#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.
A Safe, Professional DEIB Network for Educators
Written by Jo Brassington
Jo Brassington (they/them) is a former primary school teacher, the co-founder of Pride & Progress, and the co-author of Pride & Progress: Making Schools LGBT+ Inclusive Spaces. They work with schools, universities, and charities primarily around LGBT+ inclusion, trans awareness, and children's mental health.
In the first year of my teaching career, my mentors and school leaders gave me lots of great advice as a new, early career teacher. One suggestion in particular confused me at the time, but went on to have a huge, positive impact on both my teaching practice and my career.
During an early-morning chat, my headteacher told me I should join Twitter. I’d used Twitter before, but never in a way that could support me professionally. I was sceptical at first, but about a week later, sitting alone in my classroom after school, I downloaded the app and made myself a new account.
In the weeks that followed, I began connecting with other educators on “teacher Twitter” and slowly built a network. Very quickly, I understood why my headteacher had recommended it. Back then, Twitter was an engaged and empowering space for teachers. You could find educators interested in the same aspects of teaching as you, share resources and ideas, ask questions, exchange advice, and genuinely become better educators together. It felt like a huge, supportive staffroom online – somewhere safe, generous, and collaborative. I learned so much from the people I met there, and that network made me a better, more informed teacher.
When I look back at my career, so many of the things I’m most proud of can be traced back to that space. I became a better teacher through connecting with people like Becky Carlzon on Twitter. I started Pride & Progress with my colleague Adam, who I met on Twitter. And now I’m a Lead Associate for Belonging Effect—another connection first made (you guessed it) on Twitter.
Twitter for teachers was brilliant… until it wasn’t. I don’t need to document the downfall of the digital town square—chances are you witnessed it yourself, or read about it in the news. The platform doesn’t exist under the same name anymore, and neither do the positive values I’ve described. Like many teachers, I eventually deleted my account. It became a space filled with hostility, and it was no longer a safe space for meaningful conversations about diversity.
Losing that vibrant professional community has been a real loss. I tried moving to other platforms, but nothing felt the same. And I’ve had countless conversations with teachers who, like me, are still missing that engaged, supportive online staffroom.
Aware of this gap, we at Belonging Effect have been working to co-create a solution. A while ago, we opened a network space on Mighty Networks under our previous name, ‘Diverse Educators’. Mighty Networks allows you to build your own networking space, shape it for the needs of your community, and most importantly – keep it safe. Following our rebrand earlier this year, we’re now working to re-energise that space.
The Belonging Effect Network is a safe, professional networking space for those working in education to connect and discuss Diversity, Equity, Inclusion, and Belonging. It’s a closed network, and new members answer a few questions before joining – this helps keep the space safe for our community. Through the app or web-browser, you can access what looks like its own social networking space. Inside, you’ll find blogs, books, resources, events, and identity-based networks to support different communities. Our hope is that this becomes the supportive online staffroom so many of us have been missing—but it will only thrive if the community is active and engaged.
If you’d like to help us rebuild the kind of professional networking space that teachers need – and if you’re looking for a supportive, values-led network yourself – then join the Belonging Effect Network today. You can find out more and sign up here. Better still, invite colleagues who you think might be interested by sending them this blog.
We hope to see you in the Belonging Effect Network soon.
Limitless Belief - An Inclusive and Diverse Experience
Written by Sarah Pengelly
Sarah has taught in London Primary schools for 12-years specialising in Literacy and PSHE, studied for an MA Educational Psychotherapy and previously worked at the BBC. For the past 5-years, she has been working with non-profit charity, Human Values Foundation, to develop a new values-led PSHE programme called The Big Think.
How can you make the work of DEI for organisations of all shapes and sizes itself feel inclusive and not a tick-box exercise?
That’s what I wanted to find out through Chickenshed’s 90-minute taster session for senior leaders, HR, DEI, and people-focused professionals.
I attended with my colleague Avanti from The Big Think, who facilitates life skills learning in schools in her other roles. We wanted to see how it applies to both our work at The Big Think as a values-based educational programme, and she wanted to examine her own facilitation practice.
Chickenshed? What’s that?
‘Chickenshed is a theatre company for absolutely everyone. For fifty years, we’ve created bold and beautiful work from our limitless belief in each other.’
With over 800 members of all ages and abilities, Chickenshed are able to invite to the table an unbelievable range of authentic voices, that most of us have never heard from, and that will deeply resonate with all of us.
As part of their outreach mission to help develop a genuine and active DEI journey for all workplaces, Chickenshed facilitate a bespoke package created for each setting or company. No mandatory one-size-fits-all diversity trainings.
‘The work of diversity and inclusion is never finished. It has to always be active and evolving to ensure shifting needs are being met and all voices are being heard.’ says Dave, the Senior Producer who is holding the space for this session.
This 90-minutes taster is described as a facilitated ‘experience’ to see how they approach DEI and how they could work with your organisation. This gently participatory and immersive session ensures that all participants are able to emotionally invest in the start of a personal journey to find belonging for all.
Our Purpose – to rediscover our humanity through joy and hope.
As a starting point, Dave shares this helpful re-framing of DEI. True inclusion is something that comes from ‘inside of us’, rather than something to be accommodated. Chickenshed use this framing, together with the power of the creative arts, to share personal stories that spark these hidden feelings inside all of us, so that everyone can begin to connect and belong.
Be accessible in all ways.
Another stand-out difference is their approach to accessibility. Strangely, this is often overlooked in many DEI sessions.
‘We aren’t just talking about practical accessibility like ramps, we are talking about emotional accessibility where everyone feels able to show their true selves all of the time,’ says Dave.
Slow down. Listen. I mean really hear.
We hear from Paul, who is introduced as having cerebral palsy that affects all movement, including his breathing. We are asked to give him the time he needs to speak, so he can pace his breathing with his speech. We are told his new wheelchair has extra squeaky foot-holds, so we will need to be patient and listen carefully to hear his words.
Paul performs his poem, Traffic Lights about what it feels like to be constantly held on red. His performance is rhythmic and powerful as he shows us the frustration of living in such a frenetic, fast paced world with little space for being really seen or heard. He is asking for a slowing of time, so that he has a chance of participating more fully or at least having the opportunity to move to amber, or maybe even green.
Get creative. Notice and nurture unique vision.
Interspersed between the powerful voices and perspective sharing, are short, fun, engaging tasks that involve image associations, and how we’ve felt included and/or excluded in physical spaces, and metaphorical ones. We aren’t required to get up and perform or overshare our views. It’s not a strategy session. It’s just the beginning of a journey of opening up to this important work, with some lightness and humour brought by Ashly, the lead facilitator and experienced actor.
We see a short film about Chickenshed Producer Maya highlighting intersectionality, using her walker whilst directing a large theatre company in a production.
‘I move differently and I see things differently. I get the actors to do the same.’
Keep it simple. Offer everyone a seat at the table.
Zack, a black actor and dancer with cerebral palsy, shares a free-form piece about the daily grind of being invisible via his travels on the London tube network. Days and days on repeat. It’s hard to hear. Then, the simplicity of a genuine offer of a seat, without any fuss.
‘Hey! You want a seat?’
He poses this question to all of us in the room, representing multiple roles and organisations: Would you give me a seat at the table?
A powerful question. An invitation. To all of us.
Chickenshed’s DEI work is done differently and it’s a joy to be a part of it. If you want your team to take part in a similar journey, then Chickenshed are the team to travel alongside you.
Course Information and Contact Details:
Designed for senior leaders, HR, DEI, and people-focused professionals, this session brings together individuals from a range of corporate organisations to explore how inclusive mindsets and empathetic communication can strengthen workplace culture.
Chickenshed have over 50 years of experience as an inclusive theatre company. Their training uses real stories, lived experiences, and reflective discussion to challenge assumptions and open up new perspectives.
This taster is an opportunity to experience the approach first-hand and consider how it might support wider conversations around inclusion in your organisation.
If you’re interested in finding out more, I’d be happy to connect with you:
Dave Carey: davec@chickenshed.org.uk
Mobile: 07846 097896
Curriculum and Assessment Review Analysis
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.
Steps in Evolution?
The work of Becky Francis and her team should be commended. It is no small feat to be able to manage a volume of feedback and try to create something new. The Final Report of the Curriculum and Assessment Review is comprehensive. This analysis intends only to consider the evolution of diversity in the curriculum in the Final Report.
So what does the Final Report tell us?
The recommendations made about diversity in the curriculum emphasise that the National Curriculum should be for all young people, reflecting the diversity of society and ensuring all children feel included and represented.
A key recommendation is that the Government reviews and updates all Programmes of Study, and, where appropriate, the corresponding GCSE Subject Content to include stronger representation of the diversity that makes up modern society, allowing more children to see themselves in the curriculum.
Specific subject recommendations intended to support diversity and representation include:
- History Programmes of Study should be adjusted to support the wider teaching of the subject’s inherent diversity, which involves analysing a wide range of sources and incorporating local history where appropriate. This enriches the curriculum by introducing a broader mix of perspectives and connections.
- English Literature GCSE subject content should be reviewed to ensure students study texts drawn from the full breadth of our literary heritage, including more diverse and representative texts.
- Design and Technology (D&T) curriculum and GCSE content should explicitly embed the teaching of social responsibility and inclusive design throughout the design process.
- Geography Programmes of Study should undergo minor refinements to make content more relevant and inclusive.
- Music Programmes of Study for Key Stages 1 to 3 should be revised to ensure a curriculum pathway that allows a range of genres and repertoires to be covered.
The curriculum principles guiding the reforms assert that diverse contributions to subject disciplines enable a complete, broad, and balanced curriculum, and that efforts should support equal opportunities and challenge discrimination.
However, the recommendations aimed at increasing diversity in the curriculum might be considered problematic due to several inherent tensions, dependencies on factors outside the Review’s remit, and practical limitations on implementation.
Tension with Retaining Core Knowledge and Content
The Review emphasised that while the curriculum must reflect the diversity of society, this ambition is balanced by the need to ensure mutual access to core knowledge.
- The curriculum principle states that core knowledge and key works that shape a subject must remain central. This focus can limit the extent to which new, diverse content is introduced or prioritized over established material – and also brings into question the definition of ‘established’.
- In History, teachers requested clearer guidance to reflect diversity without replacing core content. The suggested solution relies on updating the aims and refreshing the non-statutory examples to introduce a broader mix of perspectives, but not replacing existing essential topics. There are profound questions as to how we define ‘core’ content as this has been largely defined by colonial standards.
Dependence on Teacher Autonomy and External Resources
Implementing diverse curricula largely depends on the capacity and choices of individual schools and teachers, which can lead to inconsistent application.
- Diverse representation is sometimes judged as being more appropriately achieved through teacher selection of content rather than centralized prescription in the national curriculum.
- For these localised choices to work, they require support from high-quality exemplification resources (like those produced by Oak National Academy) and a wider selection of inclusive materials from publishers and exam boards.
- In English Literature, while the curriculum allows for a range of texts, current practice often lacks breadth and diversity due to the limited availability of resources and a tendency for teachers to rely on well-established works.
Failure to Address Systemic and Financial Barriers
The recommendations primarily address curriculum content but cannot resolve major underlying issues related to funding, infrastructure, and socio-economic disadvantage.
- In Design and Technology (D&T), implementing elements like inclusive design faces significant barriers extending beyond the curriculum, such as a lack of specialist staff, lack of infrastructure, and the cost of delivery.
- In Music, attainment gaps are substantial, with Music identified as having the highest disadvantage attainment gap of any subject at GCSE. This disparity is driven by the fact that success relies heavily on the ability to read music, which is often developed through additional, out-of-classroom instrumental tuition that benefits higher-income households. The recommendation is only to explore ways to better optimise the investment in music education, rather than guaranteeing equitable, mandatory in-school tuition needed to close this gap.
- The review also warned that substantial curriculum changes intended to promote inclusion must remain cognisant of the potential negative impact on the workload of education staff and the overall stability of the system.
- The report makes no explicit reference to systemic racism (although this is not a surprise).
Philosophical Conflict
The review panel acknowledged that promoting social justice involves dilemmas, as sometimes potential solutions designed to improve inclusivity may risk greater harm and inequities than the problem they seek to solve. Furthermore, efforts to reflect diversity must be careful not to limit children to “narrow frames of reference based on their background”, which as a phrase presents problematic interpretations.
Implications of the November 2025 Final Report
The November 2025 Final Report retains the principle that the national curriculum must reflect the diversity of modern Britain, but makes clear that representation is a requirement of entitlement, not an optional enhancement.
This reframing is significant. It shifts the locus of responsibility beyond schools to the national “knowledge supply chain”: publishers, resource platforms, awarding bodies and subject associations. The Review therefore acknowledges that representational breadth is structurally mediated.
The reframing does not take away responsibility for individual schools and teachers to ensure that a diverse curriculum is taught.
We must remember that Becky Francis’ report, as thorough as it is in some ways, remains a recommendation to the DfE, and that the DfE can choose to reject recommendations as they see fit. The true test of listening is how much is heard – and it is clear that teachers and students alike have expressed their desire for meaningful representation in the curriculum. It remains to be seen, as always.
Written collaboratively by Belonging Effect Associates Bennie Kara and Krys McInnis
From Diverse Educators to The Belonging Effect: Our Next Chapter
Written by Belonging Effect
Belonging Effect is committed to shaping intention into impact and supporting people with their Diversity, Equity, Inclusion, & Belonging strategy and training needs.
When we launched Diverse Educators, our mission was clear: to amplify voices, celebrate differences, and build a more inclusive education system. Over the years, we have worked with countless educators, leaders, and communities who share that passion. Together, we have created space for powerful conversations about diversity, equity, inclusion, belonging and representation.
But as our work has deepened, so has our understanding.
We have learned that diversity is only the starting point. It is not enough to bring different people into the room – we have to make sure everyone feels that they truly belong once they are there.
That realisation has inspired our next chapter: moving forwards we are The Belonging Effect.
Why We Changed Our Name
The name Diverse Educators reflected who we were when we began – a grassroots community of people passionate about diversity in education. But over time, we have grown into something broader and deeper. Our work now spans sectors, reaches new audiences, and focuses not just on who is present, but on how people feel within those spaces.
Belonging is the bridge between diversity, equity and inclusion – it is the emotional outcome of equity in action. It is the moment when people stop trying to fit in and start being fully themselves.
We chose The Belonging Effect because belonging is not just a concept; it is a ripple. When one person feels they belong, it impacts their team, their classroom, their community. It is an effect that multiplies.
The Butterfly and Ripple Effects
As we explored our new identity, we reflected deeply on the Butterfly Effect and the Ripple Effect – both powerful, globally recognised metaphors for change and impact.
The Butterfly Effect reminds us that even the smallest action can create far-reaching consequences; that a single moment of courage, kindness, or inclusion can transform a culture.
The Ripple Effect shows us how belonging spreads – how one person feeling seen and valued can influence everyone around them.
Together, these ideas capture the essence of what we do: small, intentional acts of belonging that create waves of change across systems, organisations, and communities.
That is the heart of The Belonging Effect.
What the Change Means for Our Community
Our values remain the same – but our lens is sharper. We are continuing our commitment to diversity, equity, inclusion and representation, but we are framing it through the power of belonging. (We added the B to the acronym DEI several years ago and we support organisations on their DEIB strategy and people who are DEIB leaders).
This shift means:
- Expanding our work beyond education into workplaces and communities.
- Developing tools and training that help people cultivate belonging, not just talk about diversity.
- Measuring impact not only by who is at the table, but by who feels seen, heard, and valued.
Looking Ahead
This is not a departure from our roots – it is a deepening of them. The Belonging Effect is the natural evolution of everything Diverse Educators stood for.
We are excited to step into this new identity with you – our community, our collaborators, and our champions. Together, we will keep creating spaces where everyone belongs and can thrive.
Why schools need to address anti-LGBT bullying
Written by Eleanor Formby
Eleanor Formby (she/her) is Professor of Sociology and Youth Studies at Sheffield Hallam University, UK. She has 25 years’ experience in (predominantly qualitative) social research and evaluation, and for nearly 20 years her work has focussed on the life experiences of LGBT+ people. Eleanor has written numerous articles in these areas and is the author of Exploring LGBT spaces and communities.
Next month will see Anti-Bullying Week (November 10-14), and Sheffield Hallam University research highlights that lesbian, gay, bisexual and trans (LGBT) young people are still at risk of being bullied at school.
The study is the largest of its kind ever conducted in England, with over 61,000 pupils and staff from 853 schools taking part. It focused specifically on homophobic, biphobic and transphobic (HBT) bullying—i.e. that directed at people because of their actual or assumed sexual or gender identity—and on LGBT inclusion in schools.
It’s often assumed that ‘progress’—thinking particularly about LGBT rights—is a steady march forward, and to be fair, the past 25 years have seen significant changes for LGBT people in the UK. In 2015, the UK was ranked number one on the ILGA-Europe rainbow map, which rates 49 European countries on the basis of laws and policies that directly impact on LGBT people’s human rights. Around the same time, the UK government invested over £6 million in efforts to prevent and respond to HBT bullying in schools, which included our research. The year our research finished, the Government announced that relationships and sex education (RSE) would become compulsory in English secondary schools—and that it should include LGBT content. For a while, there was reason to feel cautiously optimistic.
But things began to change.
Despite commissioning our research, the Conservative government delayed releasing the findings for five years—an unprecedented move. The study was only published after a change in government.
During this period, rhetoric from the government became increasingly hostile, particularly towards trans people. In April 2025, a high-profile supreme court ruling on gender was followed by a controversial ‘interim update’ from the Equality and Human Rights Commission. In the 2025 ILGA-Europe rainbow map the UK dropped to 22nd place—we’re now the second worst country for LGBT-related laws in Western Europe and Scandinavia.
Recently the government has also revised its guidance on RSE, with reduced references to trans people (just once in a subheading). It explicitly states that schools “should not teach as fact that all people have a gender identity”, and “should avoid materials that… encourage pupils to question their gender”. This language echoes Section 28—the infamous law that, until 2003, banned local authorities from “promoting homosexuality” and prevented schools from teaching the “acceptability of homosexuality”.
Against this backdrop, a new book demonstrates that HBT (homophobic, biphobic and transphobic) bullying is still happening—but also that schools can make a difference.
Our findings show that many schools respond to bullying after it happens, rather than trying to prevent it in the first place. In primary schools, efforts often focus on educating children about inappropriate language. Fewer schools are embedding HBT bullying prevention within everyday teaching, or in visible displays in school.
Where LGBT inclusion is happening, it often takes place in assemblies, or sometimes in secondary schools during PSHE (personal, social, health and economic education) lessons, or in ‘drop-down days’ when normal lessons are suspended. In some primary schools, specific books are used.
There are also barriers, for example a lack of time and staff capacity available in schools, and a lack of funding to invest in resources, facilities or training to help do this work well. Some staff don’t feel supported by school leadership. Others worry about complaints from parents or uncertainty about what’s ‘age appropriate’. In the current context, these concerns and associated lack of confidence are likely to grow.
But when schools get it right, there is real impact, for instance LGBT pupils—and those with LGBT family members—feel safer and more understood. Others feel more able to ask questions about issues that confuse or concern them.
This is why it’s so concerning that the UK seems to be moving backwards. Instead of helping schools create more inclusive environments, recent guidance—and arguably the suppression of important research—risk making things worse for LGBT young people, and those with LGBT family members. Teachers are left uncertain about what they’re allowed to say or teach, and pupils may feel more isolated.
It’s difficult to understand why any government would risk children and young people’s wellbeing in this way.
As we prepare to mark Anti-Bullying Week, it’s important to remember that (to borrow from previous policy, seemingly long-forgotten) every child matters—and deserves to feel safe and included, so schools need to address anti-LGBT bullying. To make that a reality, we need to support schools—not leave them uncertain or under-resourced.
Why Intersectionality is the Future of ERGs
Written by Matthew Page
Intersectionality and Identity Consultant | Trustee at The Fostering Network | Transformative Coach | Speaker | Award Winning Lived Care Experienced Leader | Doggie Dad
In today’s dynamic and sometimes challenging landscape, the conversations around diversity, equity, and inclusion (DEI) have never been more critical. We’re seeing a shift, a recalibration, and in some corners, even a fear of engaging with DEI initiatives. Yet, it’s precisely in this environment that the power of Employee Resource Groups (ERGs) becomes even more pronounced. However, if ERGs are to truly thrive and deliver on their promise, they must embrace a crucial concept: intersectionality.
For too long, ERGs have often operated in silos. We have a Women’s ERG, a BAME (Black, Asian, and Minority Ethnic) ERG, an LGBTQ+ ERG, a Disability ERG, and so forth. Each group does incredibly important work within its specific remit, advocating for its members and fostering a sense of community. But imagine the amplified impact if these groups, rather than standing alone, could discover their shared struggles and collective strengths.
This is where intersectionality isn’t just a buzzword; it’s the glue. It’s the understanding that individuals hold multiple identities that intersect and overlap, creating unique experiences of both privilege and disadvantage. The term was originally coined by American legal scholar Kimberlé Crenshaw in 1989. She used it to highlight the “double discrimination” faced by Black women, who often experienced both racism and sexism but found that the legal system at the time couldn’t address the combined effects of the two.
My work is all about introducing people to this basic, yet profoundly powerful, principle. I help ERGs recognise that while their specific focus is vital, there are countless threads that connect them. When a Women’s ERG and a BAME ERG realise they are both fighting for equitable pay, or when a Disability ERG and an LGBTQ+ ERG discover shared ground in advocating for inclusive language, that’s when the magic happens.
Pulling various ERGs together through the power of intersectionality is something I’m seeing time and time again, and it’s truly powerful in the current climate. We should all be working and fighting the cause in a much more united way, shouldn’t we? This collective approach not only strengthens the impact of each individual ERG but also fosters a more inclusive and understanding workplace culture for everyone. It moves us beyond a ‘them and us’ mentality towards a ‘we’ that is far more resilient and effective.
My journey to understanding the profound importance of identity and belonging began in a very personal way. Growing up in foster care, I had no real sense of my own identity. I was told my father, whom I had never met, was from Jamaica, which was the extent of my knowledge about my roots. It wasn’t until I took part in the TV show DNA Family Secrets that my world truly opened up. The show discovered that my family actually originated from the Seychelles – a revelation that completely shifted my understanding of who I am and where I come from. This personal experience of uncovering my intersecting identities, and the sense of belonging it brought, deeply informs my passion for helping others find theirs within organisations.
I have the privilege of working with fantastic organisations like NatWest, Transport for London, and the British Transport Police, guiding their ERGs through this journey. We explore how to break down those silos, build bridges between groups, and harness the collective power of their diverse members. The results are not just theoretical; they are tangible shifts towards more unified advocacy, greater mutual support, and a more robust, future-proof approach to DEI.
Intersectionality isn’t just the future of ERGs; it’s the pathway to a more inclusive, empathetic, and ultimately, a more effective workplace for all. Let’s unite, understand, and empower one another.
Inter Faith Week
Written by Sarah Bareau
Regional Advisor with Jigsaw Education Group. Primary teacher and RE Lead.
Inter Faith Week takes place annually in November and many places of worship open their doors to the wider public. But what does ‘interfaith’ actually mean and is there a place for it in our schools?
Interfaith refers to encounters that aim to increase understanding between people of different faith groups. Whilst the term ‘faith’ implies religious belief, interfaith is increasingly inclusive of those with non-religious worldviews.
Interfaith work supports many schools’ values, especially those that are centred on empathy, kindness, community or diversity. It’s an opportunity to enrich pupils’ cultural capital and personal development: by learning about the beliefs and traditions of others, we better understand and refine our personal worldview.
This year’s theme is ‘Community: Together We Serve’. Community is always at the heart of Inter Faith Week and our schools are communities too – including staff, pupils and their families. Interfaith activities provide opportunities to explore a wider range of worldviews than the standard RE curriculum allows. They can be both a mirror to reflect pupils who are under-represented and a window through which to encounter unfamiliar beliefs and lived experiences.
One starting point is investigating census data relating to religion. As well as looking at recent statistics, consider previous years and what they might look like in the future. For example, currently 6% of the UK population identifies as Muslim, but this rises to 10% in the 5-15 age range (source: https://mcb.org.uk/resources/censussummary2025/).
Service is also an integral part of this year’s theme. Each year, Inter Faith Week takes place just before Mitzvah Day, a Jewish-led day of social action, which now includes people of all faiths and none. The original meaning of ‘Mitzvah’ is a commandment from God. It has also come to mean an action to carry out the commandment, doing good and helping others. This contributes to Tikkun Olam (repair of the world), which comes from an early Jewish code called the Mishnah.
This year’s theme could inspire you to explore practices rooted in service across diverse worldviews e.g. Sewa (in Sikhi and Sanatana (Hindu) Dharma) and Zakat (in Islam). You could look at examples from religious texts, such as Jesus washing the feet of his disciples at the Last Supper, and non-religious stories, such as The Starfish Thrower, thinking about how these might inspire people’s actions today.
What are the challenges of interfaith encounters?
The most meaningful interfaith work includes holding challenging conversations around areas of disagreement. This needs to happen within a safe space, where participants show respect to those with a different point of view. It is important to ensure such interactions end with repair and reconnection. This could be achieved by returning to shared values and acknowledging each person’s identity beyond their religious or non-religious beliefs.
It can also be challenging to find authentic representation of different faiths when the school or local community is not diverse. See if there is an existing interfaith group in the area, reach out to local RE advisors and explore online resources such as the RE Hubs website.
Planning meaningful interfaith work in schools
Contact theory (or contact hypothesis) was proposed by Gordon Allport in 1954 and continues to be used to facilitate encounters between members of different social and cultural groups, with the goal of increasing understanding between them. There are four key features of effective practice:
- Equal status of participants
In the classroom, this includes setting expectations for respectful curiosity and recognition that everyone has their own identity and point of view, whether that is informed by a religious or non-religious worldview or not.
- A common goal
Effective interfaith work has an intended outcome. It’s an opportunity to draw together learning about different worldviews under a theme, allowing differences of beliefs and practices to be acknowledged within a shared context. Outcomes could include artwork, creative writing, oral presentations or action such as fundraising or litter picking.
- Intergroup cooperation
Collaboration and cooperation are essential life skills. Groupings for interfaith experiences should ensure that young people work with those from different backgrounds to achieve together. Depending on the age of pupils, varying levels of adult support may be needed to ensure all members of the group are able to participate and succeed.
- Support of authority beyond the group
Inviting the Head Teacher, a member of SLT or a governor to take part in the session or speak to young people afterwards demonstrates how the school values interfaith work. Young people could also present their experiences and learning to other year groups or to parents.
Just as schools embed anti-bullying work year-round, so too can interfaith become a regular part of the curriculum. In addition to Inter Faith Week, opportunities include World Religion Day in January, and festivals celebrated by communities represented in the school and local area.
Further resources
Jigsaw Education Group are please to share free resources to help your school engage in Inter Faith Week. Visit our website for more information: https://jigsaweducationgroup.com/resources/
For additional resources for schools, visit https://www.ifw4schools.co.uk/
More information about Mitzvah Day can be found here: https://mitzvahday.org.uk/
The census data for England and Wales from 2021 can be found here: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/religion/bulletins/religionenglandandwales/census2021
Disagreeing Well in The Age of Disconnect
Written by Dr Lalith Wijedoru
Dr Lalith Wijedoru loves stories with impact. He is a coach, public speaker, and facilitator who harnesses the connecting power of stories to improve social health and emotional wellbeing. In his former career as an NHS consultant paediatrician in emergency medicine, he was part of multiple national award-winning teams in staff engagement using this storytelling approach. Lalith's storytelling consultancy Behind Your Mask now supports employees across multiple work sectors including tech, law, finance, education, healthcare, and the arts.
It’s the interview question that every medical school applicant is expecting to be asked: “Why do you want to be a doctor?” All around the world, aspiring doctors like me somehow managed to say in one way or another: “I want to help people.” Thankfully, University College London (UCL) Medical School gave me the chance to prove it.
As a paediatrician, I played a crucial role in the health of children by providing treatment, preventing disease and injury, and advocating for them. My medical training made me well-versed in the interplay between mind (mental health) and body (physical health).
The coronavirus pandemic was a tsunami that swept disconnect across the planet. Restrictions on our movement outside the home with limited exercise affected all of our physical health. The seismic shift to online working and video conferencing affected our mental health. For me, the biggest impact was social distancing. That had a detrimental effect on our social health.
Social health is our ability to form and maintain positive relationships: those which are healthy and meaningful. Relationships can be with friends, neighbours, and our work colleagues. Our physical, emotional, and spiritual wellbeing depend on strong social bonds with others. Social distancing and remote working threatened our ability and need to deepen human connections.
When we say ‘find your tribe’, we are harking back to our animal ancestors who recognized there was great safety in surrounding ourselves with those who looked and acted like you. Things that were different represented danger, a potential threat. Xenophobia has clear evolutionary roots linked to survival. There is a sense of unity and belonging when you surround yourself with people who share facets of your identity. People who get you in some way. Others who understand you.
Our modern world has become far less segregated than the rest of the animal kingdom. The diversity that has always been there now, for the most part, co-exists in far closer proximity with far greater visibility than ever before. Social connectivity is far from homogenous, but for all the benefits of living in a diverse community, it comes with its challenges.
Diversity is not just in the more obvious visual protected characteristics of ethnicity, gender, or age. It also means diversity of thought, opinion, and belief. With that comes the potential for clash, conflict, and disconnect. So how can we cultivate meaningful relationships in a world that is disconnected ideologically and politically whilst connected digitally?
The vitriol that is not uncommonly seen on social media, the emotional and physical hostility that plays out in protests and counter-protests, and the division that is preached by certain political leaders all fan the flames of discontent, disagreement, and disconnect. People screaming their opinions at each other without consideration to what someone else has to say. Putting fingers in their ears while reciting ‘la-la-la-la’ to block out alternative views. We live in an age of not listening.
I love my alma mater for many things, but in the decades since graduating I am particularly proud of one of its recent initiatives. A campaign called Disagreeing Well. It includes a public panel discussion series, a podcast called The Bridge, and online courses on critical thinking for diverse communities where conflicting opinions and ideas exist and are expressed.
One of the things I learned from the campaign’s public series was the concept of epistemic humility. Being humble with your assumptions about your own knowledge. Recognizing that your understanding of the world is incomplete. Aware that as a consequence, you may not perceive things as clearly as you think you do.
One of the skills to promote disagreeing well is to listen carefully to each other. Listen with the intention to truly understand someone’s lived experience. Listen not with the intention to reply, fix, or criticize. My storytelling consultancy was born out of a time of great disconnect. I strive to create spaces and opportunities for us to truly listen to each other. To listen to our true, personal stories without interruption, without fear of judgment or reprimand or insult.
So what would my medical school interviewee-self think of the doctor I became? I may not be helping paediatric patients and their families with their physical and mental health anymore, but I am certainly helping people with their social health. Stories have the power to educate, engage, and inspire. One of the powers of stories that I like the most are their powers to connect. We can agree to disagree, but through stories we can kickstart respectful conversations that inevitably lead us to find the things that we do agree on. And that can only be a good thing for diversity.
The Importance of Accessibility in Schools for Pupils and Staff
Written by Steve Morley
Stephen Morley, (He, Him). Member, The Institute for Equity. Member, International Association of Accessibility Professionals.
Accessibility in schools is more than just ramps, lifts, or larger print—it’s about ensuring that every pupil and staff member has equal opportunities to learn, teach, and thrive. An accessible environment removes barriers, both physical and digital, and fosters inclusion across the entire school community.
For pupils, accessibility means being able to participate fully in lessons, activities, and social life. Whether through assistive technology, adapted resources, or thoughtful classroom design, accessibility helps ensure that no child is left behind. It gives every student the confidence to contribute, grow, and succeed.
Recently my team and I carried out one of our accessibility building audits at the amazing The King’s School, Canterbury.
It was a pleasure to welcome a new member to our accessibility audit team in Abi James-Miller
Abi brought her lived experience as a visually impaired person and provided considerable insights into utilising AI and innovative technology to enhance the teaching and learning experience in schools and colleges.
Together with our regular team member Bryan, who is a wheelchair user, we were made incredibly welcome as we visited this wonderful historic school.
It is brilliant to see Kings so engaged in striving for inclusion. Working with us to identify barriers, physical, sensory, and physiological and ensuring that pupils, and visitors are made welcome and feel included.
For staff, accessibility matters just as much. Teachers and support staff who face barriers—whether due to mobility, hearing, vision, or neurodiversity—need inclusive workplaces that allow them to perform at their best. This not only supports their wellbeing but also enriches the school by valuing diverse perspectives and talents.
Ultimately, accessibility benefits everyone. When schools commit to designing inclusive environments, they create cultures of empathy, respect, and fairness. This isn’t just about compliance with regulations—it’s about building communities where everyone belongs and has the chance to reach their potential.