Championing Diversity Through Literature: Our Pioneering Journey with Lit in Colour
Written by Gemma Hathaway
EDI Trust Lead for Inspire Education Trust, Assistant Headteacher at Blue Coat School Coventry.
At Blue Coat School Coventry, our partnership with Penguin and Pearson through the Lit in Colour project has been transformational. It has reimagined how we engage with English literature, ensuring that the stories we teach truly reflect the diversity of the world our students live in.
As the EDI Trust Lead (Inspire Education Trust), I have been privileged to work alongside the English department in this pioneering project. It’s been about more than simply adding new books to the curriculum — it’s been about fostering a deeper, more authentic approach to inclusion. Through this project, we have embraced the belief that literature has the power to validate identities, open minds, and create communities rooted in understanding and empathy.
Choosing The Empress
As part of Lit in Colour, we made the bold decision to teach Tanika Gupta’s powerful book The Empress at GCSE. Set against the backdrop of British colonial history, the play explores the relationships between Queen Victoria, Abdul Karim, and Rani Das, a young ayah from India.
Choosing The Empress was a courageous move — it challenged traditional literary choices and brought forward voices that have too often been marginalised. As a school community, we knew this would be a bold step, but one that was absolutely necessary.
Shaped by Broader Conversations
Our journey has not happened in isolation. The work of organisations like Diverse Educators, Equaliteach, and the ASCL EDI sub-groups has played a huge part in supporting us to approach this work with authenticity and integrity. Through dialogue, training, and collaboration, we’ve deepened our understanding that genuine change requires courage, reflection, and a commitment to ongoing learning. We have proudly embraced the idea that it’s okay to feel uncomfortable at times — because that discomfort signals that something meaningful is shifting.
Recognition and Gratitude
It was an incredible honour when Pearson recognised Blue Coat School as a Bronze Winner in the ‘Making a Difference’ category of their national awards. This accolade celebrates schools that have gone above and beyond in driving positive change — and it felt like a powerful acknowledgement of the journey we have been on.
We are so grateful to Pearson, Penguin, and the Lit in Colour team for their partnership and encouragement. Their support has allowed us to be bold, to innovate, and to centre pupil voice in every aspect of decision making.
Looking Ahead
But this is only the beginning. We are excited about the ripple effect this work is already creating — not just within our own school, but across the wider education community.
We are currently working with Tanika Gupta to explore adapting The Empress for a live stage production, offering students an even richer, more immersive experience. It’s another way to bring these powerful stories to life, allowing young people to step into the characters’ shoes and truly understand their journeys.
In May, we will be attending a national celebration event in London, where schools from across the country will gather to continue raising the voices of authors who deserve a platform within our curriculums. We hope to encourage other Multi-Academy Trusts (MATs) and schools to review their English curriculums with bravery and vision — to be bold in asking: Whose stories are we telling? And whose voices are we still missing?
At Blue Coat, we believe that every student deserves to see themselves in the stories they study. Through projects like Lit in Colour, we are building a future where every voice matters — and where literature truly belongs to us all.
References:
Distorted Mirrors, Fogged Windows: A Call for Deeper Representation in Education
Written by Tamanna Abdul-Karim
Tamanna Abdul-Karim is Assistant Headteacher responsible for Literacy, Equality and Diversity in an inner city school in Birmingham. She has completed the NPQLL and Masters in Educational Leadership and Management /Level 7 Apprenticeship with the National College of Education. She is an English teacher at heart and her desire to create a sense of equality and justice motivates her. It is through education, she hopes to create impact and leave a meaningful legacy.
The concept of “mirrors, windows and sliding doors,” introduced by Dr. Rudine Sims Bishop, has become a foundational framework in conversations around diversity in children’s literature and multicultural education. In her metaphor, mirrors reflect readers’ own identities and lived experiences, windows offer insights into lives different from their own, and sliding doors allow readers to step into those other worlds, fostering deeper engagement and understanding.
This framework is not only relevant in literature — it has transformative potential across all aspects of school life. From curriculum design and cultural representation to enrichment opportunities and even staff recruitment, it offers a way to embed inclusion and equity into the very fabric of educational settings. When embraced authentically, it cultivates a culture where every student is seen, valued, and empowered.
However, if not approached thoughtfully, these mirrors and windows can distort reality. They can perpetuate stereotypes, invisibilise complexity, and contribute to feelings of alienation, shame, or disconnection — particularly for students from minoritised backgrounds.
A Personal Reflection: Distorted Mirrors, Fogged Windows
As a child of Bangladeshi heritage growing up in inner-city Birmingham in the 1990s, my school experience offered only two narratives about my country of origin: that it was poor and that it flooded. While these facts are not untrue, they painted a one-dimensional picture that deeply distorted both my self-image and my understanding of my heritage.
The mirror I was presented with reflected famine-stricken children, submerged villages, and chaotic streets. The window offered a view steeped in deficit — one that suggested my background was something to be downplayed, or even disowned. As a result, I internalised a sense of shame. I learned to code-switch early: Bengali at home, English at school. I adapted the way I spoke, behaved, even the way I ate — compartmentalising parts of my identity to belong.
What my schooling failed to reveal was a far richer, more complex history. I didn’t learn that before colonial rule, Bengal was one of the most prosperous regions in the world — a hub of culture, trade, and innovation. I wasn’t taught about the globally coveted Jamdani textiles, or that Dhaka was once one of the busiest ports on earth. There was no mention of how British colonial policies contributed to devastating famines, or how Bangladesh achieved independence through extraordinary resilience and sacrifice.
This erasure had consequences. It shaped how I saw myself — and how I believed others saw me. It taught me that some stories are celebrated, while others are sidelined.
Who Holds the Mirror? Who Builds the Frame?
This experience highlights a deeper issue: representation is not just about inclusion, but about how people, places, and histories are portrayed — and who gets to do the portraying.
We must ask: Who is holding up the mirror? Whose perspective shapes the window? What frames are we using to present narratives of identity, culture, and heritage?
It is not enough to simply provide visibility. We must examine the structures — the frames and lenses — through which these representations are filtered. If the frame itself is biased or incomplete, then the images it presents will be equally flawed.
A Call to Educators: From Representation to Reimagination
Educators carry immense responsibility. We are not only curators of knowledge — we are architects of perception. Every decision we make about curriculum, literature, resources, or enrichment shapes the mirrors and windows we offer to our students.
This work requires deep reflection. We must interrogate our own biases, challenge inherited narratives, and resist the temptation to present simplified or tokenistic views of cultures and communities. We need to move beyond surface-level inclusion to truly equitable representation.
This begins with unlearning — with a willingness to revisit what we’ve been taught, and to seek out the histories, voices, and perspectives that have long been marginalised.
Because when children see themselves reflected fully — in all their richness and complexity — they stand taller. And when they’re given a window into the full humanity of others, they grow kinder, more curious, and more connected.
Let us hold up better mirrors. Let us open clearer windows. Let us build sliding doors that do not just invite exploration, but also affirm belonging.
Diversity, Equity, Inclusion, and Belonging in Leadership: Shaping the Future of the Teaching Workforce
Written by Susi Waters
Susi Waters, Operations Manager at Norfolk Research School; the Research Schools Network (RSN) Regional EDI Link (East of England and East Midlands); and Operations Manager and ITT Strategic Lead at the Julian Teaching School Hub.
In today’s educational landscape, fostering diversity, equity, inclusion, and belonging (DEIB) feels essential for creating a supportive and effective teaching workforce that reflects the lived experiences of the students we serve. This blog post offers some thoughts on the importance of DEIB in educational leadership and highlights the challenges and opportunities for improvement.
Understanding Intersectionality and Privilege in Leadership
One of the key considerations in promoting DEIB in education is recognising intersectionality — the overlapping and interconnected nature of social categorisations such as race and ethnicity, gender, disability, and socioeconomic status. Leadership roles in education have historically been dominated by white cisgender individuals without disabilities, but there’s a growing call for more inclusive representation.
Many of us are familiar with the concept of “checking our privilege,” which can sometimes trigger defensiveness. It’s helpful to remember that, in this context, “privilege” refers to an absence of disadvantage. Having “white privilege” doesn’t equate to guaranteed success; it means that one’s skin colour hasn’t posed societal barriers.
Chris Hildrew, a headteacher in Somerset, articulates this experience well:
“I am usually in the majority. I joke about how I have the privilege full house: White. Male. English. Straight. Cisgender. Middle class. […] When I speak, people listen. They always have. I expect them to.“
Data from Edurio(2021) and NFER (2024) reveal that the representation of non-white educators, disabled individuals, and LGBTQIA+ educators remains low in leadership positions. Addressing these disparities calls for thoughtful recruitment, retention, and career development strategies.
The Role of ITT Recruitment in Teacher Diversity
Recruiting a diverse teaching workforce starts with how we market initial teacher training (ITT) programmes. While people of colour are overrepresented among applicants for ITT, they are significantly underrepresented in the teaching workforce overall. In fact, 60% of schools in England had an all-white teaching staff in 2021 – 22, with 86% having an all-white senior leadership team.
Research by Dr. Gabriella Beckles-Raymond (2020) underlines the importance of targeted recruitment strategies aimed at attracting African, Caribbean, and Asian teachers. Schools and training providers might benefit from adopting inclusive messaging and outreach initiatives to encourage individuals from underrepresented backgrounds to explore teaching careers.
Recruitment should be thoughtful. For instance, we could consider:
- Do providers offer pre-application support, like explaining the English school system to those who didn’t grow up here?
- Are interview processes truly inclusive? Do they provide interview questions in advance or offer online options?
- Is the interview panel diverse in terms of race, gender, and age?
Making sure that trainee teachers have the right support means addressing barriers that can impede career progression. Access to mentorship, leadership training, and workplace policies that foster inclusion are all important aspects to think about.
Making Teaching a Sustainable Career for All
For many educators, especially those from marginalised groups, remaining in the profession long-term can be tough. Research from BERA (2019) on LGBTQIA+ teachers and the “Missing Mothers” project (2024) highlights how workplace culture, lack of support, and discrimination can push talented educators away from the profession.
To encourage sustainability in teaching careers, schools should implement policies that accommodate diverse needs, such as:
- Support for teachers going through menopause.
- Flexible work arrangements for primary caregivers.
Anti-discrimination policies that protect neurodivergent and LGBTQIA+ individuals.
Leadership: Breaking Barriers and Creating Opportunities
Leadership in education needs to evolve to better reflect the communities it serves. Disparities persist; for instance, men are twice as likely to take on leadership positions as women, even though women comprise the majority of the teaching workforce. Gaps remain in representation among racial and ethnic minorities, disabled individuals, and LGBTQIA+ professionals.
Educational leaders can play a significant role in advocating for equity by:
- Sponsoring and mentoring diverse talent.
- Implementing transparent hiring and promotion practices.
- Encouraging conversations about privilege and systemic barriers.
- Revisiting senior leadership recruitment processes to ensure job descriptions and interview processes don’t unintentionally place women, disabled individuals, or caregivers at a disadvantage.
Moving Forward
We should ask ourselves: are we really setting up all teachers to enjoy a sustainable and fulfilling career?
Rethinking our approach to leadership is key — not just at senior levels but also in shaping the next generation of educators. There are alternative pathways to leadership in education beyond headteacher roles, such as Teaching School Hubs, Research Schools, and ITT leadership. These roles often offer flexibility, hybrid options, and meaningful opportunities to affect educational policy.
Ultimately, if we don’t act, the next generation of teachers will mirror those who currently remain in the system. Without deliberate attention and change, we risk perpetuating a cycle where leadership remains uniform. However, by embracing diversity, equity, inclusion, and belonging, we have the potential to create a teaching workforce where all educators feel valued and every child sees themselves reflected in their role models.
To cultivate a more inclusive educational system, leaders should commit to ongoing education and implementing best practices. By embracing these principles, we can nurture a teaching workforce where diversity is celebrated, equity is upheld, inclusion is practised, and belonging is experienced by all. The future of education rests on leaders willing to challenge the status quo and promote DEIB at every level.
This blog is a summary of a session that Susi delivered as part of Derby Research School’s Change Champions conference in autumn 2024; it forms part of the RSN and Norfolk Research School’s ongoing work around EDI and developing diverse voices.
All sources and recommended reading can be found here and you can watch the full session here.
Decolonising the curriculum
Written by Shashi Knott
Shashi Knott is an English teacher and former Deputy Head of Sixth Form, with 16 years of experience teaching in state secondary schools across North London. After earning her MSc in Education, Power, and Change, she transitioned from her role as a full-time English teacher to focus on driving change within education. She is interested in working with other professionals to see how we can create more compassionate environments in schools. She is currently an outreach English teacher and Associate Trainer with KCA Training.
Decolonising the curriculum is like finding new love—it’s hard work, often requiring us to let go of what we’ve cherished. It’s a struggle, and one that calls for understanding and acknowledgment of the emotions involved.
The department meeting went silent. A chair scraped awkwardly as we shifted at tables. It was nearly 4.30pm. Everyone had marking to do. Was this about to get tricky?
In London, where I work as an English teacher, 46.2% of residents identify as non-white. It’s not a difficult context to make an argument that the texts we teach our students should be more representative. And yet, somehow, we don’t seem to make it happen.
We could absolutely have spent some of our fast- vanishing department budget on a new set of texts for Year 9. Amazingly, we all agreed that Elizabeth Acevedo’s ‘The Poet X’ would be an excellent choice for the spring term. However, when one of us asked, “What about George Orwell?” I know they were not the only ones thinking this. The silence in the room might have suggested otherwise, and we all knew what we should say next. So when our Head of Department was conciliatory, coming up with the comfort of delay, we were all secretly relieved. “We’ll revisit the discussion at the end of the term.” “ We’ll review again in our gained time.” “We’ll assess our existing schemes of work for diversity. ”
We know what we should be advocating for, but there are so many reasons why teaching ‘Animal Farm’ feels more comfortable, and it’s not just because we already have established schemes of work.
As English teachers and often English graduates, we have all internalised an idea of what constitutes the canon. Literary critic Harold Bloom describes canonical texts as works of ‘aesthetic beauty’ (1994) and therefore, he suggests, to question these texts is to question the merit of art itself. Bloom describes the ‘idealistic resenters’ who ‘denounce competition’ and want to focus on marginalised voices, as missing the point of art and culture. (1994) Whilst Bloom’s ideas have been convincingly challenged and are now certainly out of fashion, they are ideas that we cannot fail to have internalised. Many of us grew up with these views being the dominant narrative in the study of English Literature and speaking for myself, I did much work to embrace the canon. I certainly did not want to be seen as someone who missed the point of art.
We have to acknowledge that decolonising our minds is uncomfortable. It involves acknowledging that some of the texts we loved, we might need to let go. A bit like the way a song from our youth, however rubbish, will always evoke strong feelings, those first occasions of literary love will do the same. The first time you felt seen, grown up, clever, understood. That first moment of connection with the canon. Mine was Keats, the perfect poet for the
misunderstood teen. Decolonising the curriculum involves a deconstruction of the canon, of beloved texts, and that can mean a painful epistemic discomfort. We picked apart those texts. We invested meaning in them. We succeeded at them. That’s why we’re English teachers.
Decolonising the English curriculum is as much about interrogating our own relationship with literature as it is about buying new books or creating schemes of work. It is about being willing to forge new relationships with texts and giving our students those special moments of connection, potentially with texts that are not our one true love. It’s not just about representation for global majority students, it’s about a more inclusive literary canon for everyone.
Maybe as English teachers we need to go forth and find new literary loves. New characters to fall for. New writers to make students feel understood, and to voice, in new ways, all the age old feelings. Not a new canon. Just new names to add in. New, gritty, glittering, literary loves for students of English to come.
References
Bloom, H. (2014) The western canon: The books and school of the ages. New York: Houghton Mifflin Harcourt.
Why Every Child Deserves to Hear Their Own Song
Written by Matthew Dix
Matthew Dix is a primary school teacher of 17 years. He continues to work as a teacher whilst working as a primary reading consultant across Nottinghamshire. He is the Founder of resource website Manic Street Teachers and has recently launched 'Musician of the Month' to create a culture of musical appreciation and understanding across schools, with a focus on diversity and inclusion.
Growing up, music wasn’t just background noise – it was how I made sense of the world. It was my mum playing the piano, it was watching her dance to ABBA and playing, of all things, a mandolin! It was my dad blasting heavy metal one minute and Vivaldi the next. Nothing quite says ‘peaceful Sunday morning’ like Iron Maiden shaking the windows!
As I reached adolescence, my heroes ranged from Tupac Shakur to Freddie Mercury, from John Lennon to Annie Lennox. Following their lives taught me that struggles were universal and at the end of a struggle, there can still be success. Behind every composition, every lyric, every guitar solo was a person with a story – often one of resilience against all odds.
Music took centre stage when I formed an indie band in the early 2000s. It wrote songs, often with the children’s help, for primary school subjects when I began my career as a teacher. It was a focus of mine when I created the music resources for ‘Manic Street Teachers’. Music has always been in the foreground of whatever I do.
A decade ago, I took a job in an inner-city school in Nottingham with 98% of children having English as an additional language. In fact, there were 52 different languages spoken in total. And yet, the music curriculum offered very few mirrors of themselves or windows to other worlds. A colleague and I decided to introduce a new musician every month in the hope of engaging children who seemed vacant during singing assemblies, and often unable to discuss and share their likes and dislikes in music lessons.
It wasn’t until we chose Nusrat Fateh Ali Khan as a musician one month that parents started to leave emails, children started to talk and a buzz started to make its way through school. I remember a child telling me that their parents listened to him at home. We shared his life, his trials and tribulations, his achievements and videos of his performances. Children could explain his words and what they meant. They were fascinated to learn that he had come to England in 1985 and brought Qawwali music (a form of Sufi Islamic devotional singing originating in India) with him. Children finally saw themselves and their families in our curriculum.
👉 Free Sample (Nusrat Fateh Ali Khan) – sign in required
It got us thinking. What if a girl thought that she could never be a classical musician because she looked nothing like Mozart, Beethoven or Bach? Well, we created resources all about Florence Price, whose compositions were forgotten until, just 16 years ago, when a whole collection of her work was rediscovered in a dilapidated house on the outskirts of St. Anne, Illinois.
What about a child who believes music is impossible with a disability? We shared Stevie Wonder’s story, Jacqueline du Pré’s story, and we shared how Joni Mitchell had to detune her guitar to learn to play another way after polio affected her hand. Let’s show them how these artists found ways to keep playing, no matter what. The show must go on, as Freddie Mercury said!
We live in a global world – our music curriculum should reflect that. Instead of saying, “Let’s learn African drumming,” let’s say, “Let’s learn about Babatunde Olatunji, a Nigerian drummer who learned by immersing himself in the culture and following the master drummers in his village, eventually being given a cowbell and then various Yoruba drums, took his craft to America, became an important friend to Martin Luther King Jr., and became a world-wide sensation!”
If a child thinks you can’t play music when you’re old, then share the story of The Buena Vista Social Club – how Ry Cooder, a producer from the US, had a twist of fate when musicians from Mali had their visas delayed so he ended up in Cuba, reuniting forgotten musicians like Ibrahim Ferrer, who was still shining shoes to make ends meet. The musicians, most of whom were over 70 years old, finally had a chance to tour the world with their music.
👉 Read our EYFS eBook (Ibrahim’s Song)
Context is always king, and every child loves a story. I believe the person behind the music is as important as the music itself, and becomes the bridge to another world. Teaching children to empathise helps them feel less detached from the music they are studying. Music bridges cultures, generations, and experiences in ways that words alone sometimes cannot.
That’s why I created Musician of the Month – a simple, accessible way for teachers to bring diverse musical stories into their classrooms. It’s directly linked to The Model Music Curriculum and the 9 Protected Characteristics and, as the site develops, we hope it will help schools show every child that they too can be a musician. To a child in school, the right musician, with the right song, at the right moment could well hit the right notes!
👉 Musician of the Month + Free Sample (David Bowie)
Using drama to drive empathy in schools
Written by Rachel Crowther
Rachel is a trained actor, coach and founder of Squash. She started working in L&D over 10 years ago and experimented with using drama to bring training to life. She created Squash to address some of the harmful workplace behaviours that were accepted as the status-quo and to offer an engaging antidote to traditional, tick-box DEI training. She’s designed and delivered impactful training experiences for global organisations, charities and young people.
Empathy is an important skill for young people (and adults) to develop. It helps them build relationships, resolve disagreements and create more inclusive environments – in the classroom and in the office. A powerful way to encourage empathy, is through drama..
I run corporate workshops for adults, using actors to spotlight behaviours and perspectives and to start meaningful conversations. Something our workshops enable, is for participants to step into someone else’s shoes.
A phrase we often hear in discussions is “We don’t know what we don’t know.” There is so much we don’t know about those around us, classmates and colleagues, the challenges and barriers they face. We often make assumptions and generalisations, to fill in the blanks, but this is where unconscious bias creeps in. Instead, learning the importance of curiosity and perspective-taking from a young age, prevents us making assumptions and helps us to create genuine, connections.
Storytelling and role-playing are simple ways for students to experience situations from multiple perspectives and are effective tools to start objective conversations on important topics like friendships, bullying, cultural differences. It builds an awareness of the unseen challenges faced by those around them, strengthening the muscle for empathy.
It’s a way for young people to experience feelings in a safe environment. For instance, acting out a scenario in which they are excluded from a playground activity. Feeling this kind of experience, in a safe, facilitated environment, is going to be far more impactful than just being told about it.
Empathy isn’t just about understanding someone else’s feelings – it’s also about how we respond. Drama helps young people to ‘rehearse’ difficult social situations. Practicing the ability to actively listen, express themselves clearly and respond with sensitivity. Improvisation is a great way to develop communications skills and the ability to think on their feet.
The benefits of developing empathy at a young age are clear. It helps young people to stand up for others and create inclusive, and welcoming school cultures and communities. Using drama is a way to not only understand empathy but to feel it and it’s that emotional connection that they’ll remember throughout their education and beyond.
True Inclusion Starts with Seeing Students for Who They Are
Written by Purvi Gandhi
Purvi Gandhi, MA MBA FCCT CPsychol is a psychologist, educator, and advocate for student wellbeing, leadership, and equity in education. With a career spanning clinical psychology, secondary and post-secondary education, and educational leadership, she bridges mental health and education through evidence-informed practice. She is the author of A Little Guide for Teachers: Student Mental Health, a practical resource for educators.
Imagine stepping into a new environment where your name is mispronounced or shortened to something more “convenient.” It’s a minor inconvenience, perhaps, but one that over time chips away at your sense of belonging. Now imagine this happening every day, in a place where you are supposed to grow, learn, and thrive.
For many students, particularly those from ethnic minority backgrounds, this is not hypothetical—it is their daily reality. And yet, within the walls of our classrooms, the power of a name is often underestimated. Names are not just labels; they carry history, identity, and cultural heritage. To overlook them is to overlook the student. To get them right is to affirm who they are.
Beyond Good Intentions: Why Inclusion Must Be Active
In a recent workshop with early career teachers, we explored what it really means to create inclusive classrooms—beyond policies, beyond slogans, and into the lived experiences of students. The session began with a simple but revealing exercise: storytelling.
One African tale set the tone. A great flood sweeps through the land, and every animal finds a way to escape—even the mighty crocodile. High up in the trees, the monkeys spot a fish struggling in the floodwaters. Moved by compassion, they “rescue” it, placing it safely on a branch. Of course, the fish begins to suffocate.
The lesson is clear: good intentions do not equate to good outcomes. In education, a one-size-fits-all approach can be just as ineffective as the monkeys’ well-meaning mistake. Every student has unique needs, shaped by culture, background, and identity. The question is, are we paying attention?
Consider this: A teacher, in an off-the-cuff remark during a classroom discussion on relationships, casually states that arranged marriages are “backward” or “unfair.” It’s not intended to harm, just a spontaneous reaction based on personal beliefs. But what if a student from a culture where arranged marriages are the norm is sitting there, quietly absorbing that statement?
Perhaps this student has spent years trying to navigate the space between two worlds—balancing the values of their family with the expectations of the society they are growing up in. Now, in a single moment, they are made to feel that their culture is lesser. They may go home carrying this conflict, questioning their parents, their upbringing, and where they truly belong. Suddenly, they feel like an outsider in both places—neither fully at home at school nor at home with their family.
This is the impact of uninformed assumptions. Educators do not just teach subjects; they shape perspectives. A thoughtless comment can widen the gap between a young person and their identity, making them feel alienated rather than empowered.
To be truly inclusive, we must move beyond our own perceptions and seek to understand the lived experiences of others. We must create spaces where students don’t feel forced to choose between their heritage and their education, but rather see their identities reflected and respected within the school environment.
Because, just like the fish in the flood, what a student truly needs may not be what we assume is best for them. Listening, learning, and adapting is the key to meaningful inclusion.
Rethinking What It Means to ‘See’ Our Students
An alternative version of the tale drove the point home. In this retelling, the animals hold a competition to see who can see the farthest. The eagle soars and surveys the horizon, the giraffe gazes across the savanna, and the monkey takes in the view from the treetops. When it’s the fish’s turn, it can only see the immediate waters around it. The other animals laugh—until the fish explains that while they focus on the distance, it detects subtle currents, hidden dangers, and movements they cannot perceive.
Here lies a second lesson: students should not be judged against a singular definition of success. The education system, often fixated on rigid measures of ability, risks missing the unique strengths that lie beneath the surface. A student who struggles with traditional assessments may have an extraordinary ability to lead, innovate, or empathize—if only we are willing to recognize it.
The Power of a Name
Of all the discussions that day, one stood out: the impact of names. Inspired by Bennie Kara’s work on diversity in education, we asked teachers to explore their own names—their meanings, origins, and the personal stories behind them. What followed was a conversation about identity, belonging, and the small but significant ways that schools can either affirm or erode a student’s sense of self.
One student shared how her intended name was “Yah Yah,” meaning “gift from God,” but her parents, wanting to make life easier in an English-speaking country, renamed her Ysabella. She was seated alongside another student, Anjali, whose name means “gift to God.” Here were two students, from different cultures, bound by the same idea: they were gifts.
Imagine the impact of recognising that connection—not as a coincidence, but as an intentional act of inclusion. When we take the time to pronounce a name correctly, to understand its meaning, or even to ask about it, we are sending a powerful message: You belong here.
Moving From Awareness to Action
It is easy to talk about inclusion in broad terms. It is harder—but far more necessary—to embed it into daily teaching practice. The workshop concluded with three core reflections for teachers:
- Cultural Competence: How much do I really know about my students’ backgrounds? Where are the gaps? What steps can I take to learn more?
- Equity Over Equality: Do I recognize the unique needs of my students? How can I tailor my support to meet them where they are?
- Celebrating Identity: What cultural capital do my students bring into the classroom? How can I acknowledge and honour it?
Education is not just about imparting knowledge; it is about shaping identities. A student who feels unseen will struggle to engage. A student who feels valued will thrive.
The work of inclusion is not grandiose. It does not require a total overhaul of curriculum or sweeping policy changes. It starts with the smallest of acts: a correctly pronounced name, a thoughtful seating plan, a recognition that success looks different for everyone.
And perhaps, that is the greatest takeaway of all—belonging is built in the details.
References:
Fernando-Smith,L and Aow, A, (2024), ‘Letting go of imposter syndrome: writing herstory.’ In Disruptive Women – A Guide for Equitable Action in Education, Corwin
Kara, B., 2020. A little guide for teachers: Diversity in schools, Corwin
Pierson, R., 2013. Every kid needs a champion. TED Talks Education.
You can’t just teach a child out of poverty
Written by Sean Harris and Katrina Morley
Sean Harris – Co-author and Director of PLACE (People, Learning and Community Engagement) at Tees Valley Education. Katrina Morley OBE – Co-author and CEO of Tees Valley Education.
One of the most urgent and complex issues schools face today is the deep-rooted impact of poverty on the communities they serve. For school leaders and educators, this isn’t just about data, it’s about real lives, and the daily reality of hardship affecting pupils and families.
The challenges of poverty extend well beyond the school gates. It influences everything from children’s learning experiences to their long-term life chances, often reinforcing cycles of inequality that are difficult to break.
But poverty and inequality do not have to be an inevitable part of the story we write in schools and communities.
Practice to Page
In Tackling Poverty and Disadvantage in Schools, we set out to create more than just another education book.
This is a collaborative guide, designed to support busy educators and stretched school leaders with practical tools and real-world strategies to help dismantle the complexity of inequality.
It reflects the voices of those working at the frontline, educators, leaders, and organisations who know what it means to walk within communities facing adversity.
This book is built on shared experience. It’s by the sector, for the sector, and with the sector.
It also challenges the rhetoric that the only or best way to tackle inequality is through excellent teaching alone.
‘While research consistently highlights the importance of high-quality teaching, policy and practice too often lean on this narrative to imply that a great teacher alone can overcome deep-rooted inequality. In reality, the schools making meaningful strides in addressing disadvantage recognise that delivering education in their communities requires a far more nuanced and holistic approach.’
Sean Harris: co-author
Director of PLACE (People, Learning and Community Engagement) at Tees Valley Education
No egos, no silos
What makes this project distinct is its collective approach. We brought together perspectives from across the UK and beyond: educators, researchers, policymakers, and thought leaders who are tackling educational inequality every day.
Each contributor brings school-based insight, evidence-informed thinking, and grounded practices. From making classrooms more inclusive and curriculum more equitable, to fostering a culture of social justice across whole-school systems, the book is packed with adaptable and proven strategies.
‘Schools alone are not the solution to tackling inequality, but they are an essential part of it. That’s why it was vital for this book to be shaped by the expertise and lived experiences of schools and organisations that are actively driving change. True progress comes through collaboration. Only by working together can we begin to understand and address the complex, enduring nature of disadvantage.’
Katrina Morley OBE
Co-author and CEO of Tees Valley Education
And let us be clear: while schools play a vital role in addressing disadvantage, they cannot do it alone. Education is only one component part of system change.
Optimism included
This book arrives at a critical moment.
Schools are contending with the lingering effects of COVID-19, the rising cost of living, and increasing poverty-related barriers to learning. We wanted to offer something constructive: a resource that doesn’t just highlight the issues, but offers a roadmap for making a difference.
The book has been written with busy leaders and educators in mind. We wanted to help educators foster environments where every child feels seen, supported, and capable of thriving, no matter their background.
Using the book
We know there’s no one-size-fits-all solution. Schools are diverse, complex places where staff face many competing demands. That’s why we designed this book to be both accessible and flexible.
The content is organised around three core themes:
- Whole-school approaches (e.g. leadership and school culture)
- Classroom practices (e.g. including teaching methods and curriculum design)
- Wider interventions (e.g. mentoring, family support, and industry partnerships)
These strands provide different entry points, depending on where your school is in its journey. Whether you’re a new or established teacher looking for classroom ideas or a senior leader seeking systemic change, we hope this book meets you where you are.
Each chapter follows a consistent and easy-to-navigate format:
Research Recap: We summarise key studies and evidence that help contextualise the topic. It’s rigorous but digestible, with signposts for further reading if you want to go deeper.
Case Studies: Real examples from schools and organisations that have put theory into action. These are not silver-bullets but grounded insights from practitioners who’ve tested and refined their approaches.
Reflection: Tools and activities for applying the ideas in your own setting. These can be used individually or with your team. Plus, we’ve included access to an online hub with templates, planning guides, and reflection exercises to keep the work going beyond the page.
Each chapter also ends with concise takeaway points—perfect for sharing over a quick chat with a colleague (caffeine optional, but encouraged!).
Professional generosity
What truly sets this project apart is the generosity and dedication of our contributors. Everyone involved has donated their time and waived royalties. Profits from the book will go directly to supporting initiatives that benefit children and young people living in poverty, through our work with Tees Valley Education.
This spirit of collaboration and shared purpose is at the heart of everything we’ve created here.
We didn’t want to produce another title that simply restates how hard things are or overcomplicates the problem. Instead, we focused on creating a useful, empowering, and hopeful resource for professionals in education.
Importantly, we’ve also been careful to approach the topic with dignity and respect. Children and young people facing poverty are not “problems” to be fixed. The real challenge lies in the systems and structures that make life harder for them. It’s those systems we must work to change—and we believe schools can be powerful agents in that process.
We hope Tackling Poverty and Disadvantage in Schools contributes something meaningful to the ongoing conversation about equity and education. Our thanks go to every school, leader, and educator who continues to show up, innovate, and stand with their communities.
World Book Day 2025
Written by Robert Davies
Rob Davies is Associate Assistant Headteacher at Calderstones School in Liverpool. This role involves leading on anti-racism in education, sharing practical strategies, reflections, and initiatives to create a more inclusive, representative, and equitable school. He shares insights on decolonising the curriculum, diversifying reading materials, and fostering anti-racist practices in schools.
Another year, another World Book Day—same costumes, same characters. Harry and Hermione? Check. Little Red Riding Hood? Of course. The Gruffalo? Naturally. And let’s not forget Mrs. Trunchbull, stomping through the halls. Sound familiar? Thought so.
But here’s the thing—World Book Day can be so much more. It’s time to move beyond the usual suspects and reimagine it through a truly diverse lens. Let’s make it an event where every student sees themselves in the stories we celebrate.
Every year, World Book Day celebrates the magic of stories. But whose stories are we telling? Who do they inspire? When books and characters overwhelmingly reflect white, middle-class experiences, whose voices are missing? Are we selecting a diverse range of books that offer all children equitable opportunities to see themselves?
If not, isn’t it just Book Day?
At its core, World Book Day aims to “promote reading for pleasure, offering every child and young person the opportunity to have a book of their own.” But if we fail to approach it through an anti-racist lens, are we truly serving all students?
The Representation Gap in Children’s Books
In the UK, 33.5% of school-aged children come from ethnic minority backgrounds. Yet, between 2017 and 2019, only 7% of children’s books featured characters from these cultures—and just 5% had a Black, Asian, or Minority Ethnic main character.
Research shows that when children see themselves in books, it shapes their sense of identity and possibility.
Despite limited representation, excellent books exist that help students feel seen, foster belonging, and cultivate a love of reading. But do schools actively seek them out?
The issue goes beyond just introducing diverse books. What if teachers haven’t read them, or don’t understand their significance?
Whose culture has capital?
With a predominantly white teaching workforce (Runnymede Trust, 2020), how often is World Book Day shaped through an anti-racist lens? One of the biggest motivators for reading is emotion—how books make us feel (Dungworth et al., 2004). Naturally, educators promote books that resonated with them in childhood, shaped by their own experiences.
If most books being championed reflect the same narrow cultural perspectives, what message does that send? Who do these books inspire—and who gets left out?
Research further supports this. More children from ethnic minority backgrounds than white backgrounds say they don’t see themselves in what they read (40% vs. 30.5%), with Black students feeling this most acutely.
Making It a World Book Day
If World Book Day is to truly reflect all students, schools must take active steps to make it more inclusive. That’s exactly what we did at Calderstones School this year.
As one of Liverpool’s largest secondary comprehensive schools, diversity is our strength. But we recognised that World Book Day needed to reflect that diversity, ensuring all students felt represented and engaged.
So, we embraced the ‘world’ in World Book Day. We focused on books and authors from a variety of cultures and languages, fostering conversations about students’ mother tongues and cultural backgrounds.
We collaborated with Greenbank Primary School and Leeds Beckett University to involve primary school students and Global Ambassadors. Together, they read books from their home countries in their native languages—including Arabic, Basque, Farsi, French, Greek, Mandarin, Polish, Russian, Urdu, and more.
By showcasing this linguistic and cultural diversity, we highlighted the vital importance of representation in education. The readings were recorded, edited, and shared on the school’s social media. The response? Overwhelmingly positive. For many in our community, this was the first time their language and heritage were visibly celebrated in school.
How to Rethink World Book Day in Your School
If we are serious about delivering a truly inclusive World Book Day, here’s lets start with the following: 1. Move Beyond the Same Old Costumes
Rather than dressing up as characters from GCSE texts, consider why these books dominate the curriculum. Less than 1% of GCSE students study a book by a writer of colour—so why reproduce that marginalisation on World Book Day?
- Conduct a Student Voice
Ask students:
- What books would you love to explore?
- Do you see your culture and heritage reflected in the school library?
- What stories are missing from the shelves?
- Use these insights to shape book selections and discussions.
- Explore Translated Literature
Many beloved English books originated in other languages—Pinocchio was originally Italian. What other global stories could students discover? World Book Day can be an opportunity to highlight the rich traditions of storytelling from around the world.
Final Thought: A Call to Action
By embracing the ‘world’ in World Book Day, we made it more meaningful for our students. This is a step in the right direction—but it can’t stop here. Schools must challenge traditional reading lists, elevate diverse voices, and ensure that every child sees themselves in the stories they read.
We can’t diversify the teaching workforce overnight, but we can broaden our thinking. We must ensure that we view events like World Book Day through an anti-racist lens.
Because if World Book Day doesn’t include all stories, is it really World Book Day at all?
Diversifying English Literature texts: Five ways to get your schools to invest
Written by Jessica Tacon
Jessica Tacon is second in charge of the English Department at City of London Academy Highgate Hill and is a member of NATE’s (National Association for the Teaching of English) ‘Reviewing Literature’ working group. She created The Right Writing campaign which aims to improve racial diversity in English Education.
The title of this piece reflects an ongoing challenge in education, but also an opportunity. While many schools and educators have made strides in diversifying their English curricula, there’s always room for progress. Students across the country deserve to see themselves reflected in the texts they study, while also being exposed to a wide range of perspectives. Diverse literature enriches learning experiences, fosters empathy, and ensures every student feels valued.
Here’s a brief overview of why a diverse and inclusive curriculum is essential:
- Representation matters: Research by Penguin Random House revealed that many students never study a text by a writer of colour, apart from a few poems in their GCSE studies. They also found that only 7% of students study a text by a woman, and just 0.1% study a text by a woman of colour. Every child deserves to see their experiences and identities reflected in what they read. Not only does this enhance engagement and enjoyment, but it can also lead to better academic outcomes.
- Retention in English Studies: When students don’t see themselves or diverse perspectives in their English lessons, they may perceive the subject as irrelevant. This may lead to a drop in the number of students pursuing English at A-level, which in turn impacts representation in higher education and English-related fields. A diverse curriculum can break this cycle by making the subject more relatable and meaningful.
- Broadening horizons: While representation is crucial, it’s equally important to introduce students to experiences, cultures, and voices beyond their own. Literature has always been a bridge to other worlds, offering insights into lives that differ from our own. This is a fundamental aspect of fostering curiosity and empathy in young people.
- Addressing historical imbalances: Historically, the English curriculum has often overlooked diverse voices. As educators, we have the opportunity (and responsibility) to address these imbalances and create and embed a curriculum that is inclusive, honest, and representative of a wide range of experiences.
Despite these clear benefits, the teaching of a diverse and inclusive range of literature texts isn’t yet the norm in all schools.
Support (and essential investment) is needed from senior leads in schools, and multi-academy trusts, to make this a reality. It is challenging as individuals may not be English specialists, but the points above highlight how a change in English can have a far-reaching impact on young people.
With this in mind, I would like to explore the common barriers to change and five solution-focused strategies to help schools embrace a more inclusive curriculum.
Strategies
Strategy 1: Emphasise the positive impact on students
Barrier: Leadership may focus on the potential challenges rather than the benefits of inclusivity.
Solution: Highlight the research-backed benefits of a diverse curriculum. For instance, the research by Penguin Random House shows students are more engaged when they see themselves reflected in their studies, and they perform better academically. Explain how inclusive texts also broaden students’ horizons, fostering empathy and critical thinking by exposing them to new perspectives and cultures. Frame change as being much less of a risk than continuing to teach a set of texts which actually may be disengaging students in the English classroom.
Message for leadership: A diverse curriculum creates a more engaged and motivated student body, which translates to higher achievement and a stronger school culture.
Strategy 2: Frame diversity as a shared responsibility
Barrier: Leaders may feel diversity initiatives are an additional challenge in an already complex system.
Solution: Present inclusivity as a professional and moral responsibility to address historical imbalances in education. Position the school as a leader in creating a curriculum that prepares students for life in a diverse and interconnected world.
Message for leadership: Diversity isn’t just a ‘nice-to-have’; it’s essential for fostering a fair and well-rounded education. Implementing an inclusive curriculum aligns with the school’s duty to provide all students with an equitable experience.
Strategy 3: Offer practical solutions to time and workload challenges
Barrier: Leaders may worry that introducing new texts will increase workload for already overstretched staff.
Solution: Reassure them that high-quality, ready-to-use resources are available. Platforms like BBC Bitesize offer support materials on a range of texts including some recently added to diversify exam board text options, such as My Name is Leon and Leave Taking. BBC Bitesize, as its name suggests, is a great jump-off point for exploring a diverse range of texts by breaking them down into manageable chunks.
Message for leadership: Implementing an inclusive curriculum doesn’t need to add extra strain. Leverage existing resources and expert support to streamline the process.
Strategy 4: Address staff confidence with professional development
Barrier: Some educators may feel unprepared to teach unfamiliar texts or discuss sensitive topics.
Solution: Advocate for investment in professional development such as training sessions or workshops that help staff gain confidence in teaching diverse texts. Highlight that introducing new material can be professionally invigorating, offering opportunities for growth and fresh perspectives. For instance, one text added to AQA’s English Literature GCSE as part of their diversity drive is Princess and the Hustler by Chinonyerem Odimba. It’s a modern, engaging text that explores rich themes, literary techniques, and historical context, making it a rewarding teaching (and learning) experience.
Message for leadership: Building staff confidence through professional development ensures successful implementation while reinvigorating teaching practices.
Strategy 5: Present change as achievable and incremental
Barrier: Leaders may see curriculum reform as an overwhelming, all-or-nothing process.
Solution: If this is the case, advocate for a phased approach, starting with small but meaningful changes (such as introducing one or two new texts). You could suggest piloting new texts with specific classes before scaling up.
Message for leadership: Curriculum change doesn’t need to happen all at once. An incremental approach makes the process manageable while demonstrating the positive impact of inclusive texts.
Looking ahead
It’s important to acknowledge that change in education is rarely quick or easy. However, the potential benefits far outweigh the challenges. A truly diverse and inclusive curriculum not only enriches students’ academic experiences but also prepares them to navigate an increasingly interconnected world.
Of course, diversifying texts is just one part of creating an inclusive school environment. Staff training, teaching approaches, and the broader school culture all play critical roles in ensuring that diversity is embedded meaningfully and authentically.
Every student deserves an education that values their identity and broadens their horizons. As we move forward, let’s commit to making this vision a reality.
To access the BBC Bitesize GCSE English Literature collection, please visit: https://rebrand.ly/7d51da