Does your belonging culture include every Generation?
Written by Alex Atherton
Alex Atherton is an award-winning speaker, trainer and consultant who focuses on Gen Z recruitment & retention and leading multigenerational workplaces. He is the author of The Snowflake Myth: Explaining Gen Z in the Workplace and Beyond. He is also a former secondary school headteacher.
Age ranges are growing across UK workplaces.
This is largely because the proportion of workers aged 65 and over has more than doubled in the last two decades.
A four generation workplace with an age range of fifty, if not sixty, years has become increasingly common. At the younger end Generation Z now account for over a quarter of the workforce, with that figure set to exceed a third globally by 2030.
At no point in modern history have so many different generational experiences been present in the same building, on the same Teams call, or trying to agree on what a productive working culture looks like.
Concept of generations
The concept of generations is useful in terms of analysing outlooks and attitudes over time. Fifteen to twenty years is long enough for there to have been enough economic, social, political and technological change for that exercise to be worthwhile.
But we are all the same species, and there is no guillotine between them. Whilst the concept is useful it is also limited, and generational stereotypes serve no one. Differences within generations are far bigger than those between, and I strongly recommend you treat everyone as individuals first with no generational label.
Analysing the impact of change over time can offer clues when understanding your workforce, and therefore what needs to be done to ensure everyone feels they belong.
I want to differentiate between ‘age’ and ‘generations’. The former is, of course, a protected characteristic. The latter is cohort-based. Opinions and outlooks may change for individuals over time, but there is something about those created in the formative years which stick with people in different ways and to various extents.
It would be an interesting tribunal case that sought to separate the two fully. My argument is organisations who consider the full range of their age diversity to be a considerable asset are in a better position to thrive, and considering generational perspective is part of that exercise.
This is the set of names and dates that I use. You may find others elsewhere, which is fine as it reinforces the idea that these are not hard and fast:
- Silent Generation (1925-1945: 81-100 years old)
- Baby Boomers (1946-1964: 62-80 years old)
- Generation X (1965-1980: 46-61 years old)
- Millennials (1981-1996: 30-45 years old)
- Generation Z (1997-2012: 14-29 years old)
- Generation Alpha (2013-2028: max 13 years old)
The snowflake problem
I came into this topic area as a reaction to the youngest generation currently in the workplace, Gen Z, being labelled as ‘snowflakes’.
In my book The Snowflake Myth, I argue that the stereotypes routinely applied to Gen Z (lazy, unreliable, apathetic etc) tell us more about a failure to understand them than about who they actually are.
Gen Z’s academic record is off the scale compared to all who came before them. They are more likely than any previous generation to work nights and weekends for higher pay. They are the most diverse generation we have ever seen, and the most vocal advocates for equity, diversity, inclusion and belonging in the workplace.
Calling them snowflakes is not a neutral observation. It is an exclusion.
But you know this, otherwise you would not be on this website. So what to do?
Belonging Is not age-selective
Let me tell you something else you already know. When belonging is present, engagement rises, wellbeing is protected and performance improves. When it is absent, the damage is real.
Does your belonging culture extend to the oldest and youngest people in your organisation?
Gen Z in the workplace will tell you, should you ask them, that they are watching. They notice whether the DEIB commitments on your website show up in how decisions are made and who gets a seat at which table. They notice whether authenticity is genuinely embedded in your culture, or whether the sign behind reception is performative. They notice whether any effort has been made to understand their experience, or whether they are simply expected to adapt.
The Boomers (and Silents too) will also give you their feedback as to whether they belong or now feel marginalised, but you may need to work a little harder to capture their voice. It is too tempting to consider that your belonging culture is in the right place because a clear majority say they belong. It needs to work at both ends of your age range.
What multi-generational belonging looks like
The good news is that this is less complicated than it sounds. It requires curiosity more than strategy.
It means seeking genuine feedback from colleagues, and on an ongoing basis rather than just at onboarding.
It means recognising that a generation which grew up collaborating online, co-creating content and working simultaneously on shared documents brings real and underutilised strengths to any team.
It means deliberately noticing what is happening at the edges, and across every group. That includes noticing that the older colleagues who had their eyes wide open as the new recruits refused to stay late or take work home started wanting the same themselves. What used to be ‘Gen Z demands’ has now extended elsewhere.
It means understanding that cross-generational collaboration is not a nice idea for an away day. It is about driving better decisions and developing ownership amongst your workforce that creates the belonging culture you need.
Most importantly, it means accepting that belonging is not something organisations can get away with extending only to the groups they find easiest to champion.
To what extent does your belonging culture cover the full breadth of your age range?
Understanding the Experiences of Black Teachers in London: Why Mattering Matters
Written by Tara Elie
Tara Elie teacher, psychologist, lecturer and coach. Tara has diverse experience in education and Learning and Development spanning over decades. She is renowned for her engaging training delivery, both face-to-face and virtually. Her performance background, alongside her passion for supporting individuals and organisations to flourish and thrive, characterise her delivery style. Tara has completed research on Black Teacher Mattering which she is delivering in keynotes. She is passionate about teacher wellbeing and uses the theories of Positive Psychology to inform her work with all clients with a proven record of success. Tara stands for social justice and social change. She appreciates and celebrates the individual, their differing backgrounds, cultures, experiences, perceptions, and values.
Introduction
Understanding the experiences of Black teachers is essential if we are serious about improving well-being, retention, and professional fulfilment in education. Conversations about diversity in schools often focus on pupils, yet far less attention has been given to the psychological experiences of teachers themselves. One concept that offers a powerful lens for exploring this is mattering – the sense that we are valued and that what we contribute has value.
Psychologist Morris Rosenberg (1985) described mattering as an individual’s belief that they are important to others and able to make a meaningful contribution. When applied to the experiences of Black teachers in London, this idea moves the conversation beyond statistics and into the lived realities of belonging, recognition, and professional identity. Understanding whether teachers feel that they matter – to colleagues, to leaders, and to the wider system – may help explain why some remain in the profession while others leave.
Why Representation Still Matters
The relative scarcity of Black teachers makes this question particularly important. Representation in education is not only about fairness in employment; it also has wider implications for students, schools, and communities. The Black Teachers in London report, commissioned by London Mayor Ken Livingstone, highlighted a clear relationship between the success of Black teachers and positive outcomes for Black pupils. In some London boroughs, nearly half of pupils were Black, yet only a small proportion of teachers shared that heritage. Increasing diversity across all levels of education – from classroom teachers to leadership and governance – was identified as essential for improving representation, aspiration, and achievement.
However, addressing the shortage of Black teachers requires more than recruitment initiatives. It requires a deeper understanding of how teachers experience their professional lives, how valued they feel, and whether they believe their presence makes a difference. Without this understanding, efforts to improve diversity risk focusing only on entry into the profession rather than on belonging within it.
A Gap in UK Research
Much of the existing research on mattering in education has focused on students, particular subject areas, or the education system in the United States. In the United Kingdom, despite ongoing concerns about a lack of diversity in the teaching workforce, relatively little research has explored the experiences of Black teachers themselves.
This gap is especially significant in London, where teacher shortages have historically been higher than in other parts of the UK and where the student population is among the most diverse in the country. Exploring the lived experiences of Black teachers in London can help build a clearer picture of what supports – or undermines – their sense of belonging, confidence, and professional fulfilment. Understanding these experiences is essential if diversity efforts are to be meaningful rather than symbolic.
A Positive Psychology Perspective
This research approaches the topic from a Positive Psychology perspective, the scientific study of individual, group, and community flourishing (Hefferon & Boniwell, 2011). Rather than focusing only on problems, Positive Psychology asks what enables people to thrive. Applying this perspective to teaching allows us to consider how feeling valued influences motivation, self-esteem, and commitment to the profession.
When teachers experience a strong sense of mattering, they are more likely to feel engaged, resilient, and able to sustain their work over time. For Black teachers, the experience of mattering may be shaped by factors such as representation, recognition, relationships with colleagues, opportunities for progression, and the extent to which their perspectives are heard. These factors are closely linked to recruitment and retention, but also to well-being and professional identity.
Beyond Recruitment: The Importance of Belonging
Teacher shortages are often explained through workload, accountability pressures, and working conditions. While these are important, psychological factors such as belonging and value may be just as significant. Exploring mattering offers a way to understand inclusion at a deeper level. Policies can increase diversity, but they cannot by themselves create environments in which teachers feel respected, listened to, and able to contribute fully.
Listening to the lived experiences of Black teachers in London can help develop a more nuanced understanding of what supports their flourishing and what undermines it. This understanding is essential if schools are to move beyond representation alone and towards genuine inclusion.
Why This Matters for the Future of Education
Improving diversity in education is not simply about numbers. It is about creating professional cultures where teachers feel that they matter – where their presence is recognised, their work is valued, and their contribution is meaningful. When teachers experience this, the benefits extend beyond the individual to pupils, colleagues, and the wider school community.
Understanding mattering is therefore not only a psychological question, but an educational one. If we want a teaching profession that is diverse, sustainable, and capable of supporting all young people, we must pay attention to whether those within it feel that they truly belong.
What do school governors need to know about DEIB?
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
School governors play a strategic, not operational, role in DEIB (Diversity, Equity, Inclusion and Belonging). What they need to know can be grouped into purpose, legal duties, oversight, and culture.
- What DEIB means in a school context
Governors should understand that:
- Diversity: The range of identities and experiences in the school community (e.g. race, ethnicity, gender, SEND, religion, socioeconomic background).
- Equity: Fairness, not sameness – recognising that different pupils and staff may need different support to succeed.
- Inclusion: Creating systems and practices where everyone can participate and thrive.
- Belonging: Pupils, staff and families feel respected and safe in the school.
DEIB is not an add-on – it affects outcomes, wellbeing, safeguarding, staff retention, and reputation.
- Legal and statutory responsibilities (UK-focused)
Governors must ensure the school complies with:
- Equality Act 2010: Protects nine characteristics (e.g. race, disability, sex, religion). Requires schools to eliminate discrimination, advance equality, and foster good relations.
- Public Sector Equality Duty (PSED): Schools must show due regard to equality in decisions and policies.
- Safeguarding duties: Discrimination, bullying, and exclusion can be safeguarding risks.
- Ofsted expectations: Inspectors look at inclusion, behaviour, curriculum breadth, and how well vulnerable groups are supported.
Governors do not deliver DEIB – but they are accountable for whether it is happening effectively.
- Strategic questions governors should ask
Governors should be able to challenge leaders with evidence-based questions such as:
Pupils:
- Are there attainment, behaviour, attendance, or exclusion gaps between groups?
- How does the school support pupils with SEND, EAL, or from disadvantaged backgrounds?
- Do pupils report feeling safe and that they belong?
Staff:
- Is recruitment and promotion fair and transparent?
- Are there disparities in staff retention, progression, or disciplinary action?
- Is staff training in equality and inclusion effective and ongoing?
Curriculum & culture:
- Does the curriculum reflect diverse voices and experiences?
- Are incidents of bullying, racism, sexism or homophobia recorded and acted upon?
- How does the school engage families from different backgrounds?
- Policy oversight (not micromanagement)
Governors should ensure the school has clear, up-to-date policies and that they are working in practice, including:
- Equality and accessibility plans
- Behaviour and anti-bullying policies
- SEND policy and provision
- Admissions and exclusions
- Complaints procedures
They should look for impact, not just paperwork.
- Data literacy and proportionality
Governors need confidence to:
- Interpret equality and pupil outcome data without jumping to conclusions
- Understand that unequal outcomes don’t always mean discrimination – but always warrant investigation
- Balance DEIB work with the school’s context, avoiding tokenism or box-ticking
Good governance focuses on patterns and trends, not isolated incidents.
- Tone, language, and leadership
Governors set the tone. They should:
- Use respectful, inclusive language
- Avoid politicising DEIB or treating it as “optional”
- Model curiosity rather than defensiveness
- Support leaders when DEIB work attracts challenge or misunderstanding
Silence or avoidance can be interpreted as indifference.
- What governors should not do
- Do not manage individual cases unless part of a formal panel
- Do not impose personal ideology
- Do not expect quick fixes – culture change takes time
- Do not delegate all DEIB responsibility to one staff member
- Continuous learning
Effective governors:
- Undertake regular training on equality and inclusion
- Stay aware of local community needs
- Reflect on their own board’s diversity and skills mix
In short:
School governors need to understand DEIB well enough to ask the right questions, meet legal duties, hold leaders to account, and ensure every pupil and staff member has a fair chance to succeed and belong.
Shaping Intention into Impact: How Belonging Creates a Lasting Effect
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
We often underestimate the power of small actions. A word spoken. A behaviour modelled. A decision made with – or without – care. Yet time and again, research and lived experience show us that impact rarely begins with something loud or grand. It begins with intention.
To understand how intention becomes impact, it helps to explore three interconnected ideas: the Ripple Effect, the Butterfly Effect, and what we call the Belonging Effect.
The Ripple Effect: Intentional Actions That Travel
The ripple effect describes how a single action creates a chain reaction of consequences, spreading outward like ripples from a stone dropped into water. A kind gesture can inspire another. A thoughtful idea can spark collective change. Equally, negative behaviours can ripple just as far, reinforcing harmful patterns if left unchecked.
This phenomenon appears across economics, sociology, leadership, and personal development because it reflects a simple truth: our actions do not exist in isolation. Every choice – especially those made by leaders, educators, and organisations – sets something in motion.
Ripples are visible. They move outward in predictable ways. We can often trace them back to their source.
The Butterfly Effect: Small Moments, Unpredictable Outcomes
The butterfly effect takes this idea even further.
Originating in chaos theory and popularised by meteorologist Edward Lorenz, it suggests that a small change in initial conditions can result in large, unpredictable outcomes later. Metaphorically, a butterfly flapping its wings in one part of the world could influence a storm system elsewhere.
Here, the emphasis is not just on reach – but on sensitivity. Tiny moments matter more than we think. A brief interaction. A missed acknowledgement. A single experience of inclusion – or exclusion – can alter a person’s trajectory in ways we may never fully see.
Unlike ripples, these effects are often invisible. But they are no less real.
The Belonging Effect: Where Intention Becomes Human Impact
This is where the Belonging Effect comes in.
The belonging effect describes the profound influence that a sense of belonging has on human wellbeing, motivation, and performance. When people feel they belong, they are more engaged, resilient, creative, and committed. When belonging is absent, the outcomes are equally powerful – anxiety, disengagement, poor performance, and diminished wellbeing.
Decades of research across schools, workplaces, and communities show that belonging is not a “nice to have.” It is a fundamental human need. In educational settings, a strong sense of belonging is linked to higher achievement and retention. In workplaces, it drives engagement, collaboration, and psychological safety. Across all contexts, it supports better mental and physical health.
Belonging does not happen by accident. It emerges when people feel seen, valued, safe, and connected through meaningful relationships.
Shaping Intention Into Impact
The Ripple Effect reminds us that our actions spread.
The Butterfly Effect reminds us that small moments can change everything.
The Belonging Effect reminds us who those moments land on.
When intention is grounded in belonging, impact becomes sustainable.
A leader who intentionally creates space for voices to be heard doesn’t just improve a meeting – they shape culture. An educator who signals “you matter here” does not just support a student – they alter a future. An organisation that prioritises belonging doesn’t just retain people – it unlocks potential.
This is the heart of the Belonging Effect: intentional actions that create human impact, often far beyond what we can measure. Because when people belong, the ripples are positive, and the butterfly effects change lives.
Putting student inclusion at the heart of Trust strategy: Why inclusion must be at the heart of Trust strategy
Written by Harriet Gill
Head of Trust Partnerships, No Isolation. Harriet works with multi-academy trusts (MATs) to explore the art of the possible around school attendance, supporting inclusive approaches that give all learners equal access to education despite today’s evolving social and educational challenges. At No Isolation, the creators of the AV1 telepresence robot, she helps MATs and their schools embed AV1 into attendance, inclusion, and SEND strategies, helping pupils unable to attend their lessons in person to stay connected to their school community.
In a recent TES article, Jack Mayhew, CEO of Learning Partners Academy Trust, highlighted the power of multi-phase, locally rooted trusts, where primary, secondary, special, and faith schools collaborate within a defined area. This approach creates continuity and a sense of belonging for pupils, particularly during key transitions.
For MAT leaders, this raises a crucial reflection: how intentionally are inclusion and belonging embedded in your trust’s design?
Belonging often fractures before attendance shows it
Research shows pupils frequently experience disconnection long before it appears in attendance data. Risk factors include:
- SEND or SEMH needs
- Socioeconomic disadvantage
- Racial or cultural marginalisation
Once belonging breaks, learning loss follows quickly. Inclusion, attendance, and culture are interconnected – different angles on the same challenge.
Sustaining belonging across phases
In our conversations with MAT leaders, multi-phase structures are seen as offering unique opportunities to act early, before small issues escalate:
- Pupils in Year 5 or 6 showing early signs of disengagement – struggling to get into school, attend assemblies, or engage in class – can be supported proactively.
- Sharing expertise across phases allows trust leaders to address these challenges with human-centred strategies, including small-group support or assistive technology, rather than waiting until they evolve into entrenched attendance or behavioural issues.
- This proactive approach maintains belonging, reduces future learning loss, and smooths transitions between schools.
When inclusion is strategy, not rescue
Southend-on-Sea City Council provides a powerful example:
- They invested in AV1 telepresence robots to keep pupils connected despite medical, emotional, or social barriers.
- 46 pupils used AV1 in 2021-22, 12 returned fully to school, and others reintegrated gradually.
Financial impact:
- Traditional 1:1 tutoring (~50 pupils): £850,000/year
- AV1 continuity support (~50 pupils): £23,000/year
This demonstrates a key insight: preventing disconnection is cheaper, more effective, and more child-centred than trying to rebuild engagement after it’s lost.
Implications for MAT leadership
Inclusion is not a service added on later – it is a system choice. Trust leaders might reflect on questions like:
- Are structures in place that allow expertise to flow across schools and phases, rather than sit in silos?
- Are attendance and engagement treated as strategic, preventative priorities, rather than reactive responses?
- Are technology-enabled approaches being leveraged to reach pupils in ways that feel natural to tech-native learners?
Multi-phase trusts offer a unique opportunity to act early, maintain belonging, and prevent the cascade of disengagement and learning loss, but only if leadership sees it as an intentional, trust-wide design responsibility.
A call to act
The evidence is clear: belonging breaks down before attendance does, and early, proactive interventions pay dividends in both engagement and cost.
Trust leaders have the chance to ask themselves:
- Where are the early signs of disconnection in my trust?
- How can we leverage multi-phase structures and technology to support these pupils before challenges escalate?
- What changes in trust design could make inclusion strategic rather than reactive?
Take the next step: For your free AV1 MAT consultation, contact Harriet Gill, Head of Trust Partnerships, at gill@noisolation.com. Explore how your trust could maintain pupil belonging, sustain engagement, and prevent disconnection before it becomes entrenched.
Unsettling Deficit Narratives: Race, Identity and Belonging in English Schools
Written by John Doyle
I am a PhD candidate in Sociology at Sheffield Hallam University, having previously conducted research with the Roma-Slovak community entitled 'So much to offer: an exploration of learning and cultural wealth with Roma-Slovak post-16 students'. I have had a career in the public sector, including education, and I am committed to inclusion and a strengths-based approach for all students.
Last week, the final report of the Francis Review was released, promising to address diversity in teaching, curriculum and assessment. The report is comprehensive, and it reinforces the principle that the national curriculum must reflect the diversity of modern Britain. Crucially, it says diversity in the curriculum is not an optional enhancement.
But the report is advisory, and we need evidence that the Department for Education will act on these recommendations.
Two days after reading the report, I attended the Belonging Effect (formerly Diverse Educators) one-day event and was inspired by all the presenters who demonstrated the breadth and depth of thinking and practical ways forward to address diversity and equity in education. If we are to enable more children to see themselves in the curriculum, we need the insights and expertise of these presenters and other activists to inform educational development at national and local levels.
Curriculum diversity cannot be optional
The Francis Review suggests that subjects such as English must include “alternative” texts. Yet this is already possible within current policy. If take-up remains marginal, it is because diverse texts are treated as supplements. It is time to recognise that cultural capital goes beyond Shakespeare and Dickens, and that new texts contribute to building the cultural capital recognised and valued in a diverse Britain.
As The Belonging Effect has noted, the report makes no mention of structural racism. This weakens the development of diversity and lacks a consideration of the impact of racism on students within the education system.
My research: challenging deficit narratives
My research, Unsettling Deficit Narratives: Race, Identity and Belonging in English Schools, examines how everyday school practices—curriculum choices, behaviour systems and informal interactions—can reproduce structural racism in subtle but powerful ways. This aligns well with The Belonging Effect’s aims to ensure that everyone feels they truly belong in their place of learning. As they have stated, belonging is the moment when people stop trying to fit in and start being fully themselves.
The research aims to unsettle deficit assumptions that problematise racially minoritised students and frame their cultures as barriers to achievement. The study illuminates how everyday practices, relationships, and policies embody what Paul Warmington (2024) terms a ‘vanishingly small’ space for recognising racism in education, and how what Kalwant Bhopal (2024) defines as a ‘discourse of denial’ shapes teachers’ and leaders’ responses. The framing of education as a race-neutral, knowledge-rich approach endorses Eurocentric models and exclusionary practices. It marginalises attempts at anti-racism through curriculum reform, teacher development, or recognition of the social and cultural capital that racially minoritised students bring to the learning context. The research explored how educational institutions can value the skills, knowledge, and experiences of students from ethnically diverse and marginalised communities.
Students thrive when the curriculum sees them
There are individual teachers and school leaders who are open to change and to explore a more diverse curriculum. The students themselves thrive in settings that reflect their heritages and identities and demonstrate informed and critical approaches to knowledge, with a strong sense of Britain’s historical and contemporary global position. The institution of education, however, remains resistant in its policies, practices, and commitment to a knowledge-rich curriculum in both local and broader contexts. All of which points to the need for a stronger national direction to realise local potential in our schools.
The emphasis in education needs to shift from a deficit-based approach to one that values and builds upon students’ heritages and identities. If there is a deficit, it is the deficit in the education offer, which fails to consider the context of the young person, their fluid and intersectional identities and the racialised aspect of their lives now and in their futures. As one teacher described, we “fit kids into schools, not us looking outward”. Similarly, the students eloquently articulated the issues of an education system that needs to be, “… not just looking at England but how other countries saw us.” This was not a call to reject British identity, but to enrich it—to see themselves as part of the fabric of what Britain is today: globally connected and ethnically diverse.
As a school leader told me, their previous school, a predominantly White British school had embarked on a decolonisation of the curriculum led by the head teacher, which “…really opened my eyes as to how our curriculum is not reflective of the world or our communities”. These words capture the crux of the issue. A diverse curriculum is not only for multicultural schools; it is essential for all schools in a globally connected country.
What needs to change
Belonging is when every student sees themselves reflected in the curriculum and feels engaged in and contributes to their learning. Some educators are already doing this work, and organisations like The Belonging Effect are leading the way. But without policy backing, progress will remain isolated to the passionate, not embedded in the system. Challenging structural racism also means changing curriculum content and delivery, and it is time for this to be acknowledged in our pedagogy. The Francis report may be advisory, but action must be taken, and there is not enough in the report to be clear how this will take place. Progressing a more diverse curriculum must be reflected in the accountability frameworks of education and school leaders. Our understandings of knowledge-rich education need to reflect the commitment to diversity and belonging. A curriculum adapted to our 21st-century world requires us to acknowledge that structural and institutional racism are features of our education system. We can move from a deficit model to engage students and foster a sense of belonging, and this deserves a national directive.
Curriculum and Assessment Review Analysis
Written by Belonging Effect
Belonging Effect is committed to shaping intention into impact and supporting people with their Diversity, Equity, Inclusion, & Belonging strategy and training needs.
Steps in Evolution?
The work of Becky Francis and her team should be commended. It is no small feat to be able to manage a volume of feedback and try to create something new. The Final Report of the Curriculum and Assessment Review is comprehensive. This analysis intends only to consider the evolution of diversity in the curriculum in the Final Report.
So what does the Final Report tell us?
The recommendations made about diversity in the curriculum emphasise that the National Curriculum should be for all young people, reflecting the diversity of society and ensuring all children feel included and represented.
A key recommendation is that the Government reviews and updates all Programmes of Study, and, where appropriate, the corresponding GCSE Subject Content to include stronger representation of the diversity that makes up modern society, allowing more children to see themselves in the curriculum.
Specific subject recommendations intended to support diversity and representation include:
- History Programmes of Study should be adjusted to support the wider teaching of the subject’s inherent diversity, which involves analysing a wide range of sources and incorporating local history where appropriate. This enriches the curriculum by introducing a broader mix of perspectives and connections.
- English Literature GCSE subject content should be reviewed to ensure students study texts drawn from the full breadth of our literary heritage, including more diverse and representative texts.
- Design and Technology (D&T) curriculum and GCSE content should explicitly embed the teaching of social responsibility and inclusive design throughout the design process.
- Geography Programmes of Study should undergo minor refinements to make content more relevant and inclusive.
- Music Programmes of Study for Key Stages 1 to 3 should be revised to ensure a curriculum pathway that allows a range of genres and repertoires to be covered.
The curriculum principles guiding the reforms assert that diverse contributions to subject disciplines enable a complete, broad, and balanced curriculum, and that efforts should support equal opportunities and challenge discrimination.
However, the recommendations aimed at increasing diversity in the curriculum might be considered problematic due to several inherent tensions, dependencies on factors outside the Review’s remit, and practical limitations on implementation.
Tension with Retaining Core Knowledge and Content
The Review emphasised that while the curriculum must reflect the diversity of society, this ambition is balanced by the need to ensure mutual access to core knowledge.
- The curriculum principle states that core knowledge and key works that shape a subject must remain central. This focus can limit the extent to which new, diverse content is introduced or prioritized over established material – and also brings into question the definition of ‘established’.
- In History, teachers requested clearer guidance to reflect diversity without replacing core content. The suggested solution relies on updating the aims and refreshing the non-statutory examples to introduce a broader mix of perspectives, but not replacing existing essential topics. There are profound questions as to how we define ‘core’ content as this has been largely defined by colonial standards.
Dependence on Teacher Autonomy and External Resources
Implementing diverse curricula largely depends on the capacity and choices of individual schools and teachers, which can lead to inconsistent application.
- Diverse representation is sometimes judged as being more appropriately achieved through teacher selection of content rather than centralized prescription in the national curriculum.
- For these localised choices to work, they require support from high-quality exemplification resources (like those produced by Oak National Academy) and a wider selection of inclusive materials from publishers and exam boards.
- In English Literature, while the curriculum allows for a range of texts, current practice often lacks breadth and diversity due to the limited availability of resources and a tendency for teachers to rely on well-established works.
Failure to Address Systemic and Financial Barriers
The recommendations primarily address curriculum content but cannot resolve major underlying issues related to funding, infrastructure, and socio-economic disadvantage.
- In Design and Technology (D&T), implementing elements like inclusive design faces significant barriers extending beyond the curriculum, such as a lack of specialist staff, lack of infrastructure, and the cost of delivery.
- In Music, attainment gaps are substantial, with Music identified as having the highest disadvantage attainment gap of any subject at GCSE. This disparity is driven by the fact that success relies heavily on the ability to read music, which is often developed through additional, out-of-classroom instrumental tuition that benefits higher-income households. The recommendation is only to explore ways to better optimise the investment in music education, rather than guaranteeing equitable, mandatory in-school tuition needed to close this gap.
- The review also warned that substantial curriculum changes intended to promote inclusion must remain cognisant of the potential negative impact on the workload of education staff and the overall stability of the system.
- The report makes no explicit reference to systemic racism (although this is not a surprise).
Philosophical Conflict
The review panel acknowledged that promoting social justice involves dilemmas, as sometimes potential solutions designed to improve inclusivity may risk greater harm and inequities than the problem they seek to solve. Furthermore, efforts to reflect diversity must be careful not to limit children to “narrow frames of reference based on their background”, which as a phrase presents problematic interpretations.
Implications of the November 2025 Final Report
The November 2025 Final Report retains the principle that the national curriculum must reflect the diversity of modern Britain, but makes clear that representation is a requirement of entitlement, not an optional enhancement.
This reframing is significant. It shifts the locus of responsibility beyond schools to the national “knowledge supply chain”: publishers, resource platforms, awarding bodies and subject associations. The Review therefore acknowledges that representational breadth is structurally mediated.
The reframing does not take away responsibility for individual schools and teachers to ensure that a diverse curriculum is taught.
We must remember that Becky Francis’ report, as thorough as it is in some ways, remains a recommendation to the DfE, and that the DfE can choose to reject recommendations as they see fit. The true test of listening is how much is heard – and it is clear that teachers and students alike have expressed their desire for meaningful representation in the curriculum. It remains to be seen, as always.
Written collaboratively by Belonging Effect Associates Bennie Kara and Krys McInnis
From Diverse Educators to The Belonging Effect: Our Next Chapter
Written by Belonging Effect
Belonging Effect is committed to shaping intention into impact and supporting people with their Diversity, Equity, Inclusion, & Belonging strategy and training needs.
When we launched Diverse Educators, our mission was clear: to amplify voices, celebrate differences, and build a more inclusive education system. Over the years, we have worked with countless educators, leaders, and communities who share that passion. Together, we have created space for powerful conversations about diversity, equity, inclusion, belonging and representation.
But as our work has deepened, so has our understanding.
We have learned that diversity is only the starting point. It is not enough to bring different people into the room – we have to make sure everyone feels that they truly belong once they are there.
That realisation has inspired our next chapter: moving forwards we are The Belonging Effect.
Why We Changed Our Name
The name Diverse Educators reflected who we were when we began – a grassroots community of people passionate about diversity in education. But over time, we have grown into something broader and deeper. Our work now spans sectors, reaches new audiences, and focuses not just on who is present, but on how people feel within those spaces.
Belonging is the bridge between diversity, equity and inclusion – it is the emotional outcome of equity in action. It is the moment when people stop trying to fit in and start being fully themselves.
We chose The Belonging Effect because belonging is not just a concept; it is a ripple. When one person feels they belong, it impacts their team, their classroom, their community. It is an effect that multiplies.
The Butterfly and Ripple Effects
As we explored our new identity, we reflected deeply on the Butterfly Effect and the Ripple Effect – both powerful, globally recognised metaphors for change and impact.
The Butterfly Effect reminds us that even the smallest action can create far-reaching consequences; that a single moment of courage, kindness, or inclusion can transform a culture.
The Ripple Effect shows us how belonging spreads – how one person feeling seen and valued can influence everyone around them.
Together, these ideas capture the essence of what we do: small, intentional acts of belonging that create waves of change across systems, organisations, and communities.
That is the heart of The Belonging Effect.
What the Change Means for Our Community
Our values remain the same – but our lens is sharper. We are continuing our commitment to diversity, equity, inclusion and representation, but we are framing it through the power of belonging. (We added the B to the acronym DEI several years ago and we support organisations on their DEIB strategy and people who are DEIB leaders).
This shift means:
- Expanding our work beyond education into workplaces and communities.
- Developing tools and training that help people cultivate belonging, not just talk about diversity.
- Measuring impact not only by who is at the table, but by who feels seen, heard, and valued.
Looking Ahead
This is not a departure from our roots – it is a deepening of them. The Belonging Effect is the natural evolution of everything Diverse Educators stood for.
We are excited to step into this new identity with you – our community, our collaborators, and our champions. Together, we will keep creating spaces where everyone belongs and can thrive.
From Policy to Practice: Why Schools Can’t Wait for Permission to Change
Written by Chloe Watterston
Chloe is an educator, athlete, and advocate for inclusive, curiosity-driven learning, dedicated to creating spaces where every young person feels safe, valued, and empowered. Her work across mainstream and SEND education, community projects, and curriculum reform is driven by a passion for amplifying marginalised voices and breaking down barriers to learning.
A child who feels unsafe today cannot wait for a policy tomorrow. Policy may set ideals, but practice shapes futures. Too often, though, the people who live and breathe education, the teachers in classrooms and the pupils in their care, are absent from the spaces where policy is made. We are told to wait for more research, more reviews, more proof. Yet the proof is already here, played out daily in classrooms and corridors across the country.
Diversity without anti-racism is nothing. Euphemism is the enemy of truth. If education is to be just, the compass must be the stories of pupils and the lived experiences of teachers. Policies written in isolation from practice do not protect children; they leave them exposed. The task is to close this gap- not gradually, but urgently, honestly, and with courage.
At the recent Anti-Racism in Education Conference led by The Black Curriculum, one theme rang clear: the gulf between those who draft policies and those who deliver them.
On paper, education is framed as the great equaliser. Policies promise fairness, opportunity, and protection. Yet between the page and the classroom, those promises are lost. Teachers are expected to diversify curricula without training or resources. Pupils are promised inclusion while staffrooms remain homogenous. The result is predictable: lofty commitments at national level, fragmented efforts at school level, and a profession left carrying ideals without the tools to deliver them.
This disconnect is not neutral. When policy lags, children suffer. When euphemism replaces truth, racism goes unchallenged. When accountability is weak, minoritised teachers leave, students are silenced, and inequities deepen.
What the Evidence Already Shows
The problem is not a lack of data. The picture is already painfully clear. Almost half of schools in England have no Black, Asian, or Minority Ethnic teachers (Mission44). In schools where staffrooms lack diversity, teachers of colour are more likely to leave (UCL). Pay gaps remain, with Black teachers outside London earning less than white colleagues, and the disparities widening further at leadership level (NEU). Nine percent of schools fail to report ethnicity data at all, sidestepping scrutiny under the Equality Act (NEU).
This mismatch between pupils and staff undermines belonging. In fact, schools with the most diverse student bodies often have the least diverse staffrooms and the highest turnover. The climate within schools adds to the problem: Black teachers report feeling less supported, more bullied, and more likely to leave the profession prematurely (NFER).
Meanwhile, grassroots organisations such as DARPL, Lit in Colour, and the HALO Collective are already producing solutions. The challenge is not innovation, but uptake. As one panellist at the Anti-Racism in Education Conference put it: “We don’t need more data to prove what’s happening; we need action.”
From Initiative to Infrastructure: Levers for Change
Anti-racism cannot survive as a project or an occasional initiative; it must be treated as structural reform. That means embedding it into the very infrastructure of education.
It begins with governance and accountability. Governors should receive racial literacy training, and inspections must explicitly evaluate anti-racism alongside safeguarding and attainment. Local authority teams need to ensure that curricula reflect the communities they serve.
Teacher training must also be reimagined. No teacher should qualify without studying systemic racism, and all ITT and PGCE programmes should include mandatory modules on decolonising curricula, equity in behaviour, and racial literacy. Placement schools themselves should be assessed for inclusivity before being approved for trainees.
Policies cannot remain untouched. Behaviour, uniform, and admissions frameworks must be audited for bias, with disproportionate exclusions treated with the same seriousness as safeguarding failures. Euphemism must end: racism is not “bullying” or “unchallenged behaviour.”
Retention and progression for teachers of colour is equally urgent. Mentorship and leadership pipelines need to be developed, pay equity audits should become routine, and climate surveys must capture who feels valued, who feels isolated, and who is being pushed out.
Finally, the curriculum must be understood as a matter of structural reform, not individual goodwill. Decolonisation cannot depend on the enthusiasm of a handful of teachers. Instead, resourced and funded schemes of work must embed diverse voices across every subject. ‘Diversity weeks’ are no substitute for sustained, embedded practice.
This all leads to the deeper question: What Is Education For?
Ultimately, this debate circles back to purpose. Do we want schools to be comfortable – or do we want them to be true?
A Eurocentric curriculum is not neutral; it is erasure. Racism softened into euphemism is not diplomacy; it is complicity. When Black teachers leave at higher rates, this is not attrition; it is structural inequity.
Every delay, every euphemism, prolongs harm. Children notice. Teachers burn out. Communities lose faith.
Education cannot be reduced to paperwork or political cycles. It should be the place where truth is spoken, belonging is built, and futures are shaped. The evidence is here. The stories are here. The only question left is whether we have the courage to act.
Curriculum Shifts That Matter
Anti-racism is not about box-ticking. It is about truth telling. Teachers can bring this to life by introducing writers such as Andrea Levy, whose Small Island sheds light on the Windrush generation, or Caryl Phillips, who’s Crossing the River traces histories of displacement. Poetry and storytelling from figures such as Grace Nichols, Linton Kwesi Johnson, and Jackie Kay provide equally vital perspectives. Hidden histories also belong at the heart of the curriculum: Sophia Duleep Singh, the suffragette princess; and Claudia Jones, founder of Notting Hill Carnival. Representation here is not inclusion for its own sake. It is historical accuracy.
Britain’s multicultural history runs far deeper than the Windrush generation. Ignatius Sancho, born in 1729, became the first Black man to vote in Britain and was also a composer whose letters capture the intellectual life of 18th century London. In 1773, Phillis Wheatley published her poetry in London while still enslaved in America, just 20 years old at the time. Claudia Jones, as mentioned above, deported from the US, went on to become a leading voice in British anti-racism and founded The West Indian Gazette as well as Notting Hill Carnival.
For teachers, the invitation is simple: introduce one ‘hidden history’ into your lesson this week, then ask your students why they had not encountered it before. Leaders should take a hard look at workforce data and ask who is leaving, and why. Governors must review equity with the same seriousness as safeguarding. Policymakers, meanwhile, should stop asking for “more data” and instead start funding the grassroots work already making an impact.
Policy may set ideals, but practice shapes futures.
If the system will not lead the way, then schools themselves must light the path.
“Third Space” Mentoring for Diverse Trainee Teachers
Written by Hannah Wilson
Founder and Director of the Belonging Effect (formerly Diverse Educators).
We can develop our beginner teachers to know their craft and know their subject, but where is the space to know themselves? Navigating teaching as a cisgender, heterosexual, able-bodied white woman meant I was often in the majority in most spaces I occupied in my early career. As I progressed in my career I experienced some sexism but on the whole I was left pretty unscathed, my identity was not something that came up.
Our friends at Now Teach have coined a layer of support/ piloted an approach called “Third Space” Mentoring where their career-changing trainee teachers receive triangulated support from a subject mentor, a professional mentor and a ‘3rd space’ mentor, someone with shared lived experience.
At the Belonging Effect we already support hundreds of ITTE and ECF providers through our DEIB training, coaching and consultancy, alongside hosting virtual annual conferences in January and June for each cohort. But, over the last few years we have been thinking and talking about this approach as a team and we have been considering how we can further support the development and retention of trainee and early career teachers who hold diverse identities and who come from marginalised communities.
For our BE team and for the ITTE and ECF providers we work with, we often get asked to support teachers who are struggling, not in the classroom, but in navigating their identity. The trainee is perhaps the only person with their identity in the cohort or in the school. There often is not a mentor in their school nor in their provider who shares their lived experience. One provider reached out for help and advice as they had a Muslim Asian Hijabi woman training to teach science, and she had been placed in a school with an all-male science department, with a male mentor. We provided a safe space for her to work with a mentor who looked like her, who understood her and could help her navigate the unique barriers she was facing.
So in a nutshell, “Third Space” mentoring involves creating a supportive environment where individuals can develop skills and find new perspectives. The space creates a pause between different roles and tasks, where a person can use the time to reflect, re-center and decompress. This neutral space enables collaboration and focuses on an individual’s holistic development. The safety of the space enables an exploration of authenticity and vulnerability, being guided by someone who has walked a similar path.
Through “Third Space” mentoring we can ensure that we are helping our trainees by triangulating their subject development, their professional development and their teacher identity development. Here is some helpful research from McIntyre and Hobson (2015) entitled: Supporting beginner teacher identity development: external mentors and the third space: McIntyre and Hobson 2015 pre-publication.pdf In it they cite a range of theoretical frameworks:
“While the concept of identity is understood and employed in different ways by different writers (Beijaard et al., 2004) and is problematic (Roth, 2008), our own conceptualisation is informed by poststructuralist accounts of identities as multi-layered, multifaceted, dynamic and constantly evolving or in continual flow (Hall, 2000; Gee, 2000; Hamilton, 2010). We also recognise that identity transmutations are linked to socio-contextual factors and to power (Lumby, 2009; Beauchamp and Thomas, 2009), a point which is especially apposite for understanding teacher identities, with some writers seeing these as particularly vulnerable, unstable and susceptible to school and national policy pressures and contexts (Lasky, 2005; Leaton Gray, 2006)”.
Why is this an important development?
- With an increased focus on DEIB and representation we know that ITTE and ECF providers are consciously trying to attract and recruit more diverse candidates so that our workforce better reflects the communities that we serve.
- We need to design more inclusive approaches and spaces to better support our trainees.
- We need to train our staff in our provider and hold to account the staff in our placement schools to do the work – to unlearn and to relearn, in order to fully commit to ensuring that our trainees can flourish and thrive.
How does it differ from conventional mentoring?
- The “Third Space” can be the transition between activities, a chance to pause and reflect, rather than the activity itself.
- It can also refer to a physical or metaphorical space that is neither home nor work, allowing for different kinds of interactions and collaborations.
- The “Third Space” can be a site of cultural hybridity, where new identities and perspectives are formed through the intersection of different cultures.
What are the key aspects of “Third Space” mentoring?
- Individualised support: Working with a dedicated coach/ mentor to develop your own program of inquiry and practice, supporting you in navigating life’s challenges and making lasting changes.
- Developmental support: Mentoring can help with specific issues like career direction, professional development, and learning new skills.
- Collaborative problem-solving: Creating a neutral space where people from different backgrounds can come together to share perspectives and find innovative solutions.
- Holistic approach: Focusing on helping individuals integrate their values and find balance in both their work and personal lives.
Are there some examples of how “Third Space” Mentoring can support, develop and retain diverse trainees?
- Age – we support career changes and those trainees who are shifting their professional identity from being the expert in one field to being the novice in another field.
- Disability – we support trainees who are neurodivergent in processing school life, in self-advocating for what they need whilst developing coping strategies.
- Parenthood – we support trainee parent-teachers in navigating their caring responsibilities and in managing their additional responsibilities.
- Race – we support trainee teachers who are racialised as being black and brown, in exploring their experiences and in considering the weight of representation.
- Sexuality – we support trainee teachers who are LGBT+ in ensuring their safety and in navigating any challenges they face with their community.
- Wellbeing – we support trainee teachers in building a toolkit of strategies to manage their own mental health and wellbeing.
How can we help?
- Would your trainee teachers and early career teachers benefit from an additional layer of mentoring as they navigate their way in the education profession?
- We have a brilliant team of experienced coaches and mentors who want to provide an extra layer of support, virtually, to your ITT trainees and possibly to your ECTs at your sibling providers too.
- We hope this will support trainees who are navigating their identity and lived experiences as they develop their professional identity, enabling them to flourish and thrive, to stay and succeed in the teaching profession.
- We are running another pilot of our “Third Space” DEIB Mentoring for ITTs and ECTs in Spring and Summer 2026.
How do we register our interest?
- The “Third Space” DEIB Mentoring for ITTs and ECTs pilot will run from January-July 2026.
- Your trainees can join a virtual mentoring circle for 4 x 1hr half-termly group sessions.
- Our Belonging Effect Associates will hold a safe virtual space for them and their peers to explore identity themes such as: age, disability, faith, menopause, mental health and wellbeing, neurodiversity, parenthood, race, sexuality and intersectional identities.
- Places are £200+VAT per participant.
- Fill in this Google form to express an interest: https://forms.gle/5dLN9fzQ8qBeaCvw9
- Contact Hannah@thebelongingeffect.co.uk to book places for your trainee and early career teachers.