Representation

Beyond the Binary: What would happen if every staffroom heard my trans kids speak?

Written by Matthew Savage

Former international school Principal, proud father of two transgender adult children, Associate Consultant with LSC Education, and founder of #themonalisaeffect.

Back in 2021, I wrote for this blog a post entitled, ‘Gender is “wibbly-wobbly” and “timey-wimey”, and gloriously so’. How the world has changed since then!

Then, we lived in a world which was ignorant about, fearful of, and discriminatory towards the trans community. However, today, this ignorance, fear and discrimination have been multiplied a thousandfold.

As life has become tougher for most people, populist, and simply wannabe-popular, governments have sought somehow to blame the situation on the marginalised and minoritised groups most negatively impacted by it: refugees, for example; the disabled; and, of course, trans people.

However, the purpose of this post is not to amplify the critical work of the Good Law Project to rehumanise trans identity in the wake of the EHRC’s misinterpretation of the UK Supreme Court’s recent judgment, or to amplify the efforts of Transactual, and other organisations within the UK’s trans and LGBTQ+ communities, to develop a co-ordinated response to the subsequent public consultation.

As a disabled, wheelchair user myself, I am tired of trying to navigate a world designed through an ableist lens uninformed by the experience of the disabled community itself. And one of the things that angers me most about the offensively called ‘trans debate’ is that it never centres trans voices.

And so this post seeks to share some of those voices, namely those of my two, beautiful, kind, adult, trans children, with whom I recorded a lengthy conversation last August, with the intention of turning it into a published article about the publication of which I am now sufficiently scared to postpone.

For the time being, then, instead, please let these snippets speak for themselves:

“Like with queer identity in the 1980s, even mentioning it was framed as a bad influence on kids… Section 28 came from that mindset. Today the same fear – ‘talk about it and you’ll turn children trans’ – drives the panic around schools.”

“Trans Day of Visibility is supposed to be positive, yet the very act of being seen now brings more danger: headlines, hostile laws, threats. Sometimes hiding feels safer than visibility that paints a target on your back.”

“Adults are so far behind. Some still stumble over ‘trans man’ or ‘trans woman’, let alone neopronouns. Children already use that language confidently, but teachers keep circling around the terminology instead of choosing to learn it.”

“Our existence gets politicised; we’re not allowed simply to live without becoming a talking point. ‘What about the children?’ is rolled out, yet the outrage is profitable fear-mongering, not genuine concern for young people’s wellbeing.”

“Bullies know that strangers – and even politicians – repeat the same slurs, so their abuse feels legitimised. It isn’t only hatred of who you are; it’s a constant challenge to whether you even are who you say you are.”

“Trans kids are treated like pawns in a culture war. Nobody is talking to them; everyone talks about them. Policies get drafted, panels convene, yet the voices most affected are left outside the room.”

“Breaking down gender stereotypes liberates everyone – cis students included – who doesn’t fit a rigid mould. When a classroom loosens those constraints, more young people can breathe and learn as their authentic selves.”

I firmly believe that in a world where to come out as trans has never been more terrifying, what we need most is for trans allies to come out instead – with your families, your friends, your colleagues and the world at large. Because I firmly believe that, at times like these, silence is complicity.

Will you come out as the ally my children, and their trans siblings nationwide, need now more than ever?

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

Flags: When Patriotism Becomes Politics

Written by Hannah Wilson

Founder of Diverse Educators

We have all seen them. Driving up the motorway, crossing a roundabout in town, suddenly there it is: the Union Jack, or the red-and-white St George’s Cross, flapping over a bridge or painted over the crossing. No football tournament, no royal celebration – just flags, bolted into the landscape.

Let’s be clear – they are not innocent festive decorations (although some people are pretending/ or are naively thinking that they are in support of the World Cup Rugby and the UK Women’s team, the Roses). They are bold political statements.

On a Personal Note

I was back on the road for the start of term INSETs this week and as I drove from Bath to Worcester to Manchester to Matlock back to Bristol and then home to Bath, I lost count of how many flags I saw. I would guess 150-200 flags heading North and the same again heading South. It was noticeable which regions had a higher density and where they felt angrier in their positioning.

As I drove to a school in Manchester on Friday morning to join a MAT’s new staff induction day I felt sick to the pit of my stomach as I approached the school – they were everywhere, on every lamppost, gate and fence.

The sense of unease did not leave me all day. It felt hostile and threatening, despite them not being aimed directly at me. So, I asked the CEO and Executive Team of the MAT if I could speak to the elephant in the room, as I was concerned for the psychological safety of the staff who were gathered in the theatre, a visibly diverse workforce, many of whom had travelled from out of region. They agreed. They later asked me for some advice on how to navigate the start of term with the increasing tensions. I have been thinking about it ever since and what I would do if I was going back to being a school/ trust leader this week.

From Bunting to Battle Lines

In the past, flags have been raised for a coronation, for the Jubilee, or when England is playing in a World Cup match. The flags meant celebration, collective cheer, and coming together as a community, united through the event or the love of the game.

Now? The flags have become a different sort of shorthand. Reform UK supporters and far-right groups have learned that flags are cheap, visible, and impossible to ignore. Hang a Union Jack on a motorway bridge and the daily commute has been turned into a stage for politics.

My fear? How long will it be until the flags become bolder and braver, until the swastikas appear, until the ‘whites-only’ narratives of racially segregated nations get scrawled as graffiti beside them?

Why Roundabouts and Bridges?

Because they are public, they are prominent, and they belong to no one in particular. A roundabout or a bridge or a lamp post does not in theory need permission. It is ultimately a free billboard – one dressed up as patriotism but actually conveying hate.

In conversations with others about the growing campaign and visibility, I have heard two new phrases in the last week:

“Going roundabouting” has become a new hobby – people are taking their partners and their families out on the weekends to support the campaign and spend the day painting the flag on empty canvases.

“Your xxx looks like they go roundabouting” has become a new slur – playgrounds and classrooms will be divided by those who support and those who oppose these territorial and divisive behaviours.

Start of Term

As most UK schools re-open for INSETs, induction days and start of term this week, this cultural shift across the nation matters for educators. Symbols carry lessons. The flag on a bridge is far from neutral. It is an explicit message: “This is ours.”

Depending on who sees it, it can feel like pride… or it can feel like a warning.

It might as well say: “We belong here. You do not”.

What does this mean for schools?

Our Senior Leaders will need to be visible – out on the gates, being the gatekeepers to the school’s boundaries.
Our Safeguarding leads need to be anchoring this in the start of term KCSIE updates.
Our Site Teams need to be vigilant and see if they begin to appear as graffiti on tables, on walls in our schools.
As educators we need to be checking in on the welfare of our pupils and their parents/ carers.
As employers we need to be checking in on the welfare of our employees.

Patriotism or Exclusion?

This is the heart of the issue. For some, these flags are a rallying cry for “taking the country back.” For others, they are an unsettling reminder that national identity is being policed in plain sight.

Educators need to help young people ask:

Who is claiming the flag?
Who is being included, and who is being left out?
When does pride tip into nationalism?
Why do some groups use symbols instead of words?
How do different flags make different groups of people feel uncomfortable?

We also need to acknowledge that it is difficult to talk about one flag without considering other flags. People will ask why it is okay to fly the Pride flag and not the St George’s flag. Or why the Pro-Palestine flags have been vetoed but the St George’s flag has been supported and stays up.

Pulling flags down is also not the answer, if anything it is the reaction some are looking for to then escalate things. As schools, colleges and MATs, we thus need to consider our approach and our standpoint to flags and we need to apply it consistently for all flags, for all groups.

Why It Matters in Classrooms

What is important to remember is that all students will see these flags – on the way to school, on TikTok, in the news. If we ignore them, we leave the interpretation to whoever shouts the loudest. By unpacking the symbolism, we show students how politics works in the everyday: not just in Parliament, but in the quiet tying of a flag to a lamppost.

Flags are not the problem. The problem is when they stop being about unity and become markers of division.

Last September, we started term with a sense of unease post the faith and race riots of the summer. This September, we start the new term with a sense of unease about flags being weaponised. Both make our school communities feel unsafe, excluded and leads to people questioning their place and sense of belonging.

Final Thoughts

If we ignore it and we do not speak up, we feed the problem.

Check out a blog by Bennie Kara called ‘Flying the Flag’ and a No Outsiders Assembly on flags by Andy Moffat.

You may also want to speak up by signing the Hope Not Hate petition against the biggest Neo-Nazi music festival in Europe being held in Great Yarmouth this weekend.

Teaching Ideas for: Flags, Symbols, and Meaning

1. Spot the Symbol

Show images of flags in different contexts:
A street party with bunting
A football stadium
A motorway bridge with political slogans nearby
Ask: “What’s the difference between these uses? How does the same flag carry different meanings in each place?”

2. Timeline of the Union Jack

Research the history of the Union Jack and St George’s Cross.
Students create a visual timeline: how has the meaning shifted from empire, to WWII, to the 1960s mod culture, to football, to today’s political movements?
Prompt: “Does a symbol’s meaning change with time, or do we change how we read it?”

3. Bridge or Billboard?

Debate exercise:
Group A argues that putting flags on roundabouts/bridges is legitimate free expression.
Group B argues it is intimidation or exclusionary.
Group C acts as judges, deciding which arguments were strongest.
Reflect afterwards: “How do we balance free speech with community impact?”

4. Flags Without Words

Discuss why groups use flags instead of leaflets, speeches, or adverts.
Activity: students design a non-verbal symbol or image to represent a cause they care about.
Prompt: “What does your design say, and how might others read it differently?”

5. Critical Media Watch

Collect recent headlines or social media posts about flags and patriotism.
Analyse language: is the coverage celebratory, critical, neutral?
Prompt: “How does the media shape whether we see flags as pride or protest?”

6. Personal Reflection

Journal exercise: “When have you seen a flag displayed in public? How did it make you feel? Did you feel included, excluded, or indifferent?”
Emphasise that different reactions are valid — it’s about recognising diversity of perception.

These activities help young people see that symbols are never neutral. They are tools of communication, belonging, and sometimes exclusion. The aim is not to tell students what to think, but to give them the vocabulary to analyse and question what they see.

Leading the Diverse Curriculum: How do we do this meaningfully, without crashing and burning?

Written by Bennie Kara

Co-Founder of Diverse Educators

There has never been a more urgent time for schools to reconsider what and who our curricula are for. In a world that is increasingly complex, diverse and interconnected, the curriculum must be more than a list of knowledge to be delivered. It must be a living, breathing framework for belonging, identity and justice. Leading the Diverse Curriculum (a 6 part training programme delivered over the course of the year) invites school leaders and educators to step back from the pace of everyday delivery and ask a foundational question: What does our curriculum say about the world and about the children in front of us?

Many schools are already aware that diversity and inclusion cannot be confined to a calendar event or a themed display board. The desire for a more equitable curriculum is present, but the path forward is often unclear. What this training offers is not a prescription, but a set of tools, questions and frameworks to help schools develop a curriculum that is thoughtful, principled and inclusive in both design and impact.

This work begins with vision as a guiding principle. Schools are encouraged to interrogate what it really means to have a diverse and inclusive curriculum. What values underpin our curriculum choices? How are these reflected in the lived experience of students across different subjects? These questions are not abstract. They demand honest dialogue among staff and between schools and their communities. By rooting curriculum development in a shared vision, the programme fosters a collective sense of purpose.

But clarity of vision must be matched by curriculum integrity. Diversity is not achieved through surface-level representation. It is not enough to add a new text to the reading list or a new historical figure to a lesson. A curriculum that serves all students must be rooted in sound curriculum thinking. This means understanding the principles of sequencing, coherence, and progression — and then asking, “Who is this for?” and “Whose knowledge is being centred?”

Throughout the programme, schools are supported to reflect critically on the content they teach and the underlying messages it conveys. There is space for genuine professional introspection, not just about what we teach, but why we teach it in the way we do. Educators are invited to hold up a mirror to their curriculum, to see whose voices are included and whose are absent. This is not about blame; it’s about building the confidence and competence to lead change in a meaningful, sustained way.

This work is not confined to theoretical ideals. The training is grounded in practical strategies and real-world application. Schools are encouraged to examine their current curriculum policies, subject intentions, and implementation models with new eyes — through the lenses of equity, identity, and justice. They are the lived experiences of our students. When schools begin to map the curriculum through these lenses, the gaps and opportunities become clearer, and the work begins to feel possible.

A particularly powerful aspect of this training is its emphasis on evaluation. Too often, curriculum changes are made without a clear sense of how success will be measured or what the impact should be. This programme supports leaders to think strategically and to consider change models and implementation strategies that go beyond intent and move towards sustainable, embedded practice.

This requires courage. It requires schools to look inward and confront the emotional realities of leading this work. There will be discomfort. There may be resistance. But this training does not shy away from that: it acknowledges that curriculum change is emotionally charged because it speaks to identity, belief, and culture. The programme offers space for staff to explore these emotions safely, while building the emotional literacy required to lead through discomfort and challenge.

Another vital strand of the training is the role of student and community voice. An inclusive curriculum cannot be created in isolation from the people it is designed to serve. Too often, students are passive recipients of curriculum decisions. This programme challenges that norm, encouraging schools to create authentic, safe spaces for students and families to share how the curriculum lands with them.

This is not easy work. It is demanding, nuanced, and often personal. But it is also deeply hopeful. At a time when education is increasingly shaped by outcomes and data, this training reminds us of the transformative power of the curriculum. It reminds us that the stories we tell in our classrooms — through literature, history, science, art — shape the self-worth, aspirations and worldviews of our students.

Book Now

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

From Silence to Story: How My Autistic Son Inspired a New Chapter in Inclusive Literacy

Written by Pamela Aculey

Pamela Aculey is an award-winning author, public speaker, and the founder of Just Like Me Books and MIXD Reality—the creators of the world’s first inclusive augmented reality picture book. Inspired by her autistic son Walter, Pamela is passionate about using storytelling and technology to create inclusive, interactive experiences that reflect the beautifully diverse ways children see and engage with the world. She is also a full-time carer and advocate for representation in education and beyond.

They say necessity is the mother of invention. But for me, motherhood itself sparked an invention that would not only change how my son reads, but how countless children see themselves in stories.

My journey with autism, storytelling, and technology began with my eldest son, Walter. A bright, beautiful mixed race boy who, in his early years, struggled to communicate verbally. Walter is autistic and was non-speaking until the age of 7. As a parent, nothing prepares you for the silence—especially when all you want is to hear your child say “Mummy.” But in that silence, I learned to listen differently. I began to see the world through Walter’s eyes: colourful, musical, expressive in ways that didn’t require words.

Books became a lifeline. But while reading to Walter, I noticed something glaringly absent—him. None of the characters looked like him. None moved, spoke, or communicated like him. Representation wasn’t just lacking; it was almost non-existent. I wasn’t just searching for stories; I was searching for mirrors.

And one day, in the silence, Walter showed me what connection could look like.

He had one particular book he returned to every single day. He’d scan the pages, then walk over and hand it to me—always open to the same page. He’d hum and flap the book gently in front of my face. I assumed he wanted me to read the story—again—for what felt like the tenth time that day. So, I would.

But then Walter would get upset. Irritated.

He’d snatch the book out of my hands and throw it to the floor.

And a few minutes later? He’d bring it back and start the whole process again.

I was confused. Frustrated. Heartbroken.

Until one day, I paused long enough to really look at the page he kept coming back to.

It was an image of a little boy drinking water.

Suddenly it hit me:

Walter wasn’t asking for a story.

He was trying to tell me he was thirsty.

That moment changed everything. My little boy, who didn’t use words, had found his own way to communicate. He didn’t need language—he needed connection.

That’s when the idea behind Just Like Me Books was born. I wanted to create stories that reflected children like Walter—not only in how they look, but in how they experience the world. Our debut title, Buster Finds His Beat, follows Buster, an autistic, music-loving mixed-heritage boy who communicates using beats, rhythm and music. Sound familiar? It should. Buster is inspired by Walter.

To bring the story to life in a way that resonated with children like him, I incorporated augmented reality (AR). I created an app where children can scan the pages and watch Buster dance, laugh, and play drums in 3D. For neurodivergent readers, this fusion of storytelling and sensory experience offers not only joy but accessibility.

Seeing themselves in stories is one thing. Interacting with them? That’s a whole new world.

This innovation became the foundation for MIXD Reality—a creative tech company I co-founded to explore how immersive technology can transform learning, reading, and communication. We now partner with educators, publishers, and brands to create AR-powered experiences across industries: from children’s books and emotional literacy tools to museums, healthcare, and financial literacy.

With nearly 1 in 7 people identifying as neurodivergent (NHS England), we need more than just good intentions—we need practical, inclusive resources. Traditional classroom tools often leave behind children who process the world differently. AR bridges this gap by turning passive reading into an interactive journey that supports diverse learning styles.

We are currently in the early stages of conducting our own research to explore how augmented reality can support autistic children aged 5–8. We are actively seeking partnerships with families and organisations to help us carry out this important work. If you would like to be part of this, please get in touch. Because innovation shouldn’t be reserved for the few—it should uplift the many.

I’ve watched Walter go from being non-speaking to now writing his own short stories—and talking all the time! He’s 11 now, and still beats on everything—tables, tubs, anything that makes a sound. But more importantly, he reads. Not because he has to, but because he wants to. And when he saw himself in Buster, he beamed.

That smile reminded me why I started this work in the first place.

We often talk about diversity and inclusion in terms of policy, but what about practice? Are our bookshelves inclusive? Are we designing content with all learning styles in mind? Are we creating mirrors and bridges?

My hope is that Just Like Me Books and MIXD Reality spark more questions, more conversations, and more creativity.

Because every child deserves to be the hero of their own story—and sometimes, all it takes is pausing long enough to really look at the page they’re holding.

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

BLAM UK BOOK: Global Black Narratives for the classroom: Vol 1 & 2

Written by Bettina Ogbomoide

Project Coordinator at BLAM UK (Black Learning Achievement and Mental Health UK). Passionate about Black studies, and dedicated to educating and exploring the cultures and histories of the African diaspora.

Too often, Black history is limited to the margins of the school calendar, and only acknowledged during Black History Month, which also normally tends to focus on specific narratives i.e. the transatlantic slave trade or the civil rights movement in America. This approach not only restricts the richness and diversity of Black experience, often excluding Black Britain altogether, but also squanders the opportunity to engage students with a fuller, more accurate version of global and British history.

At BLAM UK, we believe that Black history is not an add-on, but rather it is an integral part of understanding the world we live in. This is why we developed Global Black Narratives for the Classroom, a two-volume educational resource designed to facilitate primary school teachers to embed Black history, including British and global narratives throughout the academic year. Rooted in England’s National Curriculum, the books aim to save teacher’s time, boost their confidence and subject knowledge, and make it easy to teach global Black histories in a way that is accessible and inclusive.

Volume 1: Black Britain and Europe
The first volume focuses on the histories of Black communities in Britain and across Europe. It offers creative lesson plans for themes ranging from early Black presence in Tudor England to 20th-century activism and cultural movements. By highlighting figures such as Claudia Jones, Olive Morris, and Josephine Baker, the book challenges educators to expand their understanding of British and European history beyond narrow Eurocentric, male-domoinated, traditional narratives.

Volume 2: Africa, the Americas, and the Caribbean
The second volume provides a broader global context. It provides a deep dive into African histories before colonialism, the cultural traditions of the Caribbean, and the layered experiences of Afro-descendant communities across the Americas. Through guided activities and thought-provoking content, students are encouraged to explore the global interconnectedness of Black narratives and resistance.

Both volumes are filled with practical tools which include lesson plans, engaging worksheets and creative activities, making it easier for teachers to deliver high-quality lessons with confidence and cultural sensitivity.

At its core, Global Black Narratives for the Classroom equips educators with the toolkit they need to centre Black perspectives in the curriculum, not just occasionally or tokenistically, but consistently and meaningfully. By doing so, we not only enhance the learning experience for all students, but we also create a more inclusive and culturally relevant and responsive educational environment.

Teachers who are seeking to counter the narrow, divisive rhetoric we are seeing increase, or are committed to anti-racist pedagogy will find in these books an invitation for reflection and the opportunity to increase your subject knowledge. All whilst encouraging critical thinking, and opening up space for alternative perspectives and more diverse stories to be told in the classroom.

You can purchase Global Black Narratives Volumes 1 & 2 from independent, Black-owned bookstores Book Love and Afrori Books, as well as Amazon, and Routledge.

Please see the links below to purchase:

Book Love (Black-owned anti-racist bookseller)

Vol 1: Global Black Narratives for the Classroom Africa, the Americas and the Caribbean

Vol 2: Global Black Narratives for the Classroom: Britain and Europe

Afrori Books (Black-owned independent book shop)

Brighthelm Church & Community Centre, Brighton and Hove, Brighton BN1 1YD

Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe –

Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean

Routledge

Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe

Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean

Amazon

Vol 1: Global Black Narratives for the Classroom: Black Britain and Europe

Vol 2: Global Black Narratives for the Classroom: Africa, the Americas and the Caribbean

Order our book and spread the word!

BLAM UK is here to transform the way we think about Black narratives, one classroom at a time!

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

Why Black History Is More Than Just a Month: Embedding Legacy, Learning and Leadership All Year Round

Written by Ellisha Soanes

Ellisha is a multi award-winning Equality, Diversity, and Inclusion Specialist. Ellisha worked as Director of Equality Diversity Inclusion for several colleges and adult education in East Anglia, and as a lecturer teaching EDI has worked in the education sector for the over 10 years, and in the health and social care/ Public Health sector for over 20 years. Ellisha works as an international consultant and collaborates with businesses and community projects to empower others and create new opportunities through leadership. Ellisha has worked closely with the Department of Education, and continues to do so on creating changes, sitting at parliamentary boards. She has been featured in global news journals as column writer and papers.

As we mark five years since the murder of George Floyd, the question many of us in education and leadership circles are still grappling with is this: how do we move from reactive to proactive when it comes to race, equity, and inclusion? How do we ensure that Black history is not confined to a single month in October, but becomes a golden thread woven through every aspect of our curriculum, policies, and culture?

The answer lies not in performative gestures, but in intentional action.

Black history is British history, world history, and human history. It doesn’t start or end with the transatlantic slave trade or the U.S. civil rights movement — though those are key chapters. But if that’s all we teach, what message does that send to our Black students and to other students and colleagues? That our legacy begins with oppression?

We must ask better questions and dig deeper. Were we not inventors, pioneers, warriors, scholars? Black Tudors existed. Black soldiers fought in both World Wars. Ancient Kemet — known today as Egypt — led the world in medicine, astronomy, and education. Our contributions span centuries and continents.

So how can educators ensure that Black history is embedded all year round, not just dusted off for October? Here are three practical steps based on my experience:

Invest in Training and Development – Begin With Yourself

One of the most common questions I ask educators is: Were you taught Black history in school? For most, the answer is no — or if yes, only slavery and civil rights.

This is not just a gap in knowledge. It’s a gap in identity, empathy, and understanding.

You can’t teach what you don’t know. That’s why anti-racism training is vital. But it’s not enough to attend a workshop and tick a box. True transformation starts with self-reflection. What are your biases? What stories are missing from your own education?

Before you try to lead young people, work with your own teams first. Create spaces where educators can learn, unlearn, and build confidence in delivering diverse content. Challenge the assumption that Black history is “extra” – it’s essential.

Appoint EDI Ambassadors at Every Level

Embedding diversity is not the responsibility of the one Black staff member, the LGBTQ+ colleague, or someone with a disability. It must be everyone’s job.

That’s why I always recommend appointing Equality, Diversity, and Inclusion (EDI) ambassadors across all levels — from your governing board (yes, even your governors should include an EDI champion) to your reception team.

These ambassadors shouldn’t just represent communities — they should lead change. Help shape policy, organise events, challenge bias, and ensure that inclusive practice is not a side project but a core priority.

By having representation across your organisation, you ensure accountability — and create role models who are visible, vocal, and valued.

Adopt Student-Led Approaches: Celebrate ‘Heroes on Your Doorstep’

Young people don’t just want to be taught — they want to co-create.

Some of our most impactful work has come from listening to what students want to see in their curriculum. For example, in our public services courses, students highlighted local Black heroes — people whose stories are often forgotten, but who made a lasting impact.

One such figure is Derrick Bobbington Thomas, one of the first Black servicemen from the Windrush generation in Suffolk. His story, shared by students, was a powerful reminder of the richness of local history.

Another initiative included working with Wooden Roots, an African drumming group deeply rooted in African history and culture. Not only did they bring energy and rhythm to our college campuses, but they also played a role in the Black Panther movie — showcasing how African heritage resonates on global stages. https://www.voice-online.co.uk/news/uk-news/2024/06/05/black-panther-african-drumming-company-to-offer-bursaries-for-underrepresented-groups/

Partnering with local charities, community groups, and Windrush societies is a brilliant way to fill in the historical gaps. They offer stories, speakers, and resources that textbooks don’t. And they help students see that Black history is not something far away — it’s here, in our towns, schools, and families, as author and collobarting with young people and communities I’m proud to say linking with your community, helped create black history interactive workbook used across schools in the east of the region and beyond. Elimu little book of knowledge- find your free copy here: https://www.aspireblacksuffolk.org.uk/_files/ugd/63af3a_5af8d55d89244cde90d0a8387a0aaa82.pdf

Nelson Mandela once said, “Education is the most powerful weapon you can use to change the world.” That change doesn’t happen overnight — but it begins with honest conversations, committed people, and consistent actions.

Black history isn’t just for October. It’s for every subject, every classroom, and every child.

When we expand the narrative, we empower minds. When we recognise the full spectrum of Black excellence, and when we embed this knowledge into the very fabric of our schools and organisations, we don’t just tick boxes — we transform lives.

So let’s not wait for a headline or a month. Let’s lead with purpose, educate with passion, and celebrate Black history — every day of the year.

Check out these articles to help you find your own heroes on your doorstep..

https://www.bbc.co.uk/news/uk-england-suffolk-64482737

https://feweek.co.uk/ellisha-soanes-the-aocs-edi-guru/

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

How do you plan good lessons on homosexuality when resources only tell half the story? A call for proper representation in religious education textbooks

Written by Jonny Tridgell

Jonny began his career as a secondary school teacher in 2009 and has since been a head of sixth form, head of department and lead practitioner for EDI. He has also worked in teacher education as a mentor, curriculum tutor and general tutor on the University of Oxford PGCE. He completed his MSc in Education (Digital and Social Change) at Oxford in 2024. He is currently working as Equality, Diversity & Inclusion Data and Insights Officer at Jesus College, Oxford, alongside roles as a teacher, teacher educator and researcher.

Imagine you are planning a GCSE lesson on Christian beliefs about homosexuality, but you don’t feel confident about the topic. You might have a theology degree and a PGCE in religious education, but have never really studied queer theology, or maybe you are one of the many non-specialists delivering these lessons in the UK (Orchard, 2024). You’re not sure where to begin planning your lesson. Do you do a debate with the students? Perhaps you could do some textual study, but then which texts? You know that Christianity has often the basis for homophobia, but you also don’t want to suggest to your students that Christianity is prejudiced or bad. So, what do you do next?

You might look for shared resources made by a colleague or look online. You might use AI. One solution would be to use a textbook or revision guide endorsed by your exam board. Jackson et al (2010) found that many teachers used textbooks just for that and in my experience as an educator and researcher, many teachers (including me), still do. Textbooks are helpful for pitching, but also, geared as many are to exams, provide a great deal of reassurance. However, there is a risk to this, because RE textbooks in the UK tend to sanitise and essentialise Christian beliefs about homosexuality and to present these through a Eurocentric lens.

In a recent paper for The British Journal of RE (Tridgell, 2025), I found that textbooks represent Christian approaches to homosexuality in a way that has been sanitised, excising those churches that promote explicitly anti-LGBTQ+ views. These textbooks also generally excluded African Christianities and churches, portraying African Christians as recipients of aid or evangelism only, not as theologians. One reason for this might be a desire to promote community cohesion by only presenting socially acceptable or “positive” views of Christianity as real Christianity (see arguments made by Smith et al, 2018), even if this presents a view of Christianity that is false. The Eurocentric approach here is perhaps even more troubling, given the way this might exclude those whose experience of Christianity is not reflected in these textbooks.

As a gay RE teacher who studied Christian approaches to homosexuality, I can plan these lessons carefully and accurately, and I feel confident about balancing the need for academic integrity with keeping students (and myself) safe in the classroom. My years teaching about Christian attitudes to homosexuality have taught me hard lessons about framing; in my view, it is always best to treat this as a theology lesson, rather than an ethics one – that is, thoughtfully examining different Christian views across the breadth of the religion but never debating whether it is okay to be LGBTQ+ or if homophobia and transphobia are allowed. Importantly, I am not trying to criticise those who lack this confidence or this experience – I understand why someone might reach for a textbook to help plan this lesson – but I am critical of publishers who put out resources that fail to properly help with this planning. RE/RS teachers – especially those who have other specialisms – need proper support and guidance about what to teach and how to teach it. In short, RS/RE textbooks should:

Include the full range of Christian views of homosexuality, including those that advocate for conversion therapy or other forms of anti-LGBTQ+ violence
Include Christianities (both anti-LGBTQ+ churches and those that are affirming, along with those in between) from across the world, including Africa across all areas of Christian life.
Recognise the inherent “messiness” of religion, and that belonging to a denomination does not mean someone’s personal beliefs necessarily fully align with its official teachings
Frame lessons on LGBTQ+ people through theology rather than ethics; it is not safe to debate the existence of LGBTQ+ people nor is it reasonable to ask whether Christianity as a whole is homophobic; better to evaluate how a text is being used, for example, or ask why churches might have different views.

If you are the teacher I described, I would advocate caution and some reflection on whether the resource you are using really reflects the full story. If you are a textbook publisher or academic resource-maker, I hope this serves to call you in; community cohesion requires us to do epistemic justice (Fricker, 2003) to all those in our community – it is not served by pretending the world is not as it is. After all, how can we champion LGBTQ+ liberation and decolonisation if we only tell half the story?

Jonny’s article “Sanitised, essentialised and Eurocentric: an analysis of the (mis)representation of Christian beliefs about homosexuality and African Christianity in English RE textbooks” has been published Open Access here.

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

Turning Vision into Action: Practical Steps for Building Diverse and Inclusive School Governance

Written by Krystian McInnis

Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.

As I reach the conclusion of this blog series on the importance of diversity in school governance, I feel it paramount to close by exploring the final critical phase for success: action. Having previously discussed the profound impact that diverse governing boards can have on student success, school culture, and community engagement, it’s arguably time to move from theory to practice. With the call for diversity is clear, yet little traction still appearing to be being made, the time has come, for schools and trusts turn blue-sky ideas into concrete, lasting change?

Therefore, this final blog will outline practical next steps that educational leaders, school boards, and trustees can take to ensure their governance structures are diverse, inclusive, and reflective of the communities they serve.

Commit to a Diversity Strategy with Clear Goals

The first step in creating a diverse governing board is making a clear, intentional commitment to diversity at all levels of governance. For genuine change to come about, it is vital that this commitment be reflected in the school’s action plan, vision and arguably leadership performance objectives too. It’s not enough to express the desire for diversity, it must be woven into the fabric of the school’s governance strategy. Therefore, schools and trusts must ensure they:

Set measurable diversity goals for their boards, such as increasing representation from underrepresented groups within a set timeframe.
Establish a diversity working party that includes key stakeholders, such as governors, school leaders, and community representatives, to oversee and implement these goals.
Publicly commit to diversity through mission statements or diversity pledges, making it a visible priority for all members of the school or trust.

Implement Inclusive Recruitment Practices

To diversify school governing boards, schools and trusts must rethink their recruitment processes. Traditional recruitment methods often result in boards that reflect the status quo, typically lacking in diversity, with remarks of ‘we have always done it this way’, far too commonly used. By changing how boards recruit members, schools can ensure that they attract a wider range of candidates with varied experiences and backgrounds. In practice, the necessary steps should include:

Actively reaching out to underrepresented communities through outreach campaigns, including advertising board positions within the local community, local media, and through social media platforms that engage diverse audiences.
Creating a skills-based recruitment process that prioritises a broad range of perspectives, ensuring that all candidates are evaluated for their ability to contribute to the school’s overall mission, not just for their professional credentials.
Partnering with diversity-focused organisations to identify potential board members who can bring new perspectives to governance.

Provide Tailored Training and Support for New Governors

Recruitment is just one part of the puzzle. Once new members are on the governing board, it’s crucial to ensure they are equipped to succeed. Adequate training and support will help diverse governors feel empowered to contribute effectively, ensuring that their diverse perspectives are heard and valued. Therefore, I would recommend that schools and trusts:

Revise induction programs to include training on key topics such as cultural competency, anti-racism, inclusive leadership, and unconscious bias.
Create a mentorship program for new governors, pairing them with experienced board members who can guide them through the challenges of governance and help them navigate any organisational barriers they may face.
Encourage ongoing professional development for all board members to foster a culture of continuous learning and reflection.

Track and Use Diversity Metrics to Guide Decision-Making

To ensure that diversity is being both prioritised and sustained, it is of utmost importance schools and trusts track diversity metrics. This data not only helps boards to measure their progress but also provides valuable insight into where gaps exist and where further action is needed. Whilst it might appear difficult at first, collecting and using data effectively requires:

Tracking diversity metrics such as gender, ethnicity, disability, and socioeconomic status among governors to assess the diversity of the board.
Using this data to set goals for recruitment and retention, as well as to identify potential barriers that may prevent underrepresented groups from joining the board.
Regularly reviewing the data to assess the effectiveness of diversity strategies and adjusting recruitment and development practices as needed.

Foster a Culture of Inclusion at Every Level of Governance

A truly diverse governing board is one where all members, regardless of their background, feel welcomed, valued, and empowered to contribute. With a top-down approach still heavily ingrained within the educational system, the culture of the board plays a crucial role in the long-term success of diversity initiatives. Therefore, schools and trusts must:

Develop an inclusive culture that actively encourages and celebrates diverse viewpoints. This includes ensuring that all voices are heard in meetings, that different perspectives are respected, and that decision-making processes are inclusive.
Address and challenge any discriminatory behaviour or microaggressions that may arise, creating a safe environment for diverse board members to express their views and ideas.
Recognize the contributions of diverse members and ensure that their insights are valued in shaping school policies, strategies, and outcomes.

The Road Ahead: The Future of Inclusive Governance

So, as this series concludes, I hope it’s clear that diversity in school governance is not a destination, but an ongoing journey. However, by taking the practical steps outlined, I am confident that schools and trusts can move from aspiration to action, ensuring that their governing boards are not only diverse in makeup but also genuinely inclusive in practice.

The path to inclusive governance requires commitment, accountability, and a willingness to challenge the status quo, however, by embedding diversity at the heart of governance, schools can build stronger, more resilient organisations that are better able to meet the needs of every student. As an industry, we must embrace this opportunity to lead with intention, innovation, and inclusion—because when school governance reflects the diversity of the communities it serves, the whole school system thrives.

Therefore, as this series draws to a close, I ask that we challenge ourselves with one final question: What practical step can my school or trust take today to begin building a more diverse and inclusive governing body?

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

My Experience as a Speaker at the Diverse Educators Conference in Scotland: A Step Towards Change

Written by Sadia Hussain-Şavuk

Sadia Hussain-Şavuk, originally a Biology teacher, is now a Diversity, Equality and Inclusion Lead working predominantly with schools within the independent sector providing teacher training, pupil workshops and consultancy in her main area of anti-racism. In addition to this she sits on a number of boards including the BSA/IELA Inclusion Advisory Board and is co-chair of the Curriculum Reforms workstream of the Anti-Racism in Education Programme.

In February, I had the incredible honour of speaking at the inaugural Diverse Educators Conference in Scotland. As the first event of its kind, the conference was a bold and inspiring step towards promoting inclusivity, representation, and meaningful change within education. The atmosphere was charged with energy, optimism, and a deep-seated belief in the power of education to shape a better future for all.

The Power of Positivity

One of the most striking things about the conference was the positivity and passion that the participants brought to the table. Educators from across Scotland, with diverse backgrounds and experiences, gathered together not only to share their ideas but to spark action. There was a sense of unity and purpose that made the event feel more like a movement than a typical conference. As I stood before such an engaged audience, it was incredibly reassuring to see how committed these educators were to making positive changes in their schools, classrooms, and communities. Whether it was promoting inclusivity in the curriculum, advocating for equitable opportunities, or fostering a more diverse learning environment, it was clear that the educators in the room were not just talking about change – they were living it. It’s moments like these that remind me why I became an educator in the first place: to make a difference. And seeing so many others who share that same drive was truly inspiring.

The Challenges We Still Face
Despite the immense positivity, there was an undercurrent of concern that stayed with me throughout the conference. While we celebrated the progress that has been made and the steps that are being taken to make education more inclusive, we cannot ignore the slow pace of change. It is difficult to not feel a sense of frustration when you consider how far we still have to go. Although there are pockets of progress, systemic barriers persist. In many schools, diverse perspectives are still sidelined or tokenised. Too often, young people with marginalised identities still face barriers to success, whether that be in terms of representation, access to resources, or the recognition of their unique challenges. As educators, we know that it’s not enough to simply raise awareness. The real work lies in creating long-term, sustainable change. But when progress is slow, it feels as though we are failing the very students we are meant to serve. The young people of today – those who will shape our tomorrow – are waiting for us to do better. And while I am hopeful for the future, it’s hard to ignore the gap between where we are now and where we need to be.

A Call to Action
The Diverse Educators Conference served as both a celebration of what’s been achieved and a reminder of the work that remains to be done. I left the event with a renewed sense of purpose, but also a deeper understanding of the urgent need for change. As educators, we must keep pushing the boundaries of what is possible. We must continue to challenge the status quo and demand that every child, regardless of their background, has access to a truly equitable education. We cannot afford to wait for change to happen on its own – we must be the ones to make it happen. The diversity, passion, and commitment I witnessed at the conference filled me with hope, but I also know that it will take all of us – working together, side by side – to ensure that the next generation of students can thrive in an educational system that fully supports their needs and potential. In the end, the Diverse Educators Conference wasn’t just a moment of celebration – it was a call to action. It was a reminder that our work is far from over, and that every step we take towards inclusivity and equity is a step closer to a brighter future for all. Let’s not rest until that future becomes a reality.

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

Championing Diversity Through Literature: Our Pioneering Journey with Lit in Colour

Written by Gemma Hathaway

EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.

At Blue Coat School Coventry, our partnership with Penguin and Pearson through the Lit in Colour project has been transformational. It has reimagined how we engage with English literature, ensuring that the stories we teach truly reflect the diversity of the world our students live in.

As the EDI Trust Lead (Inspire Education Trust), I have been privileged to work alongside the English department in this pioneering project. It’s been about more than simply adding new books to the curriculum — it’s been about fostering a deeper, more authentic approach to inclusion. Through this project, we have embraced the belief that literature has the power to validate identities, open minds, and create communities rooted in understanding and empathy.

Choosing The Empress

As part of Lit in Colour, we made the bold decision to teach Tanika Gupta’s powerful book The Empress at GCSE. Set against the backdrop of British colonial history, the play explores the relationships between Queen Victoria, Abdul Karim, and Rani Das, a young ayah from India.

Choosing The Empress was a courageous move — it challenged traditional literary choices and brought forward voices that have too often been marginalised. As a school community, we knew this would be a bold step, but one that was absolutely necessary.

Shaped by Broader Conversations

Our journey has not happened in isolation. The work of organisations like Diverse Educators, Equaliteach, and the ASCL EDI sub-groups has played a huge part in supporting us to approach this work with authenticity and integrity. Through dialogue, training, and collaboration, we’ve deepened our understanding that genuine change requires courage, reflection, and a commitment to ongoing learning. We have proudly embraced the idea that it’s okay to feel uncomfortable at times — because that discomfort signals that something meaningful is shifting.

Recognition and Gratitude

It was an incredible honour when Pearson recognised Blue Coat School as a Bronze Winner in the ‘Making a Difference’ category of their national awards. This accolade celebrates schools that have gone above and beyond in driving positive change — and it felt like a powerful acknowledgement of the journey we have been on.

We are so grateful to Pearson, Penguin, and the Lit in Colour team for their partnership and encouragement. Their support has allowed us to be bold, to innovate, and to centre pupil voice in every aspect of decision making.

Looking Ahead

But this is only the beginning. We are excited about the ripple effect this work is already creating — not just within our own school, but across the wider education community.

We are currently working with Tanika Gupta to explore adapting The Empress for a live stage production, offering students an even richer, more immersive experience. It’s another way to bring these powerful stories to life, allowing young people to step into the characters’ shoes and truly understand their journeys.

In May, we will be attending a national celebration event in London, where schools from across the country will gather to continue raising the voices of authors who deserve a platform within our curriculums. We hope to encourage other Multi-Academy Trusts (MATs) and schools to review their English curriculums with bravery and vision — to be bold in asking: Whose stories are we telling? And whose voices are we still missing?

At Blue Coat, we believe that every student deserves to see themselves in the stories they study. Through projects like Lit in Colour, we are building a future where every voice matters — and where literature truly belongs to us all.

References:

Lit in Colour Pioneers case study – Blue Coat school

What is Lit In Colour?

Back to Latest Posts

Back to Blog Directory

by Hannah Wilson

Written by Matthew Savage

Former international school Principal, proud father of two transgender adult children, Associate Consultant with LSC Education, and founder of #themonalisaeffect.

Written by Hannah Wilson

Founder of Diverse Educators

On a Personal Note

From Bunting to Battle Lines

Why Roundabouts and Bridges?

Start of Term

Patriotism or Exclusion?

Why It Matters in Classrooms

Final Thoughts

Teaching Ideas for: Flags, Symbols, and Meaning

Recommended Reading & Resource List

Articles & Commentary:

Books:

Reports & Teaching Resources:

Multimedia:

Written by Bennie Kara

Co-Founder of Diverse Educators

Written by Pamela Aculey

Written by Bettina Ogbomoide

Project Coordinator at BLAM UK (Black Learning Achievement and Mental Health UK). Passionate about Black studies, and dedicated to educating and exploring the cultures and histories of the African diaspora.

Written by Ellisha Soanes

Written by Jonny Tridgell

Written by Krystian McInnis

Written by Sadia Hussain-Şavuk

Written by Gemma Hathaway

EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.

Our Brochures

Professional Learning and Development

Resources

Services

Get in Touch

WebsiteNavigation

ProtectedCharacteristics

CompanyInformation