Strategy

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.

https://docs.google.com/presentation/d/1-8kWq-RrI44o7pFkfhbWExLe8FvcKbjIwO2RGmaOiJ0/edit?usp=sharing

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.

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.

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.

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.

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

Courageous Conversations

Written by Hannah Wilson

Founder of 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.

by wpadminuser

“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.

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

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

Switching on the local talent resource in international schools.

Written by Laura Mitchelson

Laura is a freelancer helping schools in Retention and Engagement. Previous roles include Director of Enrollment and Communications at Dwight School Hanoi, Impact and Innovation Unit Advisor at Qibao Dwight High School, Secondary Language Teacher at Millfield School.

According to the OECD’s Teaching and Learning International Survey (TALIS) 2018, the average annual professional development hours for teachers internationally is around 62 hours per year. Some would argue it should be more, some might debate the value of some of that PD but it’s there.

In other industries like healthcare, retail, finance, banking, IT and telecoms, the average number of hours of professional development received each year is also about 60 hours but there is one difference – in those industries, it doesn’t matter which part of the organisation you are from, you have access to the same amount of professional development – it might depend on how long you have been with the business or what level you are at, whereas in the international school sector, teachers almost always have access to many more hours of PD than their colleagues in the business management side of the school do.

When will Finance, IT, HR and Operations teams be given the same access to professional development and learning support as their teacher peers?

There is a lot to consider here – it is the road less travelled, so proceeding with caution makes sense. To start requires us looking at THREE things:

What are the existing professional qualifications that school management team staff have? Are Finance Directors ACCA certified? Does the HR Manager have an SHRM certification? Does the IT Director have the CITM? Do school leaders and governors know these accreditations and their issuing bodies well enough to assess candidates at interview stage in these professions and does the school look for these at the recruitment stage?
When, how and what should make up the professional development that these management team staff receive once they are at a school? Is there a career growth pathway, planned support for professional growth, where does the budget come from?
Where can teaching and non-teaching staff come together in professional development? Soft skills development with a focus on areas like team leadership, project management, budgeting, running effective meetings, and reporting are all areas of growth that are common to educators and business managers.

By developing ALL staff, schools respect both the notion of professional growth in general, and allow these school management professionals to be seen on a level with the wonderfully qualified and heavily professionally developed teaching staff. It is appropriate and right that we shine a spotlight here.

Schools have a wide variety of options available to them when they embark on the professional development of their school business management teams. Here are some approaches that can be considered depending on the stage and needs of the individuals and teams in place:

Internal or External Mentoring
Coaching
Shadow Days
Language Lessons
Observations
Internal/External Training
Online study
Master’s Degree support
On-the-job training
Industry body membership
Conference attendance
Career Mapping
High quality appraisals
360 appraisals
Job rotation
Internship programs
Group coaching
E-learning
In-house workshops
Day release to further education
Supported Local/virtual networking
Employee wellness programs

With a pay disparity between international teachers and those, often local staff, who work in ‘support’ roles like IT, Admin, HR, Finance and Operations, divisions and rifts can form, and by actively supporting the professional growth of those who work in these functions, schools can reap significant benefits in the areas of school reputation, retention, cross-departmental collaboration, and organisational resilience.

There is room for much more discussion of this topic in the coming years.