times unlawful, discriminatory language and behaviour. Government Ministers have stated the ruling requires transgender people to use toilets related to their sex assigned at birth, which is also set out in the EHRC interim guidance – this is not stated in the ruling. The Prime Minister has claimed the ruling offers clarity by defining women as biological women – this is misleading as the court judgement only pertains to an interpretation of what was meant by Parliament in The Equality Act 2010, and as clarified above it is parliament who enact and change law. Our current government could clarify or change law to make it workable and inclusive, should they wish to – the courts do not dictate definitions to Parliament.
Actions you may wish to consider taking
We hope that reading this piece has helped you to feel more informed about the Supreme Court ruling. Below are some actions you may wish to undertake as a result of what you have read:
- Please challenge mis-characterisations of this ruling and clarify that transgender people are still legally protected from discrimination, and that any decision to exclude them from provisions of services, whilst legal for single-sex provisions, and encouraged in the EHRC interim guidance, were not mandated by the court ruling. It is important that the ruling is spoken about with as much accuracy as possible.
- Revisit policies – this ruling may require more accurate and thought-out language in policies which reference men and women, boys and girls, or The Equality Act 2010 protected characteristics of Sex and Gender Reassignment.
- If you are concerned about this ruling, then you may wish to take the time to write to your local MP and express your concerns. Remember, Parliament makes the laws, and the courts can only interpret them – our current government can change The Equality Act to include more clear and inclusive definitions which provide workable protections and dignity to all people – including transgender people.
- If you are concerned about the EHRC interim guidance, then they have stated that a consultation will launch in mid-May and last for two weeks. You may wish to use this consultation to share your view.
- Read and share our Diverse Educators Resources to support you and your school community. Here is our Transgender Rights’ Toolkit and here is our Growing Trans and Non-Binary Awareness Training.
This piece was written by members of the Diverse Educators’ team and is intended for informational purposes only; it does not constitute legal advice nor a formal legal interpretation. This blog was published on 26/4/25, and all information was to the best of our understanding at the time of publishing.
Further Resources
- A clear and accurate legal explanation from Kalina Hagen – Click Here
- Trans Actual Response – Click Here
- An interim update on practical implications from the EHRC – Click Here
Decolonising the curriculum
Written by Shashi Knott
Shashi Knott is an English teacher and former Deputy Head of Sixth Form, with 16 years of experience teaching in state secondary schools across North London. After earning her MSc in Education, Power, and Change, she transitioned from her role as a full-time English teacher to focus on driving change within education. She is interested in working with other professionals to see how we can create more compassionate environments in schools. She is currently an outreach English teacher and Associate Trainer with KCA Training.
Decolonising the curriculum is like finding new love—it’s hard work, often requiring us to let go of what we’ve cherished. It’s a struggle, and one that calls for understanding and acknowledgment of the emotions involved.
The department meeting went silent. A chair scraped awkwardly as we shifted at tables. It was nearly 4.30pm. Everyone had marking to do. Was this about to get tricky?
In London, where I work as an English teacher, 46.2% of residents identify as non-white. It’s not a difficult context to make an argument that the texts we teach our students should be more representative. And yet, somehow, we don’t seem to make it happen.
We could absolutely have spent some of our fast- vanishing department budget on a new set of texts for Year 9. Amazingly, we all agreed that Elizabeth Acevedo’s ‘The Poet X’ would be an excellent choice for the spring term. However, when one of us asked, “What about George Orwell?” I know they were not the only ones thinking this. The silence in the room might have suggested otherwise, and we all knew what we should say next. So when our Head of Department was conciliatory, coming up with the comfort of delay, we were all secretly relieved. “We’ll revisit the discussion at the end of the term.” “ We’ll review again in our gained time.” “We’ll assess our existing schemes of work for diversity. ”
We know what we should be advocating for, but there are so many reasons why teaching ‘Animal Farm’ feels more comfortable, and it’s not just because we already have established schemes of work.
As English teachers and often English graduates, we have all internalised an idea of what constitutes the canon. Literary critic Harold Bloom describes canonical texts as works of ‘aesthetic beauty’ (1994) and therefore, he suggests, to question these texts is to question the merit of art itself. Bloom describes the ‘idealistic resenters’ who ‘denounce competition’ and want to focus on marginalised voices, as missing the point of art and culture. (1994) Whilst Bloom’s ideas have been convincingly challenged and are now certainly out of fashion, they are ideas that we cannot fail to have internalised. Many of us grew up with these views being the dominant narrative in the study of English Literature and speaking for myself, I did much work to embrace the canon. I certainly did not want to be seen as someone who missed the point of art.
We have to acknowledge that decolonising our minds is uncomfortable. It involves acknowledging that some of the texts we loved, we might need to let go. A bit like the way a song from our youth, however rubbish, will always evoke strong feelings, those first occasions of literary love will do the same. The first time you felt seen, grown up, clever, understood. That first moment of connection with the canon. Mine was Keats, the perfect poet for the
misunderstood teen. Decolonising the curriculum involves a deconstruction of the canon, of beloved texts, and that can mean a painful epistemic discomfort. We picked apart those texts. We invested meaning in them. We succeeded at them. That’s why we’re English teachers.
Decolonising the English curriculum is as much about interrogating our own relationship with literature as it is about buying new books or creating schemes of work. It is about being willing to forge new relationships with texts and giving our students those special moments of connection, potentially with texts that are not our one true love. It’s not just about representation for global majority students, it’s about a more inclusive literary canon for everyone.
Maybe as English teachers we need to go forth and find new literary loves. New characters to fall for. New writers to make students feel understood, and to voice, in new ways, all the age old feelings. Not a new canon. Just new names to add in. New, gritty, glittering, literary loves for students of English to come.
References
Bloom, H. (2014) The western canon: The books and school of the ages. New York: Houghton Mifflin Harcourt.
Why Every Child Deserves to Hear Their Own Song
Written by Matthew Dix
Matthew Dix is a primary school teacher of 17 years. He continues to work as a teacher whilst working as a primary reading consultant across Nottinghamshire. He is the Founder of resource website Manic Street Teachers and has recently launched 'Musician of the Month' to create a culture of musical appreciation and understanding across schools, with a focus on diversity and inclusion.
Growing up, music wasn’t just background noise – it was how I made sense of the world. It was my mum playing the piano, it was watching her dance to ABBA and playing, of all things, a mandolin! It was my dad blasting heavy metal one minute and Vivaldi the next. Nothing quite says ‘peaceful Sunday morning’ like Iron Maiden shaking the windows!
As I reached adolescence, my heroes ranged from Tupac Shakur to Freddie Mercury, from John Lennon to Annie Lennox. Following their lives taught me that struggles were universal and at the end of a struggle, there can still be success. Behind every composition, every lyric, every guitar solo was a person with a story – often one of resilience against all odds.
Music took centre stage when I formed an indie band in the early 2000s. It wrote songs, often with the children’s help, for primary school subjects when I began my career as a teacher. It was a focus of mine when I created the music resources for ‘Manic Street Teachers’. Music has always been in the foreground of whatever I do.
A decade ago, I took a job in an inner-city school in Nottingham with 98% of children having English as an additional language. In fact, there were 52 different languages spoken in total. And yet, the music curriculum offered very few mirrors of themselves or windows to other worlds. A colleague and I decided to introduce a new musician every month in the hope of engaging children who seemed vacant during singing assemblies, and often unable to discuss and share their likes and dislikes in music lessons.
It wasn’t until we chose Nusrat Fateh Ali Khan as a musician one month that parents started to leave emails, children started to talk and a buzz started to make its way through school. I remember a child telling me that their parents listened to him at home. We shared his life, his trials and tribulations, his achievements and videos of his performances. Children could explain his words and what they meant. They were fascinated to learn that he had come to England in 1985 and brought Qawwali music (a form of Sufi Islamic devotional singing originating in India) with him. Children finally saw themselves and their families in our curriculum.
👉 Free Sample (Nusrat Fateh Ali Khan) – sign in required
It got us thinking. What if a girl thought that she could never be a classical musician because she looked nothing like Mozart, Beethoven or Bach? Well, we created resources all about Florence Price, whose compositions were forgotten until, just 16 years ago, when a whole collection of her work was rediscovered in a dilapidated house on the outskirts of St. Anne, Illinois.
What about a child who believes music is impossible with a disability? We shared Stevie Wonder’s story, Jacqueline du Pré’s story, and we shared how Joni Mitchell had to detune her guitar to learn to play another way after polio affected her hand. Let’s show them how these artists found ways to keep playing, no matter what. The show must go on, as Freddie Mercury said!
We live in a global world – our music curriculum should reflect that. Instead of saying, “Let’s learn African drumming,” let’s say, “Let’s learn about Babatunde Olatunji, a Nigerian drummer who learned by immersing himself in the culture and following the master drummers in his village, eventually being given a cowbell and then various Yoruba drums, took his craft to America, became an important friend to Martin Luther King Jr., and became a world-wide sensation!”
If a child thinks you can’t play music when you’re old, then share the story of The Buena Vista Social Club – how Ry Cooder, a producer from the US, had a twist of fate when musicians from Mali had their visas delayed so he ended up in Cuba, reuniting forgotten musicians like Ibrahim Ferrer, who was still shining shoes to make ends meet. The musicians, most of whom were over 70 years old, finally had a chance to tour the world with their music.
👉 Read our EYFS eBook (Ibrahim’s Song)
Context is always king, and every child loves a story. I believe the person behind the music is as important as the music itself, and becomes the bridge to another world. Teaching children to empathise helps them feel less detached from the music they are studying. Music bridges cultures, generations, and experiences in ways that words alone sometimes cannot.
That’s why I created Musician of the Month – a simple, accessible way for teachers to bring diverse musical stories into their classrooms. It’s directly linked to The Model Music Curriculum and the 9 Protected Characteristics and, as the site develops, we hope it will help schools show every child that they too can be a musician. To a child in school, the right musician, with the right song, at the right moment could well hit the right notes!
👉 Musician of the Month + Free Sample (David Bowie)
True Inclusion Starts with Seeing Students for Who They Are
Written by Purvi Gandhi
Purvi Gandhi, MA MBA FCCT CPsychol is a psychologist, educator, and advocate for student wellbeing, leadership, and equity in education. With a career spanning clinical psychology, secondary and post-secondary education, and educational leadership, she bridges mental health and education through evidence-informed practice. She is the author of A Little Guide for Teachers: Student Mental Health, a practical resource for educators.
Imagine stepping into a new environment where your name is mispronounced or shortened to something more “convenient.” It’s a minor inconvenience, perhaps, but one that over time chips away at your sense of belonging. Now imagine this happening every day, in a place where you are supposed to grow, learn, and thrive.
For many students, particularly those from ethnic minority backgrounds, this is not hypothetical—it is their daily reality. And yet, within the walls of our classrooms, the power of a name is often underestimated. Names are not just labels; they carry history, identity, and cultural heritage. To overlook them is to overlook the student. To get them right is to affirm who they are.
Beyond Good Intentions: Why Inclusion Must Be Active
In a recent workshop with early career teachers, we explored what it really means to create inclusive classrooms—beyond policies, beyond slogans, and into the lived experiences of students. The session began with a simple but revealing exercise: storytelling.
One African tale set the tone. A great flood sweeps through the land, and every animal finds a way to escape—even the mighty crocodile. High up in the trees, the monkeys spot a fish struggling in the floodwaters. Moved by compassion, they “rescue” it, placing it safely on a branch. Of course, the fish begins to suffocate.
The lesson is clear: good intentions do not equate to good outcomes. In education, a one-size-fits-all approach can be just as ineffective as the monkeys’ well-meaning mistake. Every student has unique needs, shaped by culture, background, and identity. The question is, are we paying attention?
Consider this: A teacher, in an off-the-cuff remark during a classroom discussion on relationships, casually states that arranged marriages are “backward” or “unfair.” It’s not intended to harm, just a spontaneous reaction based on personal beliefs. But what if a student from a culture where arranged marriages are the norm is sitting there, quietly absorbing that statement?
Perhaps this student has spent years trying to navigate the space between two worlds—balancing the values of their family with the expectations of the society they are growing up in. Now, in a single moment, they are made to feel that their culture is lesser. They may go home carrying this conflict, questioning their parents, their upbringing, and where they truly belong. Suddenly, they feel like an outsider in both places—neither fully at home at school nor at home with their family.
This is the impact of uninformed assumptions. Educators do not just teach subjects; they shape perspectives. A thoughtless comment can widen the gap between a young person and their identity, making them feel alienated rather than empowered.
To be truly inclusive, we must move beyond our own perceptions and seek to understand the lived experiences of others. We must create spaces where students don’t feel forced to choose between their heritage and their education, but rather see their identities reflected and respected within the school environment.
Because, just like the fish in the flood, what a student truly needs may not be what we assume is best for them. Listening, learning, and adapting is the key to meaningful inclusion.
Rethinking What It Means to ‘See’ Our Students
An alternative version of the tale drove the point home. In this retelling, the animals hold a competition to see who can see the farthest. The eagle soars and surveys the horizon, the giraffe gazes across the savanna, and the monkey takes in the view from the treetops. When it’s the fish’s turn, it can only see the immediate waters around it. The other animals laugh—until the fish explains that while they focus on the distance, it detects subtle currents, hidden dangers, and movements they cannot perceive.
Here lies a second lesson: students should not be judged against a singular definition of success. The education system, often fixated on rigid measures of ability, risks missing the unique strengths that lie beneath the surface. A student who struggles with traditional assessments may have an extraordinary ability to lead, innovate, or empathize—if only we are willing to recognize it.
The Power of a Name
Of all the discussions that day, one stood out: the impact of names. Inspired by Bennie Kara’s work on diversity in education, we asked teachers to explore their own names—their meanings, origins, and the personal stories behind them. What followed was a conversation about identity, belonging, and the small but significant ways that schools can either affirm or erode a student’s sense of self.
One student shared how her intended name was “Yah Yah,” meaning “gift from God,” but her parents, wanting to make life easier in an English-speaking country, renamed her Ysabella. She was seated alongside another student, Anjali, whose name means “gift to God.” Here were two students, from different cultures, bound by the same idea: they were gifts.
Imagine the impact of recognising that connection—not as a coincidence, but as an intentional act of inclusion. When we take the time to pronounce a name correctly, to understand its meaning, or even to ask about it, we are sending a powerful message: You belong here.
Moving From Awareness to Action
It is easy to talk about inclusion in broad terms. It is harder—but far more necessary—to embed it into daily teaching practice. The workshop concluded with three core reflections for teachers:
- Cultural Competence: How much do I really know about my students’ backgrounds? Where are the gaps? What steps can I take to learn more?
- Equity Over Equality: Do I recognize the unique needs of my students? How can I tailor my support to meet them where they are?
- Celebrating Identity: What cultural capital do my students bring into the classroom? How can I acknowledge and honour it?
Education is not just about imparting knowledge; it is about shaping identities. A student who feels unseen will struggle to engage. A student who feels valued will thrive.
The work of inclusion is not grandiose. It does not require a total overhaul of curriculum or sweeping policy changes. It starts with the smallest of acts: a correctly pronounced name, a thoughtful seating plan, a recognition that success looks different for everyone.
And perhaps, that is the greatest takeaway of all—belonging is built in the details.
References:
Fernando-Smith,L and Aow, A, (2024), ‘Letting go of imposter syndrome: writing herstory.’ In Disruptive Women – A Guide for Equitable Action in Education, Corwin
Kara, B., 2020. A little guide for teachers: Diversity in schools, Corwin
Pierson, R., 2013. Every kid needs a champion. TED Talks Education.