Keeping Children Safe in Education 2026 Consultation
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.
On 12th February 2026, the Department for Education published a new draft of the statutory safeguarding guidance for schools and colleges: Keeping Children Safe in Education.
Amongst other changes, the new draft guidance includes an amended section titled ‘Children who are lesbian, gay, or bisexual’; and a new section titled ‘Children who are questioning their gender’.
Since the draft guidance was published, these sections specifically have been reported on widely. We have read and listened to much of the coverage from diverse sources, and are concerned to see some exaggeration or misrepresentation of the current situation. To be clear, this is not currently statutory guidance – it is a draft of proposed guidance, which has been opened for a 10 week consultation period ending on 22nd April 2026. Currently, schools and colleges should not make changes which are informed by this draft guidance. They should continue to follow the 2025 version of KCSIE.
Our intention in this piece is to set out the context in which this draft guidance has been released, the details of the guidance, and provide information about the ongoing consultation as accurately and clearly as we can in order to encourage those involved in education to express their views through the consultation. 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 have worked with transgender, non-binary, and gender questioning students, and we are fully committed to their inclusion and belonging in educational spaces. We believe that any statutory guidance for schools and colleges should provide workable and inclusive guidance that protects all students from discrimination, and ensures safety, dignity and respect for all young people in education – including trans students. With that clear, let’s begin.
The Context
Chances are, if you are reading this piece, you are very familiar with the statutory safeguarding guidance Keeping Children Safe in Education (often referred to as KCSIE). It was first published in 2014, and is reviewed and updated by the Department for Education annually, with updated versions typically becoming statutory each September. Most years these updates come without consultation, but a consultation or call for evidence may be made when substantive changes are proposed.
In the KCSIE update for September 2022, under the section ‘Children potentially at greater risk of harm’ a new category was added, titled ‘Children who are lesbian, gay, bi, or trans (LGBT)’. This new guidance was brief, but acknowledged that being LGBT, or being perceived to be LGBT, could be a risk factor for bullying. The following year, in the 2023 September update, this section was slightly expanded. It stated:
‘203. The fact that a child or a young person may be LGBT is not in itself an inherent risk factor for harm. However, children who are LGBT can be targeted by other children. In some cases, a child who is perceived by other children to be LGBT (whether they are or not) can be just as vulnerable as children who identify as LGBT.
204. Risks can be compounded where children who are LGBT lack a trusted adult with whom they can be open. It is therefore vital that staff endeavour to reduce the additional barriers faced and provide a safe space for them to speak out or share their concerns with members of staff.
205. LGBT inclusion is part of the statutory Relationships Education, Relationships and Sex Education and Health Education curriculum and there is a range of support available to help schools counter homophobic, bi-phobic and transphobic bullying and abuse.’
Later that year, in December 2023, the Department for Education published draft guidance relating to trans and non-binary students in schools, which they called ‘Gender Questioning Children’. This was draft, non-statutory guidance, which opened for a 12 week consultation period ending on Tuesday 12th March 2024. You can read more about this draft guidance and consultation here.
Shortly after that consultation closed, the Cass Review was published in April 2024. The Cass Review was intended to be an independent review of gender identity services for children and young people. It has been widely criticised since its release. Although not an education focused document, the review made some recommendations relevant to schools and colleges.
In the same year, the UK saw a change of government with a new Labour government elected in July 2024. The Labour government committed to looking at the results of the consultation into the ‘Gender Questioning Children’ guidance and to publishing finalised guidance for schools. They also committed to enacting the recommendations of the Cass Review.
On 12th February 2026, The Department for Education published a new draft of the statutory safeguarding guidance for schools and colleges, KCSIE. Amongst other changes, this new draft guidance includes an amended section titled ‘Children who are lesbian, gay, or bisexual’, and a new section titled ‘Children who are questioning their gender’.
In materials published online, the DfE explains their choice to position gender guidance as part of KCSIE, rather than in separate non-statutory guidance as first proposed in 2023. They state that they “propose instead to include this content in KCSIE so that children’s wellbeing and safeguarding are considered in the round, and so that schools and colleges can easily access this information in one place”.
The DfE also provides some limited details about the results of the consultation. They explain that the consultation into the draft ‘Gender Questioning Children’ guidance received 15,315 respondents and “demonstrated that this is a highly contested policy area with no clear consensus on the appropriate approach, but more respondents expressed negative than positive views about the usability of the draft guidance published for consultation”.
This draft guidance is now open for a 10 week consultation period, ending on 22nd April 2026. The following sections will set out the details of this proposed guidance, and information about the ongoing consultation.
The Guidance & Consultation
Although other important changes have been made, we focus specifically here on the parts of the guidance titled ‘Children who are lesbian, gay, or bisexual’ and ‘Children who are questioning their gender’.
Part Two of KCSIE sets out the statutory guidance around the management of safeguarding, and it includes a section on ‘Children potentially at greater risk of harm’. It is within this section that LGBT identities are discussed under the following two headings.
‘Children who are lesbian, gay, or bisexual’
This amended section used to include the word ‘trans’ (2022 & 2023), and later ‘gender questioning’ (2024, 2025). That has now been removed, and this section focuses specifically on sexual and/or romantic orientations lesbian, gay, or bisexual. The draft guidance states:
“244. A child or young person being lesbian, gay, or bisexual is not in itself a risk factor for harm; however, they can sometimes be vulnerable to discriminatory bullying. In some cases, a child who is perceived by other children to be lesbian, gay, or bisexual (whether they are or not) can be just as vulnerable as children who are. Schools and colleges should consider how to address vulnerabilities such as the risk of bullying and take steps to prevent it, including putting appropriate sanctions in place.”
‘Children who are questioning their gender’
This new section is the result of the 2024 consultation into the then draft non-statutory ‘Gender Questioning Children’ guidance. It includes some general information, followed by specific advice on:
- Preventing and responding to bullying
- Decision making when a request is made for social transition
- Parental Involvement
- Physical Spaces (toilets, changing, accommodation)
- Record Keeping
- ‘Children living in stealth’
- ‘Children who wish to detransition’
This section of the draft guidance is long so we have not quoted it here in full, but it includes significant changes in how schools should work to support trans, non-binary, or gender questioning young people. We would encourage you to read it in full in the draft guidance released by the DfE, or in this longer article published by Pride & Progress.
The draft guidance is currently open for a 10-week consultation period, which ends on 22nd April 2026. The consultation invites responses from a variety of educational spaces, and those working in them.
The consultation is divided into 9 sections:
- Section 1 – proposed changes to the ‘about this guidance’ section and general updates to KCSIE
- Section 2 – proposed changes to Part one: Safeguarding information for all staff •
- Section 3 – proposed changes to Part two: The management of safeguarding
- Section 4 – proposed changes to Part three: Safer recruitment
- Section 5 – proposed changes to Part four: Safeguarding concerns or allegations made about staff including supply teachers, volunteers and contractors
- Section 6 – proposed changes to Part five: Child-on-child sexual violence and sexual harassment
- Section 7 – proposed changes to Annex B – further information
- Section 8 – proposed changes to Annex C – the role of the designated safeguarding lead
- Section 9 – expanding our evidence base
You can view all of the questions asked in each section of the consultation in the DfE consultation document. Section 3 of the consultation is where questions are asked about the proposed changes to Part Two of KCSIE. There are no questions asked about the guidance relating to ‘Children who are lesbian, gay, and bisexual’. Of the guidance relating to ‘Children who are questioning their gender’, three questions are asked. They are:
- Question 33: Does the updated section of the guidance on children who are questioning their gender provide clarity about the considerations schools and colleges will need to take into account?
Yes, No, Not Applicable, No Opinion, Please Explain Further (Optional)
- Question 34: Do paragraphs 104-115 provide clarity for schools and colleges about their legal obligations relating to toilets, changing rooms, and boarding and residential accommodation?
Yes, No, Not Applicable, No Opinion, Please Explain Further (Optional)
- Question 35: Do paragraphs 94-97 provide clarity for schools and colleges about the circumstances in which the school is justified in having a policy of single-sex sports?
Yes, No, Not Applicable, No Opinion, Please Explain Further (Optional)
These questions focus on the clarity of the advice set out in the new draft guidance, but they offer a vital opportunity for those working in education to consult on the workability of this guidance. As stated earlier, we have worked with transgender, non-binary, and gender questioning students, and we are fully committed to their inclusion and belonging in educational spaces. As, in our experience, are the vast majority of those working in the education sector. We believe that any statutory guidance for schools and colleges should provide workable and inclusive guidance that protects all students from discrimination, and ensures dignity and respect for all young people in education – including trans, non-binary, and gender questioning young people.
Actions you may wish to consider taking
We hope that reading this piece has helped you to feel more informed. Below are some actions you may wish to undertake as a result of what you have read:
- Please challenge any mis-characterisations of this draft guidance. This is not currently statutory guidance – it is a draft of proposed guidance, which has been opened for a 10 week consultation period ending on 22nd April 2026.
- Please contribute to the consultation process, and consider specifically the workability of the guidance set out, and whether it is inclusive guidance that protects all students from discrimination, and ensures dignity and respect for all children in education. You may wish to delay your contribution to the consultation until other organisations have released guidance and support on doing so.
- Consider encouraging colleagues and connections to read about the draft guidance, and contribute to the consultation themselves. The previous consultation had over 15,000 responses – the more people who contribute, the more informed the finalised guidance can be.
- Finally, you may wish to begin considering what policies and practices you may need to review when the finalised guidance is released in September. What has been discussed here is the draft guidance, and no changes should be implemented yet, but it may be a good idea to begin to consider your policies and practices relating to LGBT+ students ahead of the final guidance being released later this year.
This piece was written by members of the Belonging Effect team and is intended for informational purposes only. This blog was published on 17/2/26, and all information was to the best of our understanding at the time of publishing.
The Sandwich Generation: Hidden Needs in the Workplace
Written by Zahara Chowdhury
Zahara leads on equality, diversity and inclusive education in higher education. She has over a decade of experience in middle and senior positions in secondary education. Zahara is author of Creating Belonging in the Classroom: a Practical Guide to Having Brave and Difficult Conversations. She is founder of the School Should Be blog and podcast, a platform that amplifies diverse and current topics that impact secondary school classrooms, students and teachers.
Ageism in the workplace is often an under-acknowledged and yet deeply felt influence on career progression, belonging, development and wellbeing. Early in my career, I was often met with phrases like “age before stage” when I applied for promotions, “have your babies first” when balancing career plans, and most recently the flattering-yet-deflating, “you just look so young.” These comments project assumptions about capability and life stage, often rooted in (un)conscious bias.
But recently I have found myself close to a very particular phase of life, I’ve recognised an aspect of ageism and workplace invisibility that doesn’t get enough attention: the experience of the sandwich generation.
Who Are the Sandwich Generation?
I only recently became familiar with this term. The sandwich generation refers to adults who are caring for ageing parents or relatives and dependent children and grandchildren, nieces and nephews. It is a role and phase that people find themselves in and to me, a role and phase that we are unprepared for and do not necessarily imagine ourselves in as we age. According to recent UK research, there were an estimated 1.4 million “sandwich carers” aged 16-64 between 2021 and 2023—people juggling dual caring responsibilities. Around half of these were aged between 45 and 64.
When we look at the workforce more broadly, about one in three workers in the UK is aged 50 or over, a figure that reflects changing demographics and longer working lives.
Caring for Ageing Parents: Nuances Often Missed
Caring for a parent with declining health, or simply through the aging process, is not just about practical tasks. It’s emotional and exhausting work. In my experience, unlike caring for a toddler (who grows and develops with you), looking after a parent often means mourning the loss of who they were, even as you help them with the fundamentals of daily life:
- Helping them eat, walk, or bathe.
- Navigating digital systems—especially healthcare—when “online” is an alien concept for them.
- Managing the emotional shift from being cared for, to being the carer.
- Coping with the mental, physical and emotional health decline that often accompanies ageing and illness.
These aren’t small tasks—they are intensely personal, triggering, time-consuming and emotionally draining responsibilities that are often invisible and unacknowledged at work.
What Sandwich Caregiving Looks Like Day-to-Day
Right now, I do not find myself in this generation, however from my observations and conversations, this caregiving reality doesn’t exist in isolation—it intertwines with modern work expectations:
- High-demand jobs that leave little room for care breaks.
- The tug-of-war between career aspirations and care commitments.
- The current confusion and blur between working from home, hybrid working, working in the office, emails in the evenings, ‘managing your own workload’, which doesn’t often take into account the ‘homeload’
- Guilt over saying “no” — whether to extra hours at work, social outings, or even rest.
- Juggling care for children, grandchildren, nephews or nieces and ageing relatives.
- Being interpreters of technology, healthcare systems and cultural norms for older relatives.
And unlike the standardised support often afforded to new parents (paid parental leave, flexible hours, visibility of care needs), care for older dependents tends to be less recognised, less supported, and much more assumed to be “just part of life.”*
*I am fully aware that support for new parents has a long way to go, however relative to the support for carers and the topic of this article, it is miles ahead.
Cultural Layers: A Personal Reflection
Being South Asian, I’ve been acutely aware of the cultural dynamics of caregiving:
- Bilingualism has been a strength—flipping between English and Punjabi while navigating health systems, care plans and cultural expectations.
- Convincing elders (and wider family) that healthcare systems aren’t to be feared—especially in the face of longstanding racial inequities—adds an extra cognitive and emotional burden.
- Explaining to friends from other backgrounds why care homes aren’t just “a solution”, but often conflict with deeply held values about family, faith and community.
For many in my community, caregiving is not simply a logistics challenge—it’s a moral and familial duty. Saying older adults “need family, not outsiders” is not just cultural pride—it’s a lived priority and a core feature of love, respect and duty.
Why This Matters in the Workplace
We talk about supporting new parents in the workplace, which is vital. But we rarely talk about supporting carers of older adults, even though their needs are equally pressing:
- Longer working hours are being expected while caregiving demands rise.
- Compassionate leave policies typically offer 3–5 days—but that barely scratches the surface of extended medical appointments, hospital stays, or full-time care needs.
- Older carers may not ask for help—they were raised to keep their heads down and get on with life.
- The toll—loneliness, stress, overwhelm—can become normalised, unspoken, and unseen.
These are professionals who are burning the candle at four ends: their careers, their children, their parents, and often their grandchildren too.
What Employers Can Do
As we reimagine talent strategies, cultures of belonging, and retention plans, we must:
- Expand caregiving support beyond newborn and ‘early years’ parental leave.
- Offer accessible flexible working, without stigma, for all lived experiences, particularly those of care givers.
- Recognise caregiving as a legitimate and diverse need—not a personal burden to be hidden.
- Support wellbeing programmes through a lens of multiculturalism, cultural intelligence and multi-generational stress.
The sandwich generation is a caring generation, too—often unseen and rarely discussed. I am guilty of the latter too, ironically, until it has impacted my own lived experiences. Creating cultures of belonging means seeing these employees, understanding their lives outside of work, and acting with policies that genuinely meet the full spectrum of caregiving realities.
What does it mean to grow up mixed-race in a world that is obsessed with tidy boxes and simple definitive answers, and what does a journey towards belonging look like?
Written by Emma Slade Edmondson
Emma Slade Edmondson is a sustainability consultant, writer, journalist, podcaster, TEDx speaker, presenter and founder of ESE Consultancy. She is recognised as a Forbes 100 environmentalist and is deeply interested in an intersectional approach to environmentalism. She is the co-host of the Mixed-Up podcast, the co-author of The Half of It and the author of Mixed.
It took me a long time to understand that ‘belonging is not a destination – it’s a journey’. It was journalist and broadcaster Afua Hirsch that first shared this nugget of wisdom with me during an interview on my podcast ‘Mixed Up’ and I’ve carried it with me ever since.
When I was young I remember there being a lot of questioning… What felt like an incessant need for others to unpack and define ‘who’ and perhaps ‘what I was’ seemed to be to an underlying theme. From quite a young age – I believe I knew instinctively that this was inextricably tied to the idea that I was a mixed-race child, and later as the boom and bust of youth arrived – a mixed-race teenager.
Filling out school forms – I often ticked the ‘other’ box, wondering which part of me it was meant to capture…P.E teachers reading me in a sea of caucasian children as ‘Black’ would ask me why I couldn’t, or worse – wouldn’t fulfill my potential on the running track – you see “they could tell by looking at me that I had the potential”…I remember classmates telling me what they thought I was, as if my own story were a puzzle they could confidently solve.
And outside of school hours when I was seen with my family – I fielded questions about whether I was adopted? Where was my Black parent? How could this be my mum? Why didn’t we look alike? Were those my step brothers?
The last question I found always left a particularly bad taste in my mouth as we never use that kind of language in my household. My brothers are my brothers – it’s as simple as that..
Some days, I felt like I could belong across cultural divides. Other days, I didn’t feel I belonged anywhere at all. And I don’t think I became aware of this until I was in my 30’s but those small moments, a question in a hallway, a look of confusion at a family gathering quietly shaped how I saw myself.
There wasn’t one particular moment when things changed for me but I do know that finding my voice and the confidence to assert myself and my identity began with creating space for other voices. In 2020 I launched the Mixed Up podcast – exploring race, identity and belonging through the lens of the Mixed race identity. The podcast was born from a simple idea: that mixed heritage people were asking for a safe space to talk about who they are,about their lived experiences and their histories without having to simplify them, and without judgement?
What I learned through those conversations surprised me. Again and again, guests shared the same sentiment – they were not just asking to be seen, but to be understood. Belonging, I now know, is as much about fostering community and confidence and creating spaces for others as it is about finding out where you fit..
The podcast became a space for conversation rather than answers. I wanted to hear how other people navigated their own layered identities, how they made sense of heritage, of multiple and blended cultural touchpoints, language, and belonging.
Through interviews with ordinary mixed race people wanting to share their stories to those with extraordinary stories of displacement and loss, anti miscegenation and adoption – to conversations with mixed actors, historians, psychologists and even a pretty iconic moment with Mel B – each episode was part therapy, part learning curve. Through this dialogue, I started to see my own experiences reflected back to me and I felt an immense sense of connection and pride.
I wanted to keep sharing the beauty and the challenge of what I’ve learned through all of the insight and the stories I’ve been gifted by so many people over the years and writing Mixed– (a children’s book dedicated to exploring and celebrating your mixed identity) felt like the perfect next chapter.
I wanted to create something young people can hold in their hands and something families and educators could return to for support. In a world where identity is often debated or categorized, it is my hope that the book offers gentle guidance, that it can facilitate reflection, recognition, and a permission for children to see themselves, not as half – but as whole – not as too much of one thing and not enough of another – but whole.
There are two things I really love about ‘Mixed – Explore and Celebrate Your Mixed Identity’. Firstly – that the book is based on the idea of pen pals so each chapter starts with an inspiring letter from a Mixed Race icon with lots of wisdom to share. I loved pen palling when I was young and I feel like it opened up the world to me, teaching me the importance of asking questions and learning about others. I wanted to reintroduce this idea to children.
Because the book features letters from the likes of poet – Dean Atta, footballer Ashleigh Plumptre, actress Jessie Mei Li, author Jassa Ahluwalia, and activist Tori Tsui among others – readers will get insight into a range of lived experience perspectives that traverse different cultures and ethnicities. I hope readers will feel seen and that parents and educators will use these letters as tools to foster conversation and exploration with their students.
Secondly I’m really proud of how many practical exercises I’ve been able to include in the book that can be done between a child and a parent, caregiver or educator – from working on talking about our Mixed identities and learning to describe ourselves in a way that suits us, to learning terms and language like ‘cultural homelessness’and ‘misidentification’ to help us describe uncomfortable interactions and situations that might come up for us.
Ultimately I hope this book helps its readers – whether mixed children, parents, educators or otherwise – understand and appreciate that the mixed race identity is best approached as an ongoing conversation, and a dialogue – not a destination or a foregone conclusion.
My Top Tips for Educators who want to include and facilitate exploration of the mixed-race experiences of their students:
- Normalise multiple heritages in the curriculum – represent mixed-race voices across subjects wherever possible.
- Create space for student storytelling – invite learners to share their intersecting identities. Ask them to share how they identify themselves and why whenever you can. You may find this is a surprising and delightful question. *The first time I was asked this was by a guest on my podcast when I was well into my 30’s and I must say it was an epiphany moment for me.
- Address assumptions gently – guide students to question fixed labels and fixed categories, especially when they don’t feel like they fit.
- Model inclusive language – celebrate rather than erase nuance and complexity and avoid flattening storytelling or description that involves multiple cultural POVs.
- Partner with families – ask what cultural strengths they’d like reflected in class.
Celebrating Multiculturalism at Home & School
- Build festivals of culture that go beyond tokenism.
- Showcasing music, food, stories and languages from all backgrounds and celebrating mixed heritage families where these cultures may intersect and overlap is more important now than ever given the current geo-political context and the political landscape Britain is facing. Cultivate ways to remind students that their layered cultural heritage is something to be explored, shared and celebrated.
- Foster curiosity over correctness – teach children to ask about their classmates’ heritage or identity with respect. Asking rather than telling others about their identity is key.
Supporting Linguistic Diversity
- Value home languages as intellectual assets.
- Celebrate code-switching as a cognitive and cultural skill, not a deficit or a deceit. Often Mixed Race people’s ability to move through different cultural landscapes can be described as deceitful, dishonest or duplicitous – we need to normalise the idea of being able to straddle worlds and cultures when you’re of mixed heritage because it may be part of your identity fluidity and daily vernacular.
You can get your copy of Mixed – Explore and Celebrate your Mixed-Race Identity here.
Navigating Inclusion as a Trainee Teacher
Written by Catherine Wilson
I have worked in the special educational needs sector since 2017 and I am currently undertaking my teacher training with Exceed and doing my PGCE with Leeds Trinity University.
While I have known I wanted to work with children and young people for a long time, it has taken me some time to find that I wanted to teach and in particular teach in an SEN setting. I initially started my work life as a Youth Worker, working evenings at my local youth club before completing my BA in Youth Work & Community Development. After completing this youth work roles were scarce after a change in government and funding cuts so I then took a role in a college supporting young people who had additional needs and found my passion for supporting children with SEN. From here I then moved to an specialist SEN school working as TA and have worked my way up to doing my initial teacher training, which is where I am today!
Navigating diversity, equity, inclusion and belonging as an ITT can feel daunting. Am I using the correct terminology? Am I creating a culture of inclusion and belonging in my classroom? Do I feel confident enough to challenge people’s views in the classroom? It can be a lot to think about and navigate on top of all the other aspects of completing teacher training.
I have always thought of my practice as being inclusive and promoting equity and diversity but having Exceed SCITT as my teacher training provider has really opened my eyes to how much more I could be doing and made me evaluate my own practices and thought patterns. I have been really lucky that alongside the training they have provided me with they also signed us up to attend the DEIB Conference. And what a thought provoking day it was! Hearing from such knowledgeable practitioners has really made me stop and think.
My standout speaker of the had to be from event organiser Hannah Wilson and her session around Cultivating a Culture of Belonging. Her discussions on where we have felt like we belonged the most as we have grown up and moved into adulthood made me think about my own experiences growing up, of feeling most settled when I was with “my people” and also how it felt when I didn’t have those feelings of belonging. It made me reflect upon how I want to create that culture of belonging in my classroom and for all my pupils to feel like they belong. She also talked about Maslow’s Hierarchy of Needs and for a lot of the pupils that I work with they don’t have all of their safety needs met, as a lot have health needs that they need support with, but it made me reflect on how I can help meet the Love and Belonging needs that they have. Making connections with them and their families and supporting them to feel like they matter and are seen and can be themselves, especially in a world where they are still written off as not being able to do because they have a disability.
I was also really inspired by Bennie Kara and her session around Diversity in the curriculum and I think this is where I could really have an impact with my pupils. Her talk discussed how you can adapt the curriculum to be more diverse. I work in predominantly White British, low socioeconomic status school and I hadn’t really given much thought to the impact it would have on the pupils who are not White British and the impact it would have on them not seeing anything that represents them culturally. I use a lot of Widgit symbols on my powerpoints and resources for the pupils and always just use the default skin tone which is that of a white person, there is the option to edit this and have different skin tones so when I’m creating my resources going forward I am going to vary it.
While Hannah and Bennie provided the ‘lightbulb moments’ for me I really appreciated what Krys Mcinnis, Jo Brassington, Lewis Wedlock and Mariam Tomusk had to say and will take points from their sessions into my own professional practice. Hearing from each of the practitioners really cemented my beliefs that diversity and inclusion are not just ‘tokenistic’ or something that are achieved and then forgotten but should be something that is a continuous development.
References:
Exceed SCITT: https://www.exceedscitt.co.uk/
Maslow’s Hierarchy of Needs: https://www.simplypsychology.org/maslow.html?scrlybrkr=5cc7f61c
Putting student inclusion at the heart of Trust strategy: Why inclusion must be at the heart of Trust strategy
Written by Harriet Gill
Head of Trust Partnerships, No Isolation. Harriet works with multi-academy trusts (MATs) to explore the art of the possible around school attendance, supporting inclusive approaches that give all learners equal access to education despite today’s evolving social and educational challenges. At No Isolation, the creators of the AV1 telepresence robot, she helps MATs and their schools embed AV1 into attendance, inclusion, and SEND strategies, helping pupils unable to attend their lessons in person to stay connected to their school community.
In a recent TES article, Jack Mayhew, CEO of Learning Partners Academy Trust, highlighted the power of multi-phase, locally rooted trusts, where primary, secondary, special, and faith schools collaborate within a defined area. This approach creates continuity and a sense of belonging for pupils, particularly during key transitions.
For MAT leaders, this raises a crucial reflection: how intentionally are inclusion and belonging embedded in your trust’s design?
Belonging often fractures before attendance shows it
Research shows pupils frequently experience disconnection long before it appears in attendance data. Risk factors include:
- SEND or SEMH needs
- Socioeconomic disadvantage
- Racial or cultural marginalisation
Once belonging breaks, learning loss follows quickly. Inclusion, attendance, and culture are interconnected – different angles on the same challenge.
Sustaining belonging across phases
In our conversations with MAT leaders, multi-phase structures are seen as offering unique opportunities to act early, before small issues escalate:
- Pupils in Year 5 or 6 showing early signs of disengagement – struggling to get into school, attend assemblies, or engage in class – can be supported proactively.
- Sharing expertise across phases allows trust leaders to address these challenges with human-centred strategies, including small-group support or assistive technology, rather than waiting until they evolve into entrenched attendance or behavioural issues.
- This proactive approach maintains belonging, reduces future learning loss, and smooths transitions between schools.
When inclusion is strategy, not rescue
Southend-on-Sea City Council provides a powerful example:
- They invested in AV1 telepresence robots to keep pupils connected despite medical, emotional, or social barriers.
- 46 pupils used AV1 in 2021-22, 12 returned fully to school, and others reintegrated gradually.
Financial impact:
- Traditional 1:1 tutoring (~50 pupils): £850,000/year
- AV1 continuity support (~50 pupils): £23,000/year
This demonstrates a key insight: preventing disconnection is cheaper, more effective, and more child-centred than trying to rebuild engagement after it’s lost.
Implications for MAT leadership
Inclusion is not a service added on later – it is a system choice. Trust leaders might reflect on questions like:
- Are structures in place that allow expertise to flow across schools and phases, rather than sit in silos?
- Are attendance and engagement treated as strategic, preventative priorities, rather than reactive responses?
- Are technology-enabled approaches being leveraged to reach pupils in ways that feel natural to tech-native learners?
Multi-phase trusts offer a unique opportunity to act early, maintain belonging, and prevent the cascade of disengagement and learning loss, but only if leadership sees it as an intentional, trust-wide design responsibility.
A call to act
The evidence is clear: belonging breaks down before attendance does, and early, proactive interventions pay dividends in both engagement and cost.
Trust leaders have the chance to ask themselves:
- Where are the early signs of disconnection in my trust?
- How can we leverage multi-phase structures and technology to support these pupils before challenges escalate?
- What changes in trust design could make inclusion strategic rather than reactive?
Take the next step: For your free AV1 MAT consultation, contact Harriet Gill, Head of Trust Partnerships, at gill@noisolation.com. Explore how your trust could maintain pupil belonging, sustain engagement, and prevent disconnection before it becomes entrenched.
“Because it makes us feel more comfortable” – Gender, Bodies, and Elephants in PE Swimming Lessons
Written by Justus Schwenzer
Justus Schwenzer (he/him) is a secondary teacher for PE, music, and English. Dedicated to fostering safe and inclusive learning spaces built on openness, belonging, and acceptance, he is passionate about research on equity, diversity, and inclusion in education.
The new school term has begun, and swimming is the new topic in PE. As a new member of staff, I am surprised to learn that our normally mixed-sex lessons are now split into separate “boys” and “girls” classes for swimming. This immediately raises questions for me, and I am curious to hear how my Year 10 students make sense of it.
“Why do you think our school chooses single-sex swimming lessons over the usual mixed-sex PE lessons?”
One of the students is bold enough to share: “Because it makes us feel more comfortable”. Such an honest response, perhaps hesitant, self-conscious, or even a little presumptuous in speaking for everyone.
But this raises the central question of this blog: Does separating students by sex really create comfort for everyone, or does it mask the deeper issues and avoid the tough questions that make PE feel uncomfortable in the first place?
This blog argues that single-sex swimming lessons are not automatically a solution for creating a truly welcoming and supportive learning environment. Instead, creating comfort, trust, and inclusion requires reflective practice that addresses the underlying issues of visibility, vulnerability, and equity in PE.
Is single-sex swimming more “comfortable” because it caters to innate abilities?
PE is, and probably always will be, a particularly gendered space. In this educational setting, bodies are in the spotlight and the centre of attention. A student saying “comfortable” might be pointing to culturally entrenched ideas about gender, such as the expectation that “strong boys” and “delicate girls” engage in activities thought to match their innate abilities. Historical debris of traditional gendered expectations still echoes through PE curricula and teaching practices, even though such narrow ideas of ‘ideal’ bodies are being critically challenged and perceived as outdated.
Is single-sex swimming more “comfortable” because it makes students feel less exposed and vulnerable?
Swimming differs from other curriculum topics due to heightened visibility of the body and a different dress code. The swimming pool represents a space where questions of respectable dress, visibility, and decency are grounded in the historic development of the sport. Interpreting “comfortable” as feeling protected and less vulnerable is therefore not far-fetched. “Girls” may want to feel protected from unwanted looks and the cisgender, heterosexual, sexualised (“male”) gaze. Additionally, mixed-sex PE may create religious distress for students with religious beliefs that emphasise modesty, making single-sex PE feel more “comfortable” for them. But can a safe and non-judgemental atmosphere not be created in mixed-sex swimming through reflective teaching practices?
When underlying beliefs and struggles that contribute to shame and anxiety in the pool are not addressed, opting for single-sex swimming lessons is more of a band-aid solution. Single-sex PE does not replace the work that has to be done to make this setting a safe, body-positive environment without judgement. Students are still together in a group with other people, tempted to compare and contrast their bodies, still trying to navigate puberty, hormones, and bodily changes. The work to support our students and help them feel “comfortable” in their own bodies does not go away.
Who is “us” in single-sex swimming lessons?
The “us” is still often defined as “boys” and “girls”. Single-sex PE creates binary groupings and potentially confines PE into “traditional” forms that reproduce inequitable sets of gendered power relations. What happens to students who cannot or do not want to say whether they should join the “boys” or the “girls”? Landi (2025) gives an example of how queer and trans students (that is how the youth in this study referred to themselves collectively) are marginalised in these moments, their bodies made to sit at a fault line of the system, creating barriers that leave them feeling erased. Students whose bodies fit neatly into the categories of “male” and “female” are privileged by the system. Heteronormativity is encouraged in those moments, creating a shield of invisibility around other sexual and gender identities. Others are left with the burden of accepting an option that does not represent them, potentially leaving them exposed, unprotected, and threatened.
Towards inclusive and welcoming swimming lessons in PE
I am aware that single-sex PE and mixed-sex PE are highly complex issues deeply entrenched in politics, (sporting) culture, religion, and society. The swimming pool tends to amplify particular issues. Despite these challenges, even long-standing practices in PE can benefit from reflection. Supporting all students means creating space for open, critical dialogue across perspectives. So, ask yourself what life lessons we want to teach our students, the type of world we envision for young people to move through, and who is allowed to move freely within it. Addressing the elephant in the pool might just make everybody feel a little bit more “comfortable”.
Belonging, Empathy, and a Curriculum that Sees Every Child
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.
Belonging is not a bonus; it is a basic human need. Students who feel unseen, misunderstood, or undervalued will never thrive, no matter how carefully a curriculum looks on paper. Too often, belonging is treated as an afterthought- diversity weeks, a handful of posters in corridors, or the occasional themed assembly. These gestures may be well-meaning, but they fall short. True belonging requires more than decoration. It demands integration, empathy, and truth-telling.
Empathy has been stripped from education by a Eurocentric curriculum. When children encounter only one narrative, their own reflected back endlessly, or someone else’s never shown, they are denied the chance to be curious about differences. This absence breeds prejudice, isolation, and a narrow sense of the world. Representation matters, but not as an add-on or a gesture. It matters because it reflects humanity in its full breadth.
Learning outcomes are directly shaped by belonging. Research shows that students who feel they belong are more likely to achieve academically, develop social intelligence, and build resilience. A school that makes children feel like outsiders, whether because of race, culture, gender identity, or ability, unintentionally closes doors. Belonging must be woven into the fabric of school life from the start, not treated as an optional extra. When it is cultivated intentionally, young people gain the freedom to be curious, to trust, and to empathise. Without it, they turn elsewhere for meaning- often online, where they encounter narrow and sometimes toxic narratives about themselves and others.
Our most powerful tool for building empathy is storytelling. Stories act as mirrors, windows, and sliding doors: mirrors so children see themselves reflected; windows so they can look into other lives; and doors so they can step into perspectives far from their own. When children never see themselves in a story, they are told- silently but forcefully- that they are invisible. When they never encounter differences, they are denied the chance to develop empathy. Books, films, oral histories, and local community stories should not be treated as extras outside the ‘real curriculum.’ They are the curriculum.
Narratives that exclude Black contributions to science, art, geography, and literature are not neutral; they are erasure. Inclusive education cannot be about “adding diversity” on top of a whitewashed foundation. It must be about truth-telling. Black histories should be present in every subject, in every classroom, and in everyday conversations. Integration often provokes discomfort, but discomfort is not failure. It is learning. A curriculum rooted in truth will not always feel comfortable, but it will always be necessary.
Grades, too, can be barriers to belonging. Exams reward memorisation under pressure, punishing those who do not thrive in such conditions. For many learners, especially those from marginalised groups, this reinforces inequity rather than reducing it. Success needs to be redefined. Coursework and project-based assessment can value creativity, local histories, and lived experiences. A ‘D grade’ (which, in modern terms, equates to a Grade 3) may reflect extraordinary resilience and achievement in context. True equity means measuring children not against a singular rubric, but against their own journeys.
In classrooms, empathy cannot be demanded without exposure to difference. Curiosity grows when children encounter diverse stories and have safe spaces to talk about identity, race, gender, and belonging. Teachers play a vital role here. Students learn not only from what is said, but from what is modelled. When teachers show curiosity, challenge harmful narratives, and treat difference as opportunity rather than threat, they teach children to do the same.
Next come the practical shifts. Local heroes and community changemakers can be celebrated so that children encounter role models on their own doorstep. Equity, diversity, and inclusion must be reviewed with the same seriousness as safeguarding or attainment. Schools can use existing frameworks, such as the Equality Act and the Gatsby Benchmarks, to embed equity into daily structures rather than treating it as an extra burden. Above all, as discussed, storytelling should sit at the heart of the curriculum across all subjects.
Generations of young people are growing up in a world of polarisation, online radicalisation, and systemic inequality. After years of austerity, many are absorbing harmful narratives from the sources they trust most. They deserve better. They deserve an education that reflects them rather than erases them, and teachers willing to model curiosity and courage. As an Anti-Racism in the Curriculum panellist put it: young people are themselves an oppressed group- no one knows what it is like to be a child in 2025 except the children of 2025. Schools must listen to them, reflect them, and prepare them not only for exams, but for life lived with empathy and justice.
Inherited histories remind us that the curriculum is not abstract. It is rooted in the cultures and communities that shape who we are. My poem (see my article next week) – captures this truth:
“For the ones who carry the world in their veins – and make this island beat.”
This is Britain: a mosaic of footsteps, flavours, languages, and inventions, built by travellers, migrants, and dreamers. It is not a fantasy of purity, but a reality of mixture and connection. A curriculum that denies this truth denies the very heartbeat of the nation.
Now education must prioritise empathy with the same seriousness it gives to literacy and numeracy. Belonging should be woven into every subject, student voice must be valued, and leaders held accountable for equity. Success must be redefined so that growth, creativity, and resilience stand alongside grades. Every child should be able to look at the curriculum and find themselves reflected in it, while also seeing and stepping into the lives of others.
Going forward, if we want to raise a generation capable of compassion, critical thinking, and courage, education must be transformed into a tool for connection, not division.
Belonging is the root. Empathy is the bridge. Truth is the curriculum.
ASPIRE: Creating a culture where everyone can flourish
Written by Michele Deeks
Michele Deeks is a psychologist whose passion is helping people to be at their best more of the time. She is a Director of Work Positive and co-creator of the At My Best product range.
There seems to be an ever-growing body of evidence suggesting that our education system simply isn’t working for many teachers or learners. From the All-Party Parliamentary Group for Education’s inquiry into the Loss of Love of Learning, through to reports showing unprecedented levels of staff stress and burnout, the challenges seem to be numerous.
It can be hard to know how to even begin to make things better. Something we can all influence, however, is the culture in our classrooms and institutions. Dr Sue Roffey, a psychologist and academic with extensive expertise in whole school wellbeing, has developed the ASPIRE model for flourishing cultures. The six principles in this model stimulate both discussion and action on what we can do day-to-day to enable everyone to be at their best.
In this video Sue talks to me about the ASPIRE model and its potential to transform staff and pupils’ experience of education.
https://vimeo.com/1140772098?fl=ip&fe=ec
ASPIRE is an acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. It is a model of culture that draws inspiration from developmental and child psychology, positive psychology and neuroscience as well as extensive education research and Dr Roffey’s own experience and practice in schools across the world.
So what does each principle look and feel like in practice?
Agency
Agency is about empowerment. Agency in the classroom is evident where every pupil recognises they have a voice and a choice. Where learners are active agents in their learning, where they are involved in shaping what happens in their classroom, recognising not only how they can influence their own experiences, but how they can positively impact their peers and teachers too.
Safety
A safe educational setting keeps everyone safe from physical harm and mental distress, but it goes beyond that – in a safe environment everyone is accepted for themselves; everyone feels able to make contributions and take risks without fearing punishment, blame or humiliation.
Positivity
A strong sense of positivity in the classroom isn’t about ignoring what’s wrong or being unrealistic about what’s possible, but about shifting the focus to what’s working well. It’s about creating a culture that values and encourages a positive mindset, positive emotions, strengths-based language and solution-focused actions. It is also about having fun together.
Inclusion
An inclusive environment is one that demonstrates appreciation of diversity in a way that encourages behaviours and practices that increase everyone’s sense of belonging. Inclusivity means celebrating each person’s unique place in the world and valuing our shared humanity. It is about ensuring that everyone feels they matter and can contribute.
Respect
Treating others in the way they prefer to be treated sits at the heart of the principle of respect. Where respect is embedded in an educational setting it’s evident the whole person is valued, hierarchical privilege is minimised and there’s thoughtful consideration for differences in perspectives, contexts, feelings and needs.
Equity
Strong themes of fairness and flexibility are evident in environments that prioritise equity, with a recognition and understanding that one size does not fit all. Different accommodations are made for different students and staff to enable everyone to achieve optimal levels of contribution and outcome.
Each of the six principles brings something different to a culture. It is challenging for staff and students to flourish when any are missing. The principles also interact, overlap and affirm each other with individual behaviours, routines and habits sometimes being indicative of several.
So how can we embed ASPIRE in practice? Dr Roffey argues that culture isn’t something that can be imposed – it’s a shared responsibility. It’s something that everyone within an education setting influences on a daily basis. Culture is made up of our daily behaviours and practices. If we’re looking to change ‘how we do things around here’ we need to work out what we need to be doing differently and what perhaps needs more emphasis. There is no particular principle of ASPIRE that you need to start with. Instead, it’s about starting where it makes sense in your setting, working collaboratively to explore what’s working well and identifying clear, tangible actions that you can take to make sure your culture is one where everyone can flourish.
Watch the webinar (46 mins) to hear Dr Roffey explain the background to the ASPIRE model and the newly launched ASPIRE Culture Cards.
Sanctuaries of Inclusion & Incubators of Innovation!
Written by Laura McPhee
Laura McPhee is Director of Education at University Schools Trust. Prior to this, Laura was an experienced headteacher. She has a proven track record of leading transformational change management and successful school improvement journeys across London. Laura is a facilitator for the National Professional Qualification facilitator for Headship (NPQH) and a School Improvement consultant. She holds a number of trustee positions and enjoys guest lecturing for ITT courses. She is the author of 'Empowering Teachers, Improving Schools: Belonging, Psychological Safety & School Improvement' and a co-author of 'Tackling Poverty and Disadvantage in Schools.'
I’m sitting at the back of the teacher training induction session, pretending to read the welcome pack, when a large imposing figure appears at the front. He thanks us all for coming and quickly moves on to a lengthy monologue, warning us of the perils that lie ahead. He informs us in no uncertain terms, that training to be a teacher will be the most challenging thing we’ll ever have to do.
‘Hmmm. Doubt that. I’ve beaten cancer twice,’ says a jolly voice next to me, beaming.
I’ve been hiding in the back row with the other ‘mature’ students – who, as it turns out, are not so mature after all. The beaming voice is Kate, who like me, has a healthy disregard for rules. We become fast friends and slope off for coffee.
But the introductory ‘talk’, with hints of a dark reckoning, is still ringing in my ear. I thought this was the beginning of a new adventure, so why did it already feel like a zero-sum game?
I was yet to realise that the well-meaning individual, terrifying us all into submission that day, was in fact preparing us for the high stakes career that lay ahead.
As educators, we champion accountability. But accountability in the absence of psychological safety, can stifle innovation, limit progress and encourage poor behaviours.
I was lucky. I was a quick learner and, for the most part I was surrounded by exceptional teams and leaders who were extraordinarily generous with their expertise and professional support. But that hasn’t always been the case.
The evidence base suggests I’m not alone.
I would bet my mortgage that you, or someone you know, has at one time or another been worried about expressing their opinion at work for fear of reprisal. Perhaps you’ve thought twice about sharing a concern or idea? Or were afraid to ask a question? Maybe you’ve faced unfair criticism, chastisement or social exclusion.
Perhaps you’ve had to battle systemic barriers in the workplace?
The sector at large has been impacted. In a profession that is high stakes, a lack of psychological safety has, at times, resulted in exclusionary practice. This is amplified when weak education policy creates perverse incentives. For example, through ‘off – rolling’ or exclusionary practice around admissions.
We’re also seeing a direct correlation between staff engagement and pupil engagement. Unsurprisingly, when staff feel trusted, purposeful and supported. So do pupils.
However, research shows that our sense of belonging isn’t evenly distributed, with disadvantaged pupils and Black pupils reporting significantly lower levels of inclusivity. (Jerrim, 2025).
There’s much debate across the sector about what it means to belong, yet too often a crucial part of the conversation is overlooked. Psychological safety is the missing part of the puzzle for many pupils, parents and educators.
Professor of leadership and management, Amy Edmonson describes psychological safety as the ability to share concerns, ask questions and provide supportive challenge, without fear of reprisal.
Let’s be clear, this is a well-researched field, with a robust evidence base that points to the benefits of psychological safety across industries.
Research shows that organisations with the highest levels of psychological safety are more resilient and innovative. They perform better than others.
When we remember we’re people first, professionals second; we can connect the dots. Higher levels of psychological safety positively impact staff retention and productivity.
Remarkably, there’s very little information for school leaders about how to practically apply the principles of psychological safety. And yet, there has never been a more urgent need to consider the psychological safety and belonging for staff and pupils.
Hence my research in this area was borne out of personal and professional frustration…
Whilst cross-referencing the evidence base, with qualitative data from schools and universities nationally that have strong cultures, recurring themes began to emerge. This took the form of 10 pillars, or areas of school strategy that we want to ensure are underpinned by psychological safety to foster inclusivity:
- Leading with purpose
- Creating a culture of belonging
- Cognitive diversity
- Learning from failure
- Professional Development
- Coaching and Mentoring
- Distributed leadership
- Flexible working
- Innovation
- Place-based support for the community.
I’ll be using this blog to explore these 10 pillars; sharing research, evidence informed practice and case studies that exemplify psychological safety in schools for staff, pupils and the wider school community.
Frameworks for implementation:
Typically practitioners engaged in developing psychologically safe environments are signposted to Dr. Timothy Clark’s, 4 stages of psychological safety:
- Stage 1 – INCLUSION SAFETY: feels included and part of a team
- Stage 2 – LEARNER SAFETY: safe to learn and ask questions
- Stage 3 – CONTRIBUTOR SAFETY: safe to contribute and share ideas
- Stage 4 – CHALLENGER SAFETY: safe to contribute and challenge the status quo
Whilst this model prompts some useful thinking, it’s not without its challenges. We know from our own experience that progress is rarely linear! However, we could be forgiven for interpreting this framework as though we should be smoothly transitioning from one stage to the next. In reality there may be very good reasons why teams or individuals stall or need to revisit key principles to deepen their understanding. Of course, it’s also quite possible for team members to be moving at a different pace.
We know that too often underrepresented groups are required to carry out their roles in workplaces that are not inclusive or reflect the systemic barriers that exist in wider society. Yet these colleagues still need to move beyond stage 1 to find agency and autonomy.
For this reason, many practitioners have embraced Amy Edmonson’s 4 Domains of Psychological Safety as outlined in ‘The Fearless Organization Scan’:
- Attitude to failure and risk
- Inclusion and diversity
- Open conversation
- Willingness to help
This model reminds us to keep all four domains in mind when cultivating psychological safety. We can see how these domains are intrinsically linked and interdependent.
What might success look like if we’re brave enough to hold ‘open conversation’ and become ‘willing to help’? How can this approach drive more impactful solutions and tangible outcomes when it comes to inclusion?
Furthermore, we know that when it comes to psychological safety, the work is never done. Rather it is constantly evolving. It’s dynamic and shifts based on each new interaction and or shared experience…
“Psychological safety creates sanctuaries of inclusion and incubators of innovation.”
Dr. Timothy Clark
#RENDBristol - a day of hope, connectivity and solidarity.
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
Another Saturday… another grassroots event… this time I co-organised and co-hosted the inaugural #REND event in Bristol.
My friends and family who are not in education do not get it – ‘Why do you work on Saturdays Hannah?’ I get asked regularly when challenged about my work life balance. My reply is often the same – it does not feel like work when it is driven by purpose and passion. And the work is too important and too urgent – how else would we get 100 people together to talk about racial equity?
So when Domini and Rahima reached out to me in early June and asked me to join them in co-organising the first REND event in the SW, my answer was a firm yes. Having attended multiple #REND events in Luton, Birmingham and London, it was great to be holding one closer to my home in Bath. As a friend of Sufian and a supporter of Chiltern Learning Trust I wanted to help them mobilise the movement to other parts of the country to help spread the word.
Brought up in North Devon, I also always love delivering DEIB training and supporting educational organisations in the South West with their DEIB strategy. When we talk about legacy, my hopes are to grow consciousness, confidence and competence in DEIB matters in the less diverse parts of the country. We all know that the shires and the white-majority parts of the country need these events and these conversations as much as the cities and the more diverse parts of the country.
Once we got the green light from Sufian to start planning we began to plan the event. Having all attended the black-tie Friday night events we wanted to disrupt things and try a different model to make it more inclusive and more accessible to attend. So we decided to pilot a lunchtime event instead. Furthermore, instead of a dress-up event and a formal meal we went for a more casual affair and a DIY approach. We realised quite quickly how much work we were taking on so we reached out to Tanisha to join the organising team. A big thank you from all of us to Jo and the team at Cotham School for generously hosting us and for so many of the staff who rolled up their sleeves at the event.
Our approach thus meant that we did not need to secure large sponsors – we wanted the event to be grassroots and we were keen to elevate the small orgs, charities/ CICs and individuals doing the work in our region – hence we built a marketplace into the event flow. A massive thank you to our exhibitors who supported the event: Belonging Effect, Cabot Learning Federation, Courageous Leadership, HGS Education Ltd, Jigsaw Education Group, PGS Educators, SARI, Somerset Research School , South Gloucestershire Race Equality Network and Teacheroo.
Curating the line-up of speakers – we were committed to amplifying a local headteacher, a regional academic, best practice from Wales alongside national thought leaders, role models and researchers. We mapped out how many speakers we could fit into the schedule and landed on part 1 with 3 speakers before our Caribbean lunch and part 2 with 3 more speakers post-lunch. We have so much appreciation for our speakers for the work they do, for travelling to join us on a weekend and for speaking for free: Canon David Hermitt, Del Planter, Diana Osagie, Lilian Martin, Dr Marie-Annick Gournet and Sufian Sadiq. (For reference the slide deck from the main hall is here).
With all of the details confirmed we then began to market the event on our socials and across our networks. Our call to action was simple: “Following on from the sell out Racial Equity: Network Dinners launched by Chiltern Teaching School and continued around the country we are delighted to announce the arrival of the event in Bristol. The Racial Equity: Network Dinner is an opportunity for people across the education sector who share and appreciate the importance of racial equity, to come together to celebrate, network and enjoy a delicious meal”.
Our target was to bring 100 people together for our first event and we were only a few people shy on the day – our challenge now is to get everyone to return to our next event and bring someone with them who needs to be in the room to hear the messages that were shared.
The day was a whirlwind: from blowing up balloons, to laying the tables, serving the food, to greeting our speakers and holding space for our guests – the time disappeared quickly. It was brilliant to see so many familiar faces in the room, to meet virtual connections in person and to connect with new people from the area who are committed to making educational space more inclusive, more representative and ultimately safer for our global majority communities and colleagues.
Thank you for the positive feedback we have already received:
- Fern Hughes: “With 100 brilliant attendees, the room was full of purpose, passion and powerful conversation. Networking and connecting with so many inspiring people working across education — a sector close to my heart — made the day even more meaningful”.
- Adrian McLean:“#REND Bristol did things in style! Expertly arranged by Domini Choudhury Tanisha Hicks-Beresford Rahima Khatun-Malik & Hannah Wilson – we left with full hearts and a full belly!”
- David Stewart: “I’m not one for networking events. I find them superficial, surface-level, and inauthentic. But today completely changed that. Today I was invited to the REND Bristol event — the passion, authenticity, and energy brought by the exhibitors, guest speakers, and organisers was outstanding. Conversations were deep and particularly meaningful. Every speaker shared their story with pride and optimism for the future, and the organisers made the entire day run seamlessly”.
- Saima Akhtar: “Race equity work in education is not just important, it is transformative. It shapes futures, dismantles barriers, and creates spaces where every learner can thrive. As educators and advocates, we carry a profound responsibility to drive this work forward with urgency and courage. The progress we make today will define the opportunities of tomorrow. The conversations and energy in this space never fail to inspire me, but today, thanks to REND, I feel like my inspiration has had an energy drink! Let’s keep pushing boundaries, challenging norms, and ensuring that equity is not just a vision but a lived reality for every child”.
So what’s next?
If you attended we would love to hear your feedback – including what worked and what we can improve at a future event – please do complete the feedback form: REND Bristol Saturday 22 Nov 2025 feedback. Domini, Rahima, Tanisha and I are then meeting next weekend to review the event and the feedback to confirm our next steps as we want to keep the connections, the conversations and the momentum going.
In the meanwhile, you can join the conversation on LinkedIn – we have a #REND networking group here and we have collated all of the #RENDBristol reflection posts here. If you are not on Linkedin then you can join our private community space on Mighty Networks and find the #REND community group here.
We have also created a page on the Belonging Effect’s website for more information about #REND events around the country (it will be updated over the coming weeks). Ann, who joined us as a delegate in Bristol, is hosting #RENDLondon on Friday 12th December – you can book a ticket here.
For people who live and work in Bristol, we would love to see you at our #DiverseEd Hub – Tanisha and I host it at the Bristol Cathedral School each half-term, our next meet up is after school on Wednesday 3rd December.
When I relocated to Bath in 2023, we hosted a #DiverseEd event at Bridge Learning Campus in Bristol. We are delighted to be hosting our next regional #DiverseEd event at IKB Academy in Keynsham on June 13th. Get in touch if you would like to exhibit/ facilitate a session – the line-up will be confirmed in the new year.
Some final signposting:
- I chatted to a few people about Black Men Teach, you can find them and 200+ other orgs supporting schools, colleges and trusts in our DEIB Directory.
- We would love to publish some more blogs reflecting on the themes from the event, please email me with any submissions.
- Hopefully you got to say hello to Adele from Teacheroo – we collaborate on a jobs board with them to connect diverse educators with settings who are committed to the work. We host free adverts for vacancies for ITTE, DEIB / anti-racist leaders and for governors/ trustees – do get in touch if we can help you promote career development opportunities with our network.
Thank you to everyone who attended and supported #RENDBristol – we look forward to sending out more follow up information and opportunities from our speakers and exhibitors from this event and to reconnecting soon.