Mirrors and Windows: Rethinking the Curriculum for Inclusive Classrooms
Written by Amy Wilby
I am an experienced senior educational leader, currently serving as an Assistant Headteacher with responsibility for Curriculum, as well as a Trust-wide DEIB Champion, edublogger, and proud mum to a 21-year-old son. Since qualifying as a teacher in 2009, I have built a career rooted in both academic excellence and strong pastoral care. I bring extensive experience across middle and senior leadership, including roles as a Specialist Leader of Education (SLE) and Associate Assistant Headteacher. I hold an NPQSL and a master’s degree in educational leadership, and I am deeply committed to evidence-informed practice, drawing on educational research to enhance teaching, learning, and curriculum design.
Walk into most classrooms and you’ll see a curriculum that has been carefully planned, structured, and sequenced. In most schools, this planning is grounded in research, designed to support the acquisition and retention of knowledge.
But there’s a deeper question we don’t ask often enough:
Who gets to see themselves in it, and who doesn’t?
This is where the concept of mirrors and windows becomes essential to inclusive education.
The idea is simple, but powerful:
- Mirrors: Students see their own identities, experiences, and cultures reflected
- Windows: Students gain insight into lives and perspectives different from their own
A truly inclusive curriculum does both, consistently, not occasionally.
Because when students only experience windows, they may feel invisible.
And when they only experience mirrors, they miss the opportunity to understand others.
What do we mean by ‘mirrors and windows’?
If we want genuinely engaging and inclusive classrooms, we need both.
The problem: Representation is often surface, level
Many schools are already working to diversify their curriculum, but often in ways that don’t go far enough, or lack careful consideration of how content is framed.
You might see:
- A one-off lesson or assembly, such as during Black History Month
- Efforts to diversify reading materials in the library
- Occasional references to global perspectives, often framed as ‘meanwhile, elsewhere…’ and confined to specific subjects
These are well-intentioned, but they risk becoming add-ons rather than meaningful integration.
And students notice the difference.
Why this matters for belonging
Students can tell when inclusion is occasional, symbolic, or performative, and this can have the opposite effect to what is intended.
Instead of feeling seen, they can feel outside the main narrative.
Curriculum is not just about knowledge, it’s about belonging.
When students consistently see themselves reflected through the Mirrors of the curriculum:
- Their sense of legitimacy increases
- Engagement improves (with positive effects on attendance and behaviour)
- Confidence grows
- Equity becomes something that is lived, not just discussed
At the same time, windows help to build:
- Empathy
- Cultural understanding
- A broader view of the world
This isn’t an ‘extra’ it’s foundational.
What this looks like in practice
Creating an inclusive curriculum doesn’t require starting from scratch. It’s about intentional, thoughtful adjustments over time.
To begin you could consider the following:
- Audit what’s already there
Start by asking:
- Whose stories are centred?
- Whose voices are missing?
- Are certain groups only represented through struggle?
This process is often revealing.
Too often, diverse histories are framed primarily through oppression. A more balanced approach:
- Includes innovation, leadership, and cultural contributions
- Presents individuals as active agents, not just recipients of injustice
This doesn’t ignore difficult histories, it places them within a fuller, more accurate context.
- Move beyond ‘add and stir’
Inclusion isn’t about inserting isolated examples, it’s about integration.
For example:
- Literature: diversify authors across the year, not just within one unit, include local, national and international texts
- History: embed multiple perspectives within the same topic, rather than adding them at the end
- Science: highlight contributions from a wider range of scientists and challenge assumptions about who belongs in the field
- Avoid single stories
Be careful not to reduce groups to one narrative.
- Don’t present marginalised groups only through struggle
- Include stories of success, leadership, creativity, and everyday life
Students need multidimensional representations.
They should encounter people as fully human, complex, nuanced, and varied.
This leads to richer learning and a more honest curriculum.
- Make it subject, specific
Inclusion is not just a humanities issue, it is a whole, curriculum responsibility.
- Maths: use real, world problems that reflect diverse contexts
- English: select texts that provide both mirrors and windows
- Geography: avoid deficit narratives and explore cultural diversity with depth
- Science: challenge narrow perceptions of who can be a scientist.
Every subject has a role to play.
- Involve student voice
Ask students directly:
- Do you see yourself in what we learn?
- What would you like to see more of?
Their responses often highlight gaps that adults may overlook—and involving them builds both agency and belonging.
Common pitfalls to avoid
Even with strong intentions, there are common missteps:
- Tokenism: adding one example and considering the work done
- Over, correction: forcing representation in ways that feel inauthentic
- Stereotyping: simplifying identities rather than showing complexity
- Inconsistency: inclusion appearing in isolated moments rather than as a sustained approach
Inclusion works when it is planned, consistent, and authentic.
What you can do tomorrow
If you’re not sure where to start, begin small:
- Gather feedback from a class or year group (through a form or discussion) – The Global Equality collective has a fantastic platform for gathering student and staff voice and producing kaleidoscopic data to help to understand where any gaps exist.
- Review an upcoming scheme of work and ask: Where are the mirrors and windows?
- Identify one meaningful change that improves representation
You don’t need to do everything at once, but you do need to start intentionally.
Final thought
An inclusive curriculum isn’t about ticking boxes or meeting requirements.
It’s about answering a simple but powerful question:
‘Does every student feel seen here, and are they being helped to see others?’
When the answer becomes consistently ‘yes,’
you’re not just delivering content, you’re building belonging.
Further Reading
Bhorkar, S., Campbell, R. and Claro, J. (2025) ‘Beyond the tick-box: diversity in the curriculum’, Impact: Journal of the Chartered College of Teaching. Available at: https://my.chartered.college/impact_article/beyond-the-tick-box-diversity-in-the-curriculum/
Bishop, R. S. (1990) ‘Mirrors, windows, and sliding glass doors’, Perspectives: Choosing and Using Books for the Classroom, 6(3). Available at: https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf
Geographical Association (n.d.) Cultural diversity in geography education. Available at: https://geography.org.uk/ite/initial-teacher-education/geography-support-for-trainees-and-ects/learning-to-teach-secondary-geography/geography-subject-teaching-and-curriculum/teaching-thematic-geography/cultural-diversity-in-geography-education/
Kara, B. (2020) A little guide for teachers: diversity in schools. London: Sage Publications Ltd.
The Global Equality Collective Global Equality Collective KnowHow. Available at: GEC KnowHow
Pearson (2023) Pearson School Report: Diversity and Inclusion. Available at: https://web.archive.org/web/20231204193347/https://www.pearson.com/en-gb/schools/insights-and-events/topics/diversity-inclusion/schools-report.html
Teach First (2020) STEMinism: How to encourage more girls to study STEM subjects. Available at: https://www.teachfirst.org.uk/sites/default/files/2020-02/teach_first_steminism_report.pdf
Does your belonging culture include every Generation?
Written by Alex Atherton
Alex Atherton is an award-winning speaker, trainer and consultant who focuses on Gen Z recruitment & retention and leading multigenerational workplaces. He is the author of The Snowflake Myth: Explaining Gen Z in the Workplace and Beyond. He is also a former secondary school headteacher.
Age ranges are growing across UK workplaces.
This is largely because the proportion of workers aged 65 and over has more than doubled in the last two decades.
A four generation workplace with an age range of fifty, if not sixty, years has become increasingly common. At the younger end Generation Z now account for over a quarter of the workforce, with that figure set to exceed a third globally by 2030.
At no point in modern history have so many different generational experiences been present in the same building, on the same Teams call, or trying to agree on what a productive working culture looks like.
Concept of generations
The concept of generations is useful in terms of analysing outlooks and attitudes over time. Fifteen to twenty years is long enough for there to have been enough economic, social, political and technological change for that exercise to be worthwhile.
But we are all the same species, and there is no guillotine between them. Whilst the concept is useful it is also limited, and generational stereotypes serve no one. Differences within generations are far bigger than those between, and I strongly recommend you treat everyone as individuals first with no generational label.
Analysing the impact of change over time can offer clues when understanding your workforce, and therefore what needs to be done to ensure everyone feels they belong.
I want to differentiate between ‘age’ and ‘generations’. The former is, of course, a protected characteristic. The latter is cohort-based. Opinions and outlooks may change for individuals over time, but there is something about those created in the formative years which stick with people in different ways and to various extents.
It would be an interesting tribunal case that sought to separate the two fully. My argument is organisations who consider the full range of their age diversity to be a considerable asset are in a better position to thrive, and considering generational perspective is part of that exercise.
This is the set of names and dates that I use. You may find others elsewhere, which is fine as it reinforces the idea that these are not hard and fast:
- Silent Generation (1925-1945: 81-100 years old)
- Baby Boomers (1946-1964: 62-80 years old)
- Generation X (1965-1980: 46-61 years old)
- Millennials (1981-1996: 30-45 years old)
- Generation Z (1997-2012: 14-29 years old)
- Generation Alpha (2013-2028: max 13 years old)
The snowflake problem
I came into this topic area as a reaction to the youngest generation currently in the workplace, Gen Z, being labelled as ‘snowflakes’.
In my book The Snowflake Myth, I argue that the stereotypes routinely applied to Gen Z (lazy, unreliable, apathetic etc) tell us more about a failure to understand them than about who they actually are.
Gen Z’s academic record is off the scale compared to all who came before them. They are more likely than any previous generation to work nights and weekends for higher pay. They are the most diverse generation we have ever seen, and the most vocal advocates for equity, diversity, inclusion and belonging in the workplace.
Calling them snowflakes is not a neutral observation. It is an exclusion.
But you know this, otherwise you would not be on this website. So what to do?
Belonging Is not age-selective
Let me tell you something else you already know. When belonging is present, engagement rises, wellbeing is protected and performance improves. When it is absent, the damage is real.
Does your belonging culture extend to the oldest and youngest people in your organisation?
Gen Z in the workplace will tell you, should you ask them, that they are watching. They notice whether the DEIB commitments on your website show up in how decisions are made and who gets a seat at which table. They notice whether authenticity is genuinely embedded in your culture, or whether the sign behind reception is performative. They notice whether any effort has been made to understand their experience, or whether they are simply expected to adapt.
The Boomers (and Silents too) will also give you their feedback as to whether they belong or now feel marginalised, but you may need to work a little harder to capture their voice. It is too tempting to consider that your belonging culture is in the right place because a clear majority say they belong. It needs to work at both ends of your age range.
What multi-generational belonging looks like
The good news is that this is less complicated than it sounds. It requires curiosity more than strategy.
It means seeking genuine feedback from colleagues, and on an ongoing basis rather than just at onboarding.
It means recognising that a generation which grew up collaborating online, co-creating content and working simultaneously on shared documents brings real and underutilised strengths to any team.
It means deliberately noticing what is happening at the edges, and across every group. That includes noticing that the older colleagues who had their eyes wide open as the new recruits refused to stay late or take work home started wanting the same themselves. What used to be ‘Gen Z demands’ has now extended elsewhere.
It means understanding that cross-generational collaboration is not a nice idea for an away day. It is about driving better decisions and developing ownership amongst your workforce that creates the belonging culture you need.
Most importantly, it means accepting that belonging is not something organisations can get away with extending only to the groups they find easiest to champion.
To what extent does your belonging culture cover the full breadth of your age range?
Teaching Teens About the U.S. – Iran Conflict: Building Context and Curiosity in the Classroom
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.
Secondary students today are growing up in a world where global politics shape their lives more than ever before. The ongoing tensions between America and Iran can feel far removed from British classrooms, yet understanding them helps young people make sense of international relations, energy security, and differing systems of governance.
While the conflict between America and Iran is fundamentally connected to wider Gulf States, their politics and history, it is also distinct. The Iran–U.S. relationship centres on power, ideology, and regional influence, shaped by Iran’s changing political regime since the 1979 revolution and America’s strategic interests in energy, trade, and security.
And yes, teachers are already under immense pressure. Here is another topic that society expects teachers and schools to ‘take care of’. It’s a tough and exhausting gig. But also one that our students want and need us to explore with them.
Topics like this require both time and sensitivity to unpack. This blog and lesson outline are designed to offer a way in, curiosity first, expertise second.
Lesson outline: Exploring the Iran–U.S. Relationship
Lesson Objective
To help students understand how different forms of governance, lived experiences, and global relationships shape international conflict and cooperation.
Before the Lesson – Independent Exploration
Some of these curiosity questions can be set as homework, pre-reading and post-research, giving students time to explore, think and come prepared with ideas. Teachers can take the same approach — set aside a couple of hours for a “deep dive” using trusted sources such as:
- Empire: World History Podcast
- The Conversation (there are various articles that can be searched on this website)
- The Steven Bartlett Podcast (March 2026 episode on Iran and America)
- Al Jazeera – news perspectives
- BBC – news perspectives
Be aware that students will likely use social media platforms such as TikTok, Instagram, or YouTube for information. It’s worth pre-empting this and giving advice on how to stay safe and critical online:
- Be mindful and present when watching; if anything graphic or distressing appears, mute or report the content immediately.
- Remember the task is academic — the goal is to understand, not consume upsetting material.
- If students find good, informative videos, encourage them to fact-check using class knowledge about research skills, misinformation and disinformation.
Important!
If you’ve got to this point in this article and realise your students may not yet have a strong grasp of misinformation and disinformation, this is a perfect moment to connect with colleagues through a systems-thinking approach. Work across subject areas — such as PSHE, tutor time, History, Politics, and English — to design a mini integrated curriculum plan. This helps all students develop the confidence to evaluate complex global issues critically and respectfully.
In line with systems thinking, you can also communicate proactively with parents or carers, explaining how the school intends to approach this subject in a politically impartial, research-informed, and curriculum-aligned way. Reassure families that lessons are guided by teacher professionalism and inclusive pedagogy and practice, and that the goal is always to make school a safe space for information, understanding, empathy, and compassion.
Now…back to the plan:
Starter Discussion – “Understanding Perspectives”
Drawing on pre-reading or factual handouts you’ve distributed, design group, pair or a class wide discussion with the following questions:
- How is Iran governed? How is America governed?
- What might life look like for a teenager growing up in Tehran compared to London or New York?
- How does my lived experience in a Western democracy shape how I understand Iran or America?
- How can I “decentre” my perspective to appreciate experiences beyond my own?
Main Exploration – “Why the Tensions?”
You could set the following as group based research questions, ask students to prepare mini presentations or use an impactful teaching and learning approach that suits the students sitting in front of you:
- Why does America care about Iran? Why does Iran care about America?
- What is Israel’s role in this picture? Why is there animosity between Israel and Iran?
- What are their main trade or economic interests (oil, security partnerships, military influence)?
- What are the key political and sociological issues at play — religion, nationalism, sanctions, regional security?
- How does this conflict affect my life now or in the future (energy costs, migration, security, global cooperation)?
More Activity Ideas:
- Use a map from Prisoners of Geography to explore how geography shapes power and alliances.
- Role-play a UN negotiation between the U.S., Iran, Israel, and neutral nations (if your school has a debate club or a Model the United Nations team and club, draw on this expertise).
Reflection or homework task: write a reflective paragraph on how your perspective changed during the lesson. Give students a phrase bank with compassionate, thoughtful and evaluative language and literacy (knock on the door of your English and History, Philosophy, RE teacher friends…they’ve probably got a document full of these, ready to go).
Teen-Friendly Facts: Understanding the Context
Put the below into a reference crib sheet for students to have to hand during the lesson. Ask them to construct questions based on these facts. If you don’t know the answers, that’s fine! It’s another research project sorted.
- In 1979, Iran’s monarchy was overthrown, and the Islamic Republic was established under religious leadership.
- The U.S. and Iran were once allies, but relations fractured after the revolution and the embassy hostage crisis.
- America worries about Iran’s nuclear programme and regional influence; Iran sees the U.S. as a threat to its sovereignty.
- Iran and Israel have longstanding animosity rooted in ideological and regional rivalries.
- Energy and oil play a central role in both countries’ interests in the region.
- Economic sanctions have shaped everyday life in Iran, affecting trade, inflation, and access to technology.
- Conflicts in neighbouring countries often draw in both Iranian and American involvement.
- Global politics already impact young people — from energy costs to international study opportunities.
The book, Prisoners of Geography by Tim Marshall, is absolutely brilliant and when I read it over 5 years ago, it majorly informed my approach to critical thinking and teaching historical context in my subject area – Marshall now has a series and a Prisoners of Geography version for primary school children – I highly recommend it.
And lastly, my book, Creating Belonging in the Classroom by Zahara Chowdhury to support you to navigate difficult conversations and subject matter in the classroom.
By approaching difficult world events with openness, curiosity, clear boundaries and compassion, teachers empower students to manage complexity, not avoid it. Schools can and should be safe spaces for curiosity, evidence-based discussion, and the building of informed, empathetic young citizens. And, we are all more than equipped and able to do it – we just need to trust ourselves – and schools need to trust their staff too.
Adoption Doesn’t End the Trauma
Written by Ian Timbrell
Ian has worked in education for 18 years, including as a teacher and deputy head teacher and now supports schools develop their provision for LGBTQ+ and adopted pupils. He is the author of 'It's More Than Flags and Rainbows', a guide to supporting schools become more LGBTQ+ inclusive.
When we adopted, I think I expected a sense of arrival. A feeling that we had reached the end of a long and intense process and could finally breathe. In reality, adoption was not an ending at all. It was the beginning of a very different journey, one that far fewer people truly understand.
There is a widespread belief that trauma ends at adoption. That once a child is safe and loved, the hardest part is behind you. Our experience, and the experience of many families I have spoken to, tells a very different story. Trauma does not disappear because circumstances change. It stays with children as they grow, shaping how they see themselves, their families, and the world around them.
What shocked me most was how quickly support fell away once adoption was finalised. During the assessment process, you are surrounded by professionals, advice, and scrutiny. Afterwards, it can feel as though the scaffolding is suddenly removed. Families are expected to cope, to manage complex behaviours and emotions, and to do so quietly, often while being told how “lucky” everyone is.
Adoption touches every part of family life. As children grow older, particularly during the teenage years, questions about identity and belonging resurface with force. Life stories are revisited. Feelings of loss, anger, and confusion come to the surface. These are not abstract emotions. They show up in daily life, in school, at home, and in relationships.
One of the least understood aspects of adoption is contact with birth families. For those outside the adoption world, this is often difficult to grasp. Contact is not simple or tidy. It carries hope and heartbreak in equal measure. For children, it can reopen wounds they do not yet have the words to describe. For parents, it can be painful to watch your child carry feelings you cannot fix or protect them from.
Schools and wider family networks often struggle to understand this reality. Behaviours are framed as poor choices rather than expressions of distress. Parenting is judged without recognising the context. There is an unspoken expectation that adopted children should be settled, grateful, or resilient. When they are not, families can feel blamed and deeply isolated.
As an LGBTQ+ adoptive parent, there are additional layers. Our families are often more visible, and that visibility can bring both connection and silence. Sometimes it feels as though acknowledging the challenges of adoption is seen as too complicated, or as though we are already asking enough of people simply by existing as a queer family.
Things are slowly changing, but more education, connection and understanding are still needed around the realities many adopted families experience. Adoption can be an incredible thing, but it does not exist in a Disney daydream.
I am writing this as an individual, shaped by my own experience as an adoptive parent. I am also the founder of More Than Flags and Rainbows, and these two parts of my life are inseparable. This reflection comes from moments of joy and pride, and from moments of exhaustion, fear, and uncertainty. It comes from recognising how many families are quietly navigating similar paths without enough understanding or long-term support.
That is why, through More Than Flags and Rainbows, we are working to build networks for adoptive families and LGBTQ+ parents that centre lived experience and community support. Our aim is to create spaces where families can connect, share experiences and feel less alone in the challenges they face.
If this resonates with you, you are not alone. And struggling does not mean you are failing.
Emotional Labour: Who Looks After the DEIB Leaders?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
DEIB (Diversity, Equity, Inclusion, and Belonging) leaders are often positioned as the moral and emotional anchors of their organisations. They are asked to hold space for harm, advocate for systemic change, educate others, and respond to crises – frequently while navigating their own lived experiences of marginalisation.
Yet a critical question is often overlooked: who looks after them?
As organisations expand their DEIB commitments, many are failing to invest in the sustainability of the people doing this work. The result is a growing pattern of compassion fatigue, burnout, and attrition among DEIB leaders – costly not only to individuals, but to organisations themselves.
The Unique Load DEIB Leaders Carry
DEIB leadership is not just strategic or operational work – it is deeply relational and emotional. DEIB leaders are often:
- Exposed to repeated accounts of trauma and discrimination
- Expected to respond calmly to resistance, denial, or hostility
- Asked to educate while also advocating
- Share their lived-experience honestly, vulnerably and generously
- Positioned as both insiders and outsiders within organisations
- Hold responsibility without proportional authority or resourcing
This cumulative load is rarely acknowledged in job descriptions, performance metrics, or wellbeing strategies.
Compassion Fatigue Is Not a Personal Failing
Compassion fatigue occurs when sustained exposure to others’ distress depletes emotional and psychological resources. For DEIB leaders, this can show up as:
- Emotional exhaustion or numbness
- Reduced empathy or motivation
- Cynicism about organisational change
- Withdrawal from relationships or work
Importantly, compassion fatigue is not a lack of resilience or commitment. It is a predictable response to prolonged emotional labour without adequate support.
Burnout and the DEIB Attrition Problem
When compassion fatigue is left unaddressed, it often leads to burnout – characterised by exhaustion, detachment, and a sense of ineffectiveness. Many DEIB leaders respond by leaving their roles, shifting careers, or exiting organisations altogether.
This attrition creates a revolving door effect on the DEIB strategy:
- Knowledge and trust are lost
- Strategies stall or reset
- Work is redistributed to other leaders to carry even more load
Organisations then misdiagnose the issue as a “pipeline problem” rather than a care and support problem.
Coaching, Mentoring, and Supervision as Sources of Support
Supporting DEIB leaders requires intentional structures, not just wellness slogans.
Coaching: Provides a confidential space focused on leadership development, boundaries, decision-making, and navigating organisational complexity. Coaches can help DEIB leaders reconnect with agency and clarity.
Mentoring: Offers relational support and wisdom-sharing, particularly valuable when mentors have lived experience or have navigated similar organisational terrain. Mentoring reduces isolation and normalises challenges.
Supervision: Creates structured reflective space to process emotional impact, ethical dilemmas, and role strain. For DEIB leaders, supervision can be critical in preventing compassion fatigue and burnout.
These supports are not interchangeable – and ideally, DEIB leaders should have access to more than one.
What Organisations Need to Do Differently
If organisations are serious about DEIB, they must be equally serious about caring for the people leading it. This includes:
- Funding coaching, mentoring, and supervision as core role supports
- Normalising emotional labour as part of DEIB work
- Building realistic expectations and boundaries into roles
- Sharing responsibility for DEIB across leadership – not isolating it
- Measuring sustainability, not just activity
Care is not a “nice to have.” It is a strategic necessity.
Looking After the People Who Hold the Work
DEIB leaders are often asked to model empathy, courage, and humanity in systems that do not always return those qualities. If we want DEIB work to endure – rather than burn people out – we must shift from extraction to care, containment, and collective responsibility.
Looking after DEIB leaders is not separate from DEIB work. It is DEIB work.
Belonging Matters
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.'
As part of this series I’ll be catching up with professionals who share a keen interest in all things related to belonging, inclusion and psychological safety…
This week I’m joined by Sarah Wordlaw, Headteacher and author of ‘Time to Shake Up the Primary Curriculum’ and ‘M is for Misogyny: Tackling Discrimination against Women and Girls in Primary School.’
Sarah Wordlaw, Headteacher & author of ‘Time to Shake Up the Primary Curriculum’ & ‘M is for Misogyny.’
’Q) Can you describe a time when you felt like you belonged?
A) The first time I felt like I genuinely belonged in a professional space was probably when I attended London South Teaching School hub’s Diverse Leaders event. Prior to this I don’t think I fully acknowledged or even realised that I hadn’t felt that sense of connection; until I was invited to a space where all of a sudden, I wasn’t the minority.
As for life beyond school, that would have to be the first time I attended a Pride event. I distinctly remember thinking, these are my people! Again, there was that sense of connection. It was as if someone was holding a mirror up. We had a shared experience, a shared story.
When you start to consider intersectionality and all of the complexities that brings, it gets really interesting. I have mixed heritage, so I suppose I’ve always felt as though I straddle two worlds, without necessarily feeling like I belong to either. I’ve needed to move between spaces seamlessly and code switch.
Of course, our lived experience informs how we engage and interact. We have all have layers to our identity and experiences that inform our choices.
Q) What strategies have you found helpful for building psychological safety in self and others?
A) I’ve found being honest about myself and my identity has really helped to build connection. When you’re able to share parts of yourself and parts of your identity, then I think that builds credibility and trust. You’re able to say – you know who I am and what I stand for, let’s move forward together in this shared vision (whatever that may be). This has become more pronounced for me as I moved through my leadership journey. As a less experienced leader, I wasn’t necessarily ready to do that. I was concerned about how I would be judged and what other’s perception of leadership was. Over time I’ve come to believe that who we are, is how we lead; that’s what I’ve come to value.
When it comes to developing others, I think fostering a culture that enables team members to share ideas and challenge the status quo is really important. That means as leader I have to model being flexible in my thinking and demonstrate that I’m open to being challenged, as well as challenging others; that we’re all in this together!
Q) What advice would you give your younger self?
A) I think it’s important to take space and acknowledge that whatever has taken place in the past; you did your very best with the information that you had…
So perhaps on reflection I would simply say to myself, it’s ok to ask for help and that you don’t always have to be ‘the strong one.’
Q) What does the sector need to consider when it comes to developing psychological safety?
A) Meaningful connections and relationships with each other are invaluable. Too many ‘wellbeing’ initiatives today are surface level. Treats in the staffroom are nice, but it won’t have the impact you’re looking for. We need to really understand our teams and a culture of psychological safety enables this. It’s more than a nice to have, it helps with staff retention and of course once we take the time to know and understand our teams and ensure everyone is pulling in the same direction – we’re able to enact our vision and strategy in a much more meaningful way. Who wouldn’t want that for their pupils and wider school community?
Holding Space Without Burning Out: Understanding Compassion Fatigue and How We Safeguard Ourselves
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
In caring professions – and in deeply relational roles – holding space for others is sacred work. Whether you are a therapist, coach, nurse, social worker, teacher, spiritual leader, or simply the person everyone turns to in crisis, you are entrusted with stories that carry pain, trauma, grief, and vulnerability. But holding space comes at a cost if we do not tend to ourselves. Compassion fatigue is not a failure of resilience. It is often the natural consequence of caring deeply in the presence of trauma. And safeguarding ourselves is not selfish – it is ethical.
What Is Compassion Fatigue?
Compassion fatigue is the emotional and physical exhaustion that can develop when we are repeatedly exposed to others’ suffering. It is sometimes described as the “cost of caring.” Unlike burnout, which develops from chronic workplace stress and systemic pressures, compassion fatigue is closely tied to exposure to trauma – directly or indirectly. Over time, witnessing others’ pain can begin to shift our nervous system, our worldview, and even our sense of safety.
You may notice:
- Emotional numbness or irritability
- Difficulty concentrating
- A reduced sense of empathy
- Sleep disturbances
- Feeling overwhelmed or depleted
- Intrusive thoughts about clients or stories you have heard
For those working with trauma survivors, there is also the risk of vicarious trauma – a cumulative shift in our internal world as we absorb repeated accounts of trauma. This does not mean we are weak. It means we are human.
Trauma Exposure Changes the Nervous System
When we hold space for trauma, our nervous system is activated. Even if the trauma did not happen to us, our body often responds as if it were present. We may feel tightness in the chest, shallow breathing, or a subtle hypervigilance. Without intentional processing, these responses accumulate. Over time, the body may stay in a low-level stress response.
If we are not aware of this, we may:
- Over-identify with others’ pain
- Carry stories home with us
- Lose perspective
- Begin to feel helpless or hopeless
The more attuned we are, the more we are affected. This is why safeguarding ourselves must be woven into our professional practice – not treated as an afterthought.
Safeguard 1: Supervision Is Not Optional
Clinical supervision, reflective practice, or professional consultation is one of the most protective factors against compassion fatigue.
Supervision provides:
- A space to process emotional responses
- Containment for complex trauma material
- Ethical guidance and accountability
- Perspective when we feel stuck
- A reminder that we are not alone
Without supervision, helpers can become isolated in their internal processing. Isolation amplifies stress. Supervision is not a sign that we cannot cope. It is a commitment to sustainability and ethical care.
Safeguard 2: Structured Decompression
We cannot repeatedly hold intense emotional material and then immediately switch into “normal life” without impact. Decompression is the intentional act of transitioning your nervous system from holding space to rest and regulation.
This might include:
- A short walk after sessions
- Breathwork or grounding exercises
- Journaling to externalize what you are carrying
- Washing your hands as a symbolic reset
- Listening to music during the commute home
- Physical movement to release stored tension
Decompression rituals matter because they signal to the body: the work is done for now. Without this signal, the body continues to hold.
Safeguard 3: Trauma-Informed Self-Awareness
When we support others through trauma, our own unresolved experiences can be activated. This is not a flaw – it is part of being relational beings. But awareness is essential.
Ask yourself:
- What stories trigger me most strongly?
- Where do I feel this work in my body?
- Am I rescuing, over-functioning, or overextending?
- What feels harder lately?
Personal therapy, peer support, and reflective practice are powerful forms of safeguarding. We cannot ethically hold others’ trauma if we refuse to tend to our own.
Safeguard 4: Boundaries as Compassion
Boundaries are often misunderstood as distancing. In reality, they are what allow us to remain compassionate.
Healthy boundaries include:
- Clear session limits
- Defined availability
- Emotional differentiation (“This is not mine to carry”)
- Saying no when capacity is exceeded
Boundaries protect empathy from erosion. When we overextend, resentment follows. When resentment builds, compassion shrinks. Boundaries preserve our ability to care.
Safeguard 5: Rest Is Clinical
Rest is not indulgent. It is restorative. Sleep, play, connection, creativity, nature, laughter – these are not luxuries. They are protective factors against trauma exposure.
When we normalise exhaustion as “part of the job,” we risk normalising harm to ourselves. The quality of care we offer is directly linked to the state of our nervous system.
Sustainable Compassion
Holding space is courageous work. It requires presence, empathy, and the willingness to sit in discomfort without turning away. But sustainable compassion requires something equally important: self-protection.
We safeguard ourselves from compassion fatigue through five commitments:
- Supervision
- Decompression rituals
- Trauma-informed self-awareness
- Boundaries
- Rest
When we protect our nervous systems, we protect our ability to continue showing up. Compassion fatigue does not mean you are incapable. It means you care. And caring, when supported, can remain a powerful and sustainable force.
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.
Pregnancy Loss in Education: Breaking the Silence, Structures and Support
Written by Morgan Whitfield
Morgan Whitfield is an experienced senior leader and professional development consultant who advocates high-challenge learning. Morgan hails from Canada and has taken on such roles as Director of Teaching and Learning, Head of Sixth Form, Head of Humanities and Head of Scholars. Her book Gifted? The Shift to Enrichment, Challenge and Equity, reframed “gifted” education as a mandate to provide enrichment and challenge for all students. She is a passionate advocate for equity in education, a BSO inspector, radio show host and mother of three brilliant little ones. Morgan has worked with schools across the Middle East, Asia and the UK and currently lives in Vietnam.
I remember the day I had to tell senior leadership that I needed to leave lessons and go to the doctor because I was bleeding. I sent out cover work in the hospital waiting room. Later, I had to tell the same colleagues that I would no longer need maternity leave. The conversations were devastating. The classroom kept moving forward, yet I was stalled. I am not alone in this.
Pregnancy loss is often described as a silent grief. For women in education, the silence is compounded by the relentless rhythm of school life. Our jobs involve performance, we must be the support for our students, and this demands our complete mental and emotional presence. Teachers are expected to stand in front of classes, to smile and be steady, even when their personal lives are marked by loss. With women making up three-quarters of the education workforce in the UK (DfE, 2022), the absence of open conversation about pregnancy loss is striking.
I have been there with colleagues through the heartbreak of miscarriage, and through the long, uncertain path of fertility treatments. One colleague once asked for a mental health day on what would have been her due date, a vivid reminder that grief is not linear and anniversaries bring waves of pain. Another shared the exhausting cycle of appointments, medications, and pregnancy tests that defined her attempts to conceive. These stories are part of school life, but they are rarely spoken aloud or formally recognised in policy.
Why Pregnancy Loss Matters in Education
Most schools have no specific structures or training in place to guide leaders or support staff. Teachers can feel forced to suppress grief in order to keep lessons going. When this happens, schools risk not only the wellbeing of staff but also the culture of care that should define education.
Pregnancy loss is both a medical event and a profound emotional rupture. Physically, it can involve surgery, recovery, and the exhaustion that follows. Emotionally, it brings grief for a future imagined but never lived. The disconnect between the devastation inside and the professionalism demanded outside can be unbearable. Without recognition or space, teachers risk feeling invisible in their grief.
Supporting staff through pregnancy loss and fertility journeys requires compassion and clarity. Three areas stand out:
- Policy and Procedure
Schools should establish clear leave policies that explicitly cover pregnancy loss at every stage and ensure staff understand their entitlements. Leadership need practical guidance on responding with sensitivity so that no member of staff feels dismissed. It is equally important that counselling and wider wellbeing services are easy to access and signposted without stigma.
- Culture and Conversation
A supportive culture begins with openly acknowledging pregnancy loss within staff wellbeing policies rather than treating it as a taboo subject. Leaders should be trained to respond with empathy and avoid minimising comments such as “at least you were not far along” or “at least you can try again”. Schools can recognise that grief can resurface around anniversaries of loss and offer staff the flexibility they need at these times.
- Practical Wellbeing Support
Staff deserve practical arrangements that help them re-enter work at a pace that feels manageable, such as phased timetables or temporary workload adjustments. Schools should protect time for medical appointments and mental health recovery. Peer networks or mentoring can provide a valuable source of connection and understanding for those navigating pregnancy loss or fertility treatment.
Workplace pledges, such as those promoted by the Miscarriage Association, provide clear frameworks that schools can adapt. These signal that loss will be handled with dignity and consistency, rather than silence and improvisation.
Schools often pride themselves on teaching empathy to children. We must apply the same principle to one another. Pregnancy loss and fertility journeys should not be taboo in education. When schools speak about them openly, they dismantle stigma. When institutions act with compassion, they protect not only the colleague in pain but also the integrity of the profession. Looking back, what made the difference for me were tangible acts. A colleague who offered to cover a lesson when I needed space. A quiet word that acknowledged my grief as real. These should be built into the school’s structures through purposeful policy and sensitive implementation.
References
Department for Education (DfE) (2022) School workforce in England: Reporting year 2022. Available at: https://explore-education-statistics.service.gov.uk (Accessed: 26 September 2025).
Education Support (2022) Teacher wellbeing index 2022. London: Education Support.
Miscarriage Association (n.d.) Pregnancy loss in the workplace: Guidance and charter. Available at: https://www.miscarriageassociation.org.uk/miscarriage-and-the-workplace/the-pregnancy-loss-pledge/ (Accessed: 26 September 2025).
The forty year apology: My biology was never the problem
Written by Ashtrid Turnbull
Ashtrid Turnbull is a biologist, a deputy head, and a mother of neuro-distinct twin daughters. Over thirty years in education, she has witnessed how high-achieving, neuro-distinct women across all sectors trade their physical health for professional and personal acceptance.
I have spent twenty seven years as a biologist and a senior leader. For nearly three decades I have lived a double life. In public I am the composed executive navigating the high stakes complexity of professional leadership. In private I have been the woman perpetually apologising for the mess of her own mind.
I have watched countless women like me, the high fliers, the multi taskers, the chaos wizards who can stabilise a company in a crisis but lose their keys while they are still in their hand, be told they are faulty.
We were told that our brains lacked the hardware for focus. We were told our spontaneity was a lack of discipline. We spent years accruing a staggering amount of shame while we tried to squeeze our expansive, electric brains into a dull grey box of neurotypical expectations. I am part of the system that helped build that box. For that I am truly sorry.
The December Revelation
In December 2025, a landmark international study was published in Psychological Medicine by researchers from the University of Bath, King’s College London, and Radboud University (Hargitai et al., 2025). It did the one thing no one has bothered to do in forty years of clinical research into neurodiversity. It stopped looking only for what is wrong with us. Instead, for the first time in a study of this magnitude, they looked at our strengths.
The researchers found that traits like our spontaneity and our ability to hyperfocus are not just personality quirks to be managed. They are biological protective factors. They are linked to higher creativity and a type of psychological resilience that the world desperately needs.
This is the flipping of the script we have waited for. The science finally proves that we are not broken. We are simply a collection of immense strengths that have never been capitalised on properly because the system was too busy trying to medicate them away.
The Metabolic Cost of the Mundane
As a biologist this finding wrecked me. It confirmed that our brains are not generalists. They are specialists. We are built for the high signal and the high stakes. We do not have an attention deficit. We have a biological refusal to waste our life force on the mundane.
When we are forced to operate in environments that prize compliance over brilliance, we pay a massive metabolic cost. We are high definition systems being forced to run on a less than optimised dial up network. The exhaustion you feel is not a character flaw. It is the result of a high torque system being forced to idle for too long. Understanding how to integrate this knowledge into a world that still values the grey box is how we begin to explore the uncomfortable middle ground.
The Ownership of the Middle Ground
I am done with the two extremes of this conversation. I am tired of the ‘ADHD is a superpower’ fluff that ignores the daily struggle. I am equally tired of the ‘just try harder’ boardroom culture that ignores the reality of our biology. The truth is found somewhere in the middle.
Empowerment is not about waiting for the world to become completely ADHD or autism friendly. That is highly unlikely to happen. Real empowerment, the ultimate unmasking, is about taking ownership of your own biology and the energy ledger that comes with it. This requires a three way pact of responsibility.
What we owe ourselves: We owe ourselves self knowledge. We must understand that our rapid scanning of a room is actually a high speed search for a signal. We owe ourselves the bravery to say that while we can solve a crisis in ten minutes, we cannot sit in a two hour meeting without a total exhaustion of our internal resources.
What we owe others: We owe the world clear communication about how we operate. We owe them the effort to find systems that actually serve our high signal hardware, rather than pretending that yet another paper planner is going to save the day.
What others owe us: Others owe us a willingness to adapt and a recognition that focus looks different in a neuro distinct brain. They owe us the space to be brilliant even if it comes with the beautiful, creative mess that often follows in our wake.
Driving the Hardware
The 2025 research is our scientific permission to stop pretending. It is our evidence that our traits are the very things that make us capable of the brilliance the world so desperately needs right now.
We are the ones who stay calm when the atmosphere reaches boiling point, but lose our minds over a tax return. We are the ones who see the patterns others miss because we are looking at the whole sky, while they are staring at the pavement.
We are the ones who can synthesise a thousand disparate data points into a single visionary strategy in an afternoon, but forget to eat because our internal focus is so absolute. We are the architects of the unconventional and the first responders to the impossible. Our brains do not lack order. They simply operate on a frequency that a linear world has forgotten how to tune into.
I am done with the narrative of the broken woman. I am finished with the idea that our worth is measured by our ability to perform administrative gymnastics in an environment that drains our batteries to zero before lunchtime.
It is time we stopped apologising for our hardware. It is time we stopped trying to patch a system that was never actually glitching. We are not a problem to be solved. We are a biological resource to be understood, respected, and finally, driven with the skill and the pride that this incredible machinery deserves.
Call to Action: If this resonates, I want to hear from you.
Whether you are a woman in leadership navigating your own metabolic debt, or a mother supporting a neurodivergent daughter through the triple jump years of Year 10 to university, you are not alone in the mess. It is time we stopped apologising for our hardware and started driving it with pride.
I am currently developing a framework to help chaos wizards move past the narrative of disorder and towards a model of cognitive efficiency.
References: Hargitai, L. et al. (2025). Playing to your strengths improves wellbeing in ADHD. University of Bath. Read the study summary here.