Why Intersectionality is the Future of ERGs
Written by Matthew Page
Intersectionality and Identity Consultant | Trustee at The Fostering Network | Transformative Coach | Speaker | Award Winning Lived Care Experienced Leader | Doggie Dad
In today’s dynamic and sometimes challenging landscape, the conversations around diversity, equity, and inclusion (DEI) have never been more critical. We’re seeing a shift, a recalibration, and in some corners, even a fear of engaging with DEI initiatives. Yet, it’s precisely in this environment that the power of Employee Resource Groups (ERGs) becomes even more pronounced. However, if ERGs are to truly thrive and deliver on their promise, they must embrace a crucial concept: intersectionality.
For too long, ERGs have often operated in silos. We have a Women’s ERG, a BAME (Black, Asian, and Minority Ethnic) ERG, an LGBTQ+ ERG, a Disability ERG, and so forth. Each group does incredibly important work within its specific remit, advocating for its members and fostering a sense of community. But imagine the amplified impact if these groups, rather than standing alone, could discover their shared struggles and collective strengths.
This is where intersectionality isn’t just a buzzword; it’s the glue. It’s the understanding that individuals hold multiple identities that intersect and overlap, creating unique experiences of both privilege and disadvantage. The term was originally coined by American legal scholar Kimberlé Crenshaw in 1989. She used it to highlight the “double discrimination” faced by Black women, who often experienced both racism and sexism but found that the legal system at the time couldn’t address the combined effects of the two.
My work is all about introducing people to this basic, yet profoundly powerful, principle. I help ERGs recognise that while their specific focus is vital, there are countless threads that connect them. When a Women’s ERG and a BAME ERG realise they are both fighting for equitable pay, or when a Disability ERG and an LGBTQ+ ERG discover shared ground in advocating for inclusive language, that’s when the magic happens.
Pulling various ERGs together through the power of intersectionality is something I’m seeing time and time again, and it’s truly powerful in the current climate. We should all be working and fighting the cause in a much more united way, shouldn’t we? This collective approach not only strengthens the impact of each individual ERG but also fosters a more inclusive and understanding workplace culture for everyone. It moves us beyond a ‘them and us’ mentality towards a ‘we’ that is far more resilient and effective.
My journey to understanding the profound importance of identity and belonging began in a very personal way. Growing up in foster care, I had no real sense of my own identity. I was told my father, whom I had never met, was from Jamaica, which was the extent of my knowledge about my roots. It wasn’t until I took part in the TV show DNA Family Secrets that my world truly opened up. The show discovered that my family actually originated from the Seychelles – a revelation that completely shifted my understanding of who I am and where I come from. This personal experience of uncovering my intersecting identities, and the sense of belonging it brought, deeply informs my passion for helping others find theirs within organisations.
I have the privilege of working with fantastic organisations like NatWest, Transport for London, and the British Transport Police, guiding their ERGs through this journey. We explore how to break down those silos, build bridges between groups, and harness the collective power of their diverse members. The results are not just theoretical; they are tangible shifts towards more unified advocacy, greater mutual support, and a more robust, future-proof approach to DEI.
Intersectionality isn’t just the future of ERGs; it’s the pathway to a more inclusive, empathetic, and ultimately, a more effective workplace for all. Let’s unite, understand, and empower one another.
How Can Educators Support DEI Efforts Amidst Budget Cuts?
Written by Eleanor Hecks
Eleanor Hecks is a writer who is passionate about helping businesses create inclusive and diverse spaces. She serves as the Editor in Chief of Designerly Magazine.
As education faces yet another round of budget cuts, leaders must determine where to cut back without sacrificing their ongoing diversity, equity and inclusion (DEI) efforts. After years of economising, they have few options. Is it even possible?
How Budget Cuts Will Impact UK Schools
Research from Stop School Cuts estimates the £630 million cut to education funding next year will be the equivalent of 12,400 school staff’s salaries, including 6,700 support staff and 5,700 teachers. The campaign projects that 92% of secondary schools and 75% of primary schools will be forced to cut staff. In England, overall per-pupil funding will drop to the lowest level in 15 years.
Educational institutions have been experiencing compounding financial pressure for nearly two decades — they cannot continue absorbing costs. Industry experts agree, concerned that the latest round of cutbacks will be burdensome.
Julie McCulloch — the senior director of strategy, policy and professional development at the Association of School and College Leaders — says schools have done an excellent job of minimising the impact on students. However, they are nearing what she calls a “death by a thousand cuts.” As they face yet another budget cut, many wonder whether a solution exists.
Can Educators Support DEI Amidst Cuts?
Educational institutions struggling to manage funds amidst the tuition fee freeze and budget cuts will likely need to economise. Typically, eliminating DEI programs would not be the first approach that comes to mind due to the vast improvements DEI initiatives bring — namely, surveys show that nearly 80% of those who make DEI investments see internal improvements to company culture. However, they can only offset cutbacks if they make major financial changes equivalent to 12,400 school staff’s salaries.
With DEI becoming increasingly divisive, some have called for removing so-called “DEI hires.” Others have moved to defund institutions related to or containing elements of DEI. Although the U.S. does not fund universities in the United Kingdom, some have offset cutbacks by sourcing funds from overseas agencies.
While educational leaders have faced pressure to distance themselves from DEI, they have already spent precious time, money and energy on these efforts. Even unintentionally backpedalling now would be a waste of resources. Instead, they should prioritise supporting diversity and inclusion when identifying areas to scale back.
Strategies for Supporting DEI in Education
Educators can continue to support DEI efforts despite budget cuts in several ways.
Establish Staff Performance Benchmarks
With performance data, they can identify areas of opportunity, enabling them to make staffing and scheduling decisions. Chances are, they have a key growth area they could improve.
For instance, while 75% of working adults consider teamwork and collaboration essential workplace skills, 39% believe their employers don’t facilitate cooperation enough. Benchmarking internally and against other schools in similar circumstances will help institutions identify strategies to optimise diversity and inclusion without increasing spending.
Use an Approved Framework Agreement
Framework agreements approved by the Department for Education can help professionals source goods and services quickly and cheaply. Instead of spending time getting quotes and verifying compliance, they can select pre-vetted vendors that may already have a cost-effective pricing structure in place.
Engage in Strategic Workforce Planning
Decision-makers should reduce support staff and teaching assistants to retain skilled teachers. No leader wants to be in this position, but making tough decisions may be necessary for the greater good. They can work with other state-funded schools to find employment opportunities for those they let go.
The Society for Human Resource Management states hiring one employee costs nearly £4,000 on average because the organisation must spend money advertising the job and onboarding the new hire. Relying on a network can reduce expenses while keeping professionals in the workforce.
Reduce Non-staff Spend With Resource Management
Education experts have successfully reduced non-staff spending, so this strategy is sound. They saved around £1.1 billion from 2015 to 2020. Without this strategy, spending would have risen by an estimated £600 million. They may only have a few notches left, but can still tighten their belts, so to speak.
Educators Can Continue Supporting DEI Efforts
Budgets may be tight, but children are the future, so prioritising their education is essential. Even though cutting DEI programs would save some money, introducing diverse viewpoints and skill sets can help foster a healthy, inclusive learning environment. Educators should consider leveraging these strategies to preserve their programs.
Flags: When Patriotism Becomes Politics
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly 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.
Recommended Reading & Resource List
Articles & Commentary:
- The Guardian – “The strange politics of flags” (2021) – Explores how Union Jacks have been co-opted into culture wars in the UK.
- BBC News – “Why England’s flag is so divisive” – A short explainer on the St George’s Cross, from football pride to far-right appropriation.
- The Conversation – “Flags and nationhood: who gets to own national symbols?” – Academic but accessible, good for educators to unpack.
Books:
- Michael Billig – Banal Nationalism (1995)
Classic text on how everyday symbols (flags, weather forecasts, sports) quietly reinforce nationalism without us noticing. - David Olusoga – Black and British: A Forgotten History. Not about flags specifically, but brilliant for context on who “belongs” in British identity, and how that story gets told.
- Eric Hobsbawm & Terence Ranger – The Invention of Tradition (1983). Explains how many “ancient” national symbols are surprisingly modern constructions.
- Khalid Koser – International Migration: A Very Short Introduction. Short and sharp, useful for helping students understand the backdrop to debates about identity and belonging.
Reports & Teaching Resources:
- British Future: “How to talk about immigration and integration” – Practical, non-partisan strategies for teachers and facilitators.
- Hope Not Hate: “State of Hate” reports – Annual overviews of far-right movements in the UK, including use of symbols and flags.
- Facing History & Ourselves – Lesson plans on symbols, propaganda, and identity that can be adapted for UK classrooms.
Multimedia:
- Podcast: Talking Politics – History of Ideas (episodes on nationalism and identity).
- BBC iPlayer: Who Owns the Flag? (documentary on the contested meanings of the Union Jack).
- YouTube: Vox – “The surprising history of the American flag” (useful comparison point; shows how symbols shift with politics).
These resources and readings can help educators:
- Ground classroom discussion in research and history.
- Show that debates about flags are not new, but part of long struggles over identity.
- Give students a bigger toolkit for thinking critically about the symbols they see every day.
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.
Sign up to join the next cohort of Leading the Diverse Curriculum here:
26,000 Voices Reveal the True State of Inclusion in Schools
Written by Dr Nicole Ponsford
Dr Nicole Ponsford is an award-winning teacher, EdTech innovator, and doctoral researcher focused on equity and inclusion. She is the Founder and CEO of the GEC (Global Equality Collective)—a global movement of 20,000+ changemakers and 400+ DEI experts. Her research has informed GEC’s survey of 26,000+ students and staff (to date) on intersectional inclusion, shaping policy and practice. Recognised as one of Europe’s Top 50 Women in Tech, a National Diversity Awards 2024 finalist, and Computing Magazine’s Role Model of the Year, Nic also serves as Co-Head of Education at Microlink, championing inclusive learning through innovative design.
For the first time, 26,000 students and staff from over 350 schools and trusts have shared what inclusion really feels like—from corridors and classrooms to leadership, policy, and curriculum.
Published by the GEC, 26,000 Voices is the world’s largest and most intersectional study of inclusion in education. This report does more than highlight gaps—it hands leaders a blueprint for systemic change. At a time when education is at a crossroads, it offers something we’ve not had before: a real-world picture of how students and staff experience school—and what we can do to make things better.
More Than a Report: A Framework Built From the Inside Out
Inclusion is often treated as either a reporting requirement or a pastoral initiative—rarely both. That binary is holding schools back. Inclusion isn’t about box-ticking or reactive interventions. It’s about culture, systems, and leadership.
That’s why the GEC Platform was created. Developed by teachers, researchers, and inclusion experts—alongside five UK universities—it enables schools and trusts to see the full picture and act on it. At the heart of this approach is a new methodology: Kaleidoscopic Data.
Kaleidoscopic Data captures the intersectional, lived experiences of people in schools, revealing what traditional metrics can’t. By combining quantitative trends with qualitative depth, it ensures the voices of marginalised students and staff are no longer invisible—and that interventions are designed with, not for, those communities.
What the Data Reveals: Students
The student voice in this report is clear: many young people do not feel safe, seen, or supported in school.
- 64% of students say they don’t feel safe at school
- 30% of students from single-parent families have missed school due to safety concerns
- Just 18% of students with mental health needs feel supported to achieve
- 1 in 3 (33%) students with invisible disabilities say their needs are not understood in class
- Only 21% of LGBTQ+ students feel their gender identity is respected
What Helps: GEC Inclusion Actions for Students
- Collect anonymous student voice data to understand the needs of underserved groups. This should include how relationships and physical spaces affect students’ sense of safety and belonging.
- Use coaching circles and peer mentoring to rebuild trust and empower students to lead inclusively within their own communities.
- Equip staff with identity-informed coaching skills so they can support students with invisible disabilities or mental health needs more effectively.
- Use staff surveys to identify bias across the organisation. Provide LGBTQ+ inclusive training through structured, reflective CPD that centres student voice.
- Co-design safe spaces and coaching frameworks with students from single-parent households and marginalised groups to ensure solutions are rooted in lived reality.
- Adopt a trauma-informed, relational coaching model across all year groups—so inclusion becomes part of how teaching and support are delivered every day.
What the Data Reveals: Staff
Staff voices also reveal urgent inclusion challenges:
- Only 60% of staff feel they can be their authentic selves at work
- 62% of parent/carer staff feel excluded due to caregiving responsibilities
- Only 46% feel represented in school leadership
- 41% of staff with mental health or neurodivergent needs do not feel safe reporting issues
- Two in five staff say they need flexible working—or will consider leaving
What Helps: GEC Inclusion Actions for Staff
- Use anonymous staff surveys to surface the full spectrum of lived experiences, especially around identity, flexibility, and psychological safety.
- Create ‘safe spaces’ —both 1:1 and group, both anonymous and identified —where staff can reflect, share, and build self-advocacy skills.
- Offer inclusive leadership coaching to all line managers and management, focusing on belonging, identity, and equitable career routes and decision-making.
- Train all staff through structured CPD and coaching on flexible working, reasonable adjustments, and inclusive communication, especially for working parents and carers.
- Review representation in leadership pipelines through an intersectional and equity lens. Coaching can be used to build visibility, confidence, and sponsorship for underrepresented staff.
- Normalise mental health and neurodiversity conversations through coaching-led supervision, reflective practice, and wellbeing frameworks that go beyond tokenism.
Report and Support, Not Either/Or
The 26,000 Voices report offers:
- National benchmarks on inclusion
- Clear, actionable priorities for school and trust leaders
- Sector-specific recommendations for primary, secondary, FE, MATs, and AP settings
- A research-informed model for identifying and closing inclusion gaps
The GEC Platform builds on this by providing:
- Real-time dashboards showing inclusion patterns
- Contextualised reporting aligned to Ofsted and DfE frameworks
- Co-designed surveys developed with researchers and school leaders
- Action planning tools, CPD pathways, and measurable progress tracking
This isn’t about being told what to do. It’s about being supported to lead meaningful, sustainable change—ethically, strategically, and systemically.
Built by the Profession, for the Profession
This work comes from inside the system. As a former English teacher, senior leader, and now inclusion researcher and EdTech founder, I know how hard it is to turn good intentions into lasting impact. That’s why the GEC Platform doesn’t add to workload—it reframes it. With the right insight and support, inclusion becomes the foundation for improvement, not an add-on.
Start Next Term as You Mean to Go On
Want to see how the GEC Platform can support your setting?
- Download the full report:
www.thegec.education/the-research
- Book a 1:1 demo or call:
www.thegec.education/the-technology
Let’s turn these 26,000 voices into lasting, inclusive change.
Beyond Burnout: A Leadership Framework for Wellbeing That Lasts
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.
As the academic year draws to a close, the school finally exhales. The corridors fall quiet, the calendar clears, and the pace begins to slow. After weeks of farewells, final reports, and frantic last meetings, we find ourselves in that strange stillness that follows a year lived at full speed.
It is often in this moment, when the adrenaline fades, that exhaustion catches up with us. For many educators, the end of term is not a time of celebration but of sheer survival. Burnout is not a new conversation in education. But it is a necessary one.
This year, I have been reflecting deeply on what it really means to see the wellbeing of our colleagues. Not just to discuss workload, have a yoga session or introduce a mindfulness app. But to truly notice, reach out, listen, and build the kind of trust that allows people to say when they are not okay.
Wellbeing is not a side project. It is the foundation of a thriving school culture.
Next academic year, I intend to embed this belief more intentionally into my leadership practice. This wellbeing framework is drawn from conversations with colleagues, coaching reflections, and lessons learned the hard way. Some of these actions are already part of how I lead. Others are areas I am actively working on. All are grounded in the kind of leadership I want to grow into.
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Leading with empathy and emotional intelligence
Empathy begins with presence. It is in the quiet pause after a difficult meeting, when I stay behind and ask someone how they are really doing. It is in recognising when a team member needs flexibility, not pressure. I try to stay attuned to how people are feeling and what might be unsaid. I want to respond not with assumption, but with understanding. I am also working to become more intentional about recognition, regularly pausing to acknowledge small wins and show appreciation. Next year, I want to make even more space for human-centred conversations, and to ensure equity drives not only what we do but how we do it.
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Being present, accessible and action-oriented
I have learned that presence is more than visibility. It is about showing up fully. I try to be there, at the door of a classroom, in the staffroom, or at a team meeting, with my attention undivided. I have become more conscious about setting aside time to listen, and I want to keep improving how I respond to feedback. Next year, we need to have more staff-led initiatives and co-designed solutions, and I have seen how much more sustainable change becomes when people feel they helped shape it. Going forward, I want to be more systematic in how I gather and act on voice, and ensure the ‘follow-through’ feels as visible as the listening.
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Communicating with clarity and sharing ownership
In a busy school, unclear communication adds unnecessary stress. I try to communicate as clearly and purposefully as I can, especially in briefings, strategy updates, or leadership meetings. But I know I still have room to grow here. Next year, I want to slow down and explain the ‘why’ more consistently, not just the ‘what’. I also want to keep improving how we invite staff voice at every level- not as a token gesture but as a core part of how we work. This means involving people earlier, making consultation processes more open, and building time into systems for shared thinking and collaborative planning.
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Building trust through connection and collaboration
Trust is built through consistent, respectful connection. I have seen the difference it makes when I show up in coaching conversations with genuine curiosity rather than judgment. When I take time to listen deeply in difficult moments. When I share vulnerability instead of hiding behind expertise. I want to do more to create spaces for collaboration across teams and roles, and to help people feel psychologically safe enough to speak openly, disagree productively, and show up fully. Trust, I am learning, is not built through grand gestures but in the quiet, daily actions of relational leadership.
A Hopeful Pause
For now, I am grateful for the pause of summer. For the chance to breathe, reflect, and recalibrate. I remain committed to returning with purpose, to help shape school cultures where people feel seen, valued and sustained. Our wellbeing matters, not only for ourselves, but for the young people we serve. Schools should be built on the foundation of empathy, respect, and heartfelt connection. When leadership is infused with genuine humanity, transformative change naturally follows.
A Leadership Framework for Wellbeing
- Lead with empathy and emotional intelligence
Leadership should be emotionally attuned, grounded in empathy and emotional awareness.
Decisions are made with understanding, not assumption.
People are recognised, celebrated, and treated as individuals, not just roles.
Human-centred decision-making is a priority. - Be present, accessible, and action-oriented
Leadership is visible, present, and willing to pause.
Feedback is a dialogue, actively invited and used to co-create solutions.
Input leads to action, with clear follow-through.
Diverse voices are included and valued in every stage of decision-making. - Communicate clearly and share ownership
Communication is honest, purposeful, and transparent.
The ‘why’ behind decisions is always shared, not just the ‘what’.
Clarity is prioritised to reduce ambiguity and confusion.
Staff are meaningfully involved in shaping the path forward. - Prioritise connection and trust
Support takes precedence over supervision.
Connection, collaboration, and trust are woven into leadership practice.
Safe spaces are created where staff can bring their whole selves to work.
Wellbeing is not an extra, but a foundational lens for leadership.
Resources:
Wellbeing is being seen, heard, valued and invited
https://docs.google.com/presentation/d/1-8kWq-RrI44o7pFkfhbWExLe8FvcKbjIwO2RGmaOiJ0/edit?usp=sharing
Courageous Conversations
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
What is a Courageous Conversation?
In courageous conversations, whether in the context of performance appraisal, mentoring, or coaching, individuals are encouraged to express their views openly and truthfully, rather than defensively or with the purpose of laying blame. Integral to courageous conversations is an openness to learn.
What Is an Example of a Courageous Conversation?
Typical examples include handling conflict, confronting a colleague, expressing an unpopular idea on a team, asking for a favour, saying no to a request for a favour, asking for a raise, or trying to have a conversation with someone who is avoiding you. Research shows that many women find such “courageous conversations” challenging.
How Do You Frame a Courageous Conversation?
- Set your intentions clearly.
- Create a container.
- Prepare facilitators & groups.
- Set it up.
- Open with vulnerability.
- Have the discussion.
- Come back together and close.
- Support each other.
What Does the Research Tell Us About Courageous Conversations?
According to the work of Susan Scott there are The Seven Principles of Fierce Conversations:
- Master the courage to interrogate reality. Are your assumptions valid? Has anything changed? What is now required of you? Of others?
- Come out from behind yourself into the conversation and make it real. When the conversation is real, change can occur before the conversation is over.
- Be here, prepared to be nowhere else. Speak and listen as if this is the most important conversation you will ever have with this person.
- Tackle your toughest challenge today. Identify and then confront the real obstacles in your path. Confrontation should be a search for the truth. Healthy relationships include both confrontation and appreciation.
- Obey your instincts. During each conversation, listen for more than content. Listen for emotion and intent as well. Act on your instincts rather than passing them over for fear that you could be wrong or that you might offend.
- Take responsibility for your emotional wake. For a leader there is no trivial comment. The conversation is not about the relationship; the conversation is the relationship. Learning to deliver the message without the load allows you to speak with clarity, conviction, and compassion.
- Let silence do the heavy lifting. Talk with people, not at them. Memorable conversations include breathing space. Slow down the conversation so that insight can occur in the space between words.
“When they try to deny us, resist with Shades of Bias!”
Written by Wayne Reid
Professional Officer & Social Worker
In recent years, the social work profession has made declarations of support for anti-discriminatory, anti-oppressive and anti-racist practice. However, circular conversations, intensive dialogue, never-ending searches for ‘evidence’ and performative actions ensure that a critical gap persists: a lack of tangible reforms and person-centred support in real-world professional settings. This is the void in which Shades of Bias was conceived – to help move us beyond repetitive rhetoric and towards meaningful action.
In a profession built on values and ethics, social workers often find themselves navigating the culture war minefields of bias – sometimes as victims/survivors, sometimes as observers/witnesses and sometimes (albeit unintentionally), as perpetrators or people responsible. Shades of Bias emerges not as a blunt instrument of blame or guilt, but as a structured, compassionate and forward-thinking innovation for critical thinking and scalable change.
What is Shades of Bias?
Shades of Bias is a pioneering and universal case study framework designed to enable critical reflection on how discrimination, oppression and racism manifests in social work and beyond. It is a simple process for documenting, analysing and addressing instances of bias, whether it is experienced directly, observed/witnessed or perpetrated (by the person/people responsible). Shades of Bias can be used by:
- Victims/survivors of discrimination, to articulate their experiences in a therapeutic and structured way
- Witnesses and observers, to reflect on incidents of bias they encounter and contribute to ethical practice
- Those responsible for bias, to engage in non-punitive reflection, learning, and personal growth
The framework has 3 pathways and one vision. It embraces intersectionality and is underpinned by the protected characteristics in the Equality Act 2010. Based on anti-discriminatory, anti-oppressive and anti-racist values and ethics, Shades of Bias helps to create a culture of accountability, inclusion, self-expression and systemic change.
Whether you are a victim/survivor, witness/observer, or person responsible for bias, Shades of Bias provides a psychologically safe structure to:
- Reveal the event or issue
- Reflect on its dynamics and impact
- Repair through learning, growth and accountability
A philosophical framework for reflection
At its core, Shades of Bias is a conscious rejection of ‘tick-box EDI’ and a bold call for social work to live up to its ethical mandate. It is grounded in anti-discriminatory, anti-oppressive and anti-racist values. However, it reaches beyond these to promote dignified empowerment and restorative learning. Shades of Bias is intentionally non-punitive – designed not to shame, but to enable growth, positive change and cultural competence. It recognises that progress depends not just on systems changing, but on individuals reflecting, learning and being brave enough to do better.
Shades of Bias is an adaptable, expansive and multidimensional framework for healing, self-examination and transformation across policy, practice and education. It provides:
- A safe space to document injustices and validate lived experiences
- A professional development tool that promotes ethical decision-making and inclusive practice
- A resource for institutions to use anonymised case studies to promote collective learning and inform organisational change
It is intended for Shades of Bias to become the standardised framework for documenting discrimination and exposing harmful systemic patterns that are often ignored.
Shades of Bias has the following self-explanatory sections:
- Case study title
- Background and context
- Nature of the incident
- How was the situation handled?
- Reflection and learning
- Reflection and learning (for the person/people responsible for bias)
Shades of Bias is available in multiple formats – PDF, Word, and as an online Microsoft Form – and is supported by detailed guidance.
Shades of Bias does not aim to replace regulation or formal policies/procedures – it offers an accessible middle space between silence and escalation. Its aim is to document harm, cultivate learning and disrupt harmful patterns – especially when more formal channels may be unresponsive.
Unlike many reports that merely outline problems or recommend solutions that are not implemented, Shades of Bias is a universal template developed by BASW England members and staff to document, analyse and support people in real-world scenarios.
Origins rooted in lived reality
Shades of Bias was co-developed and co-produced in response to a groundswell of concerns from Black and Global Majority BASW England members. It is the culmination of collective contributions from frontline practitioners and thought leaders from the Black and Ethnic Minority Professionals Symposium (BPS), Professional Capabilities and Development (PC & D) group, Anti Racist Movement (A.R.M), School of Shabs, BASW England and myself. The concerns raised include:
- Students facing racism during placements and academic experiences
- Practice educators encountering bias in assessment and supervisory contexts
- Newly Qualified Social Workers (NQSWs) struggling against institutional racism in recruitment, progression, and workplace culture
These concerns were escalated through BASW (British Association of Social Workers) and representations made to key stakeholders and partners, highlighting systemic racism in social work education, early career pathways and relevant regulatory frameworks.
Shades of Bias’s launch is timely. Its development coincided with the publication of The Child Safeguarding Review Panel “It’s Silent”: Race, racism and safeguarding children report, which highlighted a lack of accountability in addressing racism in safeguarding practices.
Importantly, Shades of Bias is informed by BASW’s Code of Ethics; Professional Capabilities Framework (PCF); the Local Government Association’s Standards for employers of social workers in England; Social Work England’s professional standards and the Social Care Workforce Race and Equality Standards (SC WRES). Also, it is a logical progression from the BASW England ‘Anti-racism in Social Work’ activities across the UK (between 27/05/20 – 26/09/21) report.
Shantel Thomas, founder of the award winning Anti-Racist Movement (A.R.M.), BPS member and key partner said: “Shades of Bias is more than a tool – it’s a bold declaration that lived experience matters, and that reflection is the first step towards action. As the A.R.M. collective, we are proud to stand behind this transformative framework, which empowers practitioners not only to reveal and reflect on harm, but to repair and rebuild with integrity. This is how we dismantle racism – from the inside out.”
Shabnam Ahmed MBE, founder of School of Shabs, BPS member and key partner said: “Shades of Bias is a transformative tool, powerful for both deep reflection and bold action. It empowers self-agency by giving voice to silenced experiences and challenging the minimisation of racism. True change demands bravery: to recognise that both courage and vulnerability can sit side by side. The discomfort is necessary for accountability. When we face these truths together, change and anti-racism becomes possible.”
More than just a template
Shades of Bias can be used to inform policy, practice and education, as follows:
- In policy, it can inform consultation responses and track systemic patterns of discrimination
- In practice, it serves as a supervision tool, a CPD mechanism and a reflective journal
- In education, it supports students and educators to explore bias meaningfully and sensitively
- It encourages multi-level perspectives and multi-disciplinary dialogue
Shades of Bias can be used:
- Individually for personal reflection, CPD or supervision
- Within teams to address group dynamics and organisational culture
- Across institutions as part of safeguarding, HR processes, whistleblowing or reflective learning
The section for people responsible for the bias supports individuals who have engaged in discriminatory, oppressive or racist actions/behaviours whether knowingly or unwittingly. It has a structured, non-punitive approach to reflection, helping individuals to take responsibility, learn and commit to anti-discriminatory, anti-oppressive and anti-racist practices.
The template encourages people responsible for bias to:
- Recognise and understand personal biases
- Acknowledge and address the harm they have caused
- Align themselves with professional ethics and regulatory expectations
- Contribute to a culture of self-honesty and transformative change
From seed to systemic
Social workers have shared the benefits of implementing and applying Shades of Bias:
- “We all have biases. It’s the human condition. Recognising them is what makes the difference.”
- “I love the guidance questions under each section because it helps me think and probe further into the situation. By the time I get to the reflection at the end, I have literally torn apart the entire situation and now, allows me to think beyond the situation. The fact that the case study is going to be used to “repair” gives me the motivation to complete this.”
- “The ideas are innovative and a pragmatic approach to seeking to achieve change. I can see how I could use it either in my role as a Practice Educator and/or when I take on Anti-Racism within the organisation. The Reveal>Reflect>Repair part is easily relatable too.”
- “I do feel it’s really positive and I could completely relate as a neuro diverse Black woman. Thank you I feel it’s a great resource and is easy to understand.”
- “I just wanted to say that Shades of Bias is a fantastic and ingenious idea! I am genuinely impressed with the depth and thoughtfulness that has gone into developing this framework.”
- “Shades of Bias is a fantastic initiative. This addresses an area often overlooked, as many instances of discrimination, particularly from managers towards social workers, result in disciplinary action but rarely focus on the underlying bias. The burden of proof unfortunately falls on the aggrieved party, who often belongs to the global majority. While this is a positive step, I still believe we need stronger action at the policy level.”
Shades of Bias helps to foster a culture of honesty, humility and hope – centred on the belief that accountability is not an accusation, but a duty of care and professionalism. It is a framework for all levels of the profession – from students and practitioners to senior leaders, from academics to policy influencers. Shades of Bias supports the profession’s evolving need for brave, psychologically safe spaces that honour complexity, intersectionality and human emotions.
What distinguishes Shades of Bias is its belief that transformation starts within. By confronting our blind spots, we move towards integrity and self-awareness. By documenting injustice, we can seed change. By embracing our discomfort, we honour the dignity of others.
Shades of Bias is not a one-off resource. It is a philosophy, a practice and a call to action. If widely adopted, it has the power to humanise systems, reimagine accountability and hardwire social justice into the fabric of social work and beyond. When bias is revealed and reflection is authentic, repair becomes possible.
“When they try to deny us, resist with Shades of Bias!”
‘One world, one race… the human race!’
Download the Shades of Bias case study template and the full suite of materials and templates today at: https://basw.co.uk/shades-bias.
Let’s talk about the criticisms of EDI work
Written by Shammi Rahman
Shammi is a Diversity and Equalities Adviser for HFL Education and a former member of the Advisory Board for the Children's Commissioner. She brings 19 years of secondary education experience, specialising in Religious Studies. Shammi has played a key role in promoting high-quality Religious Education as an Executive Leader for NATRE,working with SACRE boards and providing support for teaching Islam at GCSE and A Level. With a background in championing community cohesion and interfaith activities with young people in Milton Keynes, Shammi advocates for diverse student voices. Dedicated to enhancing race equity in education, she supports school leaders through bespoke support or training for a more inclusive educational landscape.
I’m very aware of the conversations happening across organisations amongst EDI (Equity, Diversity, and Inclusion) professionals on LinkedIn and those facing growing scrutiny. Whether from leadership, colleagues, wider society or online, there are increasingly vocal critiques about how EDI is approached and who is seen as credible in the space. Understanding these criticisms, whether we agree with them or not, helps us engage more thoughtfully and improve the impact of this vital work so we can all work together with meaning.
Here are some of the common criticisms I am seeing being expressed:
- Questioning Authenticity and Expertise – the idea that some EDI professionals are self-appointed or lack formal expertise.
- Questioning Motivations and Job Security – A belief that some professionals are driven more by job preservation or ideology than by organisational outcomes.
- Perceived Bias – Advisers seen as leaning left politically, overly virtuous, or part of ideological “echo chambers.”
- Questioning Communication Style – some feel the language can feel “othering” or overly dramatic, especially around race, and allyship.
- Questioning the Emotional Impact – seeing Distress in the workplace as real but sometimes viewed as performative or exaggerated.
- Framing – as “black-and-white thinking,” often linked (rightly or wrongly) to neurodivergent traits or rigid ideologies.
- Concerns about Social Justice Orientation – the idea that the work is politically motivated or aligned with activist agendas.
Many of these critiques misunderstand the depth and purpose of equity work, while some raise perfectly important challenges that EDI leaders should reflect on. I think a much deeper understanding is essential for anyone engaging in this space, both those who support EDI and those questioning it to move forward with greater clarity, purpose, and mutual respect.
So how do we navigate pushback? Here are my reflections:
Working in the field of Equity, Diversity, and Inclusion (EDI) and in my role, specifically focusing on race and religion, is incredibly rewarding, but it comes with its own challenges, which I personally find helpful in helping me understand better and reassess how I help people. It is particularly interesting when faced with resistance or pushback because these challenges can manifest in many forms, from scepticism about the value of the work to outright dismissal of lived experiences.
As someone who left the teaching profession because I knew, and have known, for many years education has much work to do in race equity and understanding faith communities better, I have been very grateful to have been working closely with some of the most inspiring school leaders, but I want to share some personal reflections on these challenges.
The goal isn’t to point fingers and I don’t know anyone who has that intention. My intentions are to foster understanding and open the door for more honest, respectful conversations, even if we disagree, about how we can all contribute to creating better, more inclusive workplaces. That’s the bottom line. More importantly for the benefit of doing right by the children and communities we serve and care about.
- The Struggle to be Heard: Questioning Experience and Expertise
One of the most frustrating aspects of EDI work is when your expertise or lived experience is questioned. The very people who are often asked to speak out about racism, exclusion, or marginalisation are met with scepticism about the validity of their experiences. It’s important to remember that for many of us in this space, we’re not just speaking from academic knowledge, we’re also sharing the experiences of colleagues, friends, and family members who face these challenges daily but often feel too unsafe to speak up. The real cost of these discussions is often invisible, but it is crucial to acknowledge and respect the lived experiences behind them. - The Burden of Proof: Constantly Justifying Your Claims
Another significant problem is the expectation to constantly “prove” the validity of what you’re saying. I’ve often found myself in situations where even after providing clear evidence, whether it’s research, statistics, or firsthand accounts, the response is to ask for more proof or dismiss the evidence entirely. This can be incredibly discouraging, as it implies that the experience or evidence being shared isn’t worthy of consideration. It’s essential that we move beyond the need for endless validation and start acknowledging the lived realities of those who have been marginalised. - The Dismissal of Personal Experience
Personal stories and experiences are powerful tools for change, yet they’re often dismissed as “emotional,” “biased,” or “misunderstood.” Phrases like “You would say that, wouldn’t you?” or “I think you misunderstood” can undermine the point of the conversation. We have to recognise that personal stories are not just anecdotes, they are a crucial part of understanding the broader systemic issues. When these stories are minimised or invalidated, we lose an opportunity to connect and find solutions to problems behind the issues. - Political Labels: Don’t Pigeonhole EDI Advocates
One of the challenges of working in EDI is the tendency to be pigeonholed into a political category. People often try to label EDI advocates as “left-leaning” or “activists,” which oversimplifies our perspectives. The reality is many of us don’t fit neatly into these boxes. In fact, some of us have experienced racism from self-proclaimed liberals or left-leaning individuals. EDI advocates come from diverse backgrounds and political ideologies, just as people with racist views do and it’s important to respect that there is diversity of thought amongst all groups. The work we do is not about political affiliation, it’s about creating spaces where everyone can thrive. - Race and Religion: The Topics We Often Avoid
Why have I focused on these two protected characteristics? Not only can I relate to them, I also know many real stories of discrimination that have and still prevent people from enjoying a fulfilling career or school experience. While all protected characteristics are important, there is a consistent pattern where discussions around race and religion are either avoided or deprioritised. This is often a silent issue in many workplaces where conversations about race or religion are treated as uncomfortable or taboo. This lack of focus on these critical issues only perpetuates the marginalisation of those who experience racial or religious discrimination. So that is why it’s vital that we prioritise these conversations (where it is needed) and create environments where they can happen openly and without fear of retaliation. - Allyship and Accountability: Why It Matters
The concept of allyship often makes some leaders uncomfortable because it involves acknowledging their own role in creating change and can feel threatening. But the truth is, we cannot continue to rely on ethnically minoritised individuals to bear the burden of EDI work. Leaders, especially those with power and influence, must be held accountable for creating inclusive environments. If leadership doesn’t take responsibility for EDI efforts, progress will always be limited. True allyship involves accountability, and it’s time for those in power to step up and lead effectively and that is where my energy lies and why allyship is needed. - The Impact of Racism on Well-Being: It’s Not Exaggerated
Another reality that often gets overlooked is the profound impact that discrimination can have on an individual’s health and well-being. Many people who speak out about their experiences with racism or discrimination do so at great personal risk. For some, the consequences are dire stress-related illnesses such as heart disease or high blood pressure are not uncommon. This isn’t an exaggeration. When individuals are forced to endure toxic work environments for years, it takes a toll on their mental and physical health. Recognising this harm is essential to making meaningful progress in the EDI space. - Stereotyping EDI Advocates: A Misunderstanding
A common stereotype about those working in EDI is that they are “ideologically rigid” or predominantly neurodivergent. This stereotype not only undermines the professionalism and rigour of EDI work, but it also perpetuates a harmful narrative about those who are dedicated to creating inclusive spaces. EDI work is not about rigid ideology, it’s about fostering environments that allow everyone to thrive, regardless of background. Reducing EDI practitioners to one-dimensional labels only serves to dismiss the complexity of the work and its importance. - Racism Is Political: It Doesn’t Stay Out of the Workplace
Some critics argue that EDI work is too political. But the reality is that racism and discrimination are inherently political, they are driven by policies, social norms, and cultural attitudes that affect every part of society, including the workplace. The influence of politics doesn’t stop at the doors of the office. National and local political agendas that perpetuate racism and discrimination impact everyone, including employees. It’s crucial that we understand the broader societal forces at play and work to mitigate their effects in our organisations instead of ignoring them and again, expecting racially minoritised people to take the brunt of the negativity. - Creating Space for Open Conversations
Ultimately, tension and conflict within EDI spaces often arise when open, honest conversations aren’t welcomed or facilitated. For everyone to thrive in an organisation, we need to create spaces where all voices can be heard, where differences are respected, and where leadership is willing to listen, learn, and adapt. It’s only when we build good relations with one another and trust each other that we can truly work efficiently and inclusively.
Conclusion: A Call for Action
EDI work is not easy, but it is necessary. The challenges we face in navigating resistance, misunderstanding, and pushback are real, but they shouldn’t deter us from our mission. We need to keep the conversation going, foster empathy, and encourage leadership to take responsibility. Only then can we begin to create workplaces that are truly inclusive and equitable for everyone. This is not the time to cave into push back, this is the time to embrace and push back with something better, with collective strength, kindness and sustained commitment.
Designing Neurodivergent-Friendly Classrooms: Rethinking Inclusion from the Inside Out
Written by Sana Siddiq
Sana Siddiq is an educator, coach, and creator of The Elevate Framework™, guiding schools to lead with empathy, equity, and emotional safety. Her work centres neurodivergent inclusion, systemic transformation, and holistic development—supporting educators to unlearn outdated systems and build compassionate, conscious spaces where every learner can thrive.
As the educational landscape evolves, the call for inclusive classrooms has grown louder. But inclusion, when viewed through a neurotypical lens, often amounts to little more than accommodation. True inclusion must be co-designed with, not just for, neurodivergent learners—and that demands a radical reimagining of the systems, assumptions, and environments we teach within.
A Paradigm Shift: From “Fixing the Child” to Rethinking the System
Traditional classroom models are built on industrial-era expectations of standardisation, control, and passive compliance. These models were never designed for neurodivergent minds—and expecting children with ADHD, autism, sensory sensitivities, or anxiety to thrive in such spaces without reconfiguration is not just misguided, it’s unjust.
Instead of asking: How can we make this child fit the classroom? we must ask: How can we make the classroom fit the child?
This isn’t just semantics—it’s a shift in power, responsibility, and educational ethos. Inclusion is not the work of putting ramps in place for those who can’t walk the stairs. It’s the work of redesigning the building altogether.
What Does a Neurodivergent-Friendly Classroom Actually Look Like?
- Sensory-Conscious Spaces
Sensory overwhelm is one of the most commonly misunderstood barriers to learning. Yet classrooms are often visually cluttered, fluorescent-lit, noisy environments. We must move beyond tokenistic “calm corners” and instead build entire spaces that are:
- Predictable in layout
- Low-arousal in aesthetic (muted tones, warm lighting)
- Flexible in sensory offerings (noise-cancelling headphones, wiggle stools, movement options)
Rather than viewing sensory needs as “special,” we can normalise and embed these supports universally, benefiting all learners.
- Regulation as a Collective Culture
Many schools still use behaviourist models—token charts, clip systems, sanctions—that confuse dysregulation with defiance. But neuroscience tells us that the developing brain cannot access executive functioning when in fight, flight, or freeze. What a dysregulated child needs is not a consequence—it’s co-regulation.
Neurodivergent-friendly classrooms:
- Teach and model regulation proactively
- Offer regular body breaks, movement prompts, and access to regulation tools
- Embed emotional check-ins as a non-negotiable part of the day
- Universal Design for Learning (UDL)
UDL isn’t about creating “special resources.” It’s a mindset that recognises there is no one-size-fits-all learner.
This means:
- Offering multiple means of engagement (movement-based, visual, auditory)
- Supporting alternative ways of showing knowledge (video, drawing, mind maps, voice recordings)
- Designing flexible tasks from the outset, rather than retrofitting support
- Agency and Autonomy as Core Pedagogy
Many neurodivergent children feel disempowered by school systems that reward obedience over authenticity. Reclaiming agency is not just empowering—it’s protective.
You might:
- Involve students in co-creating classroom agreements
- Offer opt-in group work, or self-paced learning tasks
- Provide choices in how, where, and when work is completed
Thought Leadership: We Need a Cultural Shift, Not a Checklist
This work is not about box-ticking or surface-level strategies. It is about dismantling ableist structures baked into our educational systems.
We must move away from the deficit narrative that views neurodivergence as a problem to be solved. Instead, we need to centre neurodivergent voices, lived experience, and expertise in how classrooms are shaped. Ask yourself:
- Who are our systems currently built for?
- Whose needs are framed as “challenging”?
- Who has to work harder just to belong?
The answers to these questions reveal more about our values than any mission statement.
Leadership Implications: Inclusion Is a Leadership Practice
School leaders must lead this shift with courage. Neurodivergent-friendly practice must be embedded into:
- Curriculum design
- CPD and teacher training
- Safeguarding and wellbeing policies
- Recruitment, voice, and governance
Inclusion cannot rest on the shoulders of one passionate SENDCo or learning support assistant. It must be championed, funded, and normalised from the top down.
In Summary
Designing neurodivergent-friendly classrooms is not about making tweaks to traditional practice. It’s about interrogating the very foundations of what we call “normal” in education. It’s about rejecting the idea that some learners are “too much,” and instead building a world that is wide enough to hold all ways of being.
Because the truth is, what works for neurodivergent children works better for all children: more agency, more flexibility, more emotional safety, more belonging.
And that’s not just inclusion—that’s transformation.