Trista Gladstone, Deputy Director of Boarding and Head of Alexandra House, Royal Alexandra and Albert School and Katie Ryan, Lead on Disadvantaged Students, Royal Alexandra and Albert School
Emma
Yasmina
Sarah
Martin
Rebekah
Gaelle
Professor Geraldene Codina, Professor of Inclusion and Special Educational Needs and Disability (ISEND), University of Derby, Dr Beth Holmes, Senior Lecturer in Initial Teacher
Education, University of Derby and Dr Wendy Conrad, Lecturer in Special Educational Needs and Disability, University of Derby
Welcome
It is with great pride that I welcome you to the first edition of the Inclusion and Equity Leadership Association (IELA) Journal.
Since its launch in September 2024, IELA has grown into a vibrant professional community committed to transforming intent into meaningful action This journal is a reflection of that shared commitment, bringing together contributions from practitioners, researchers, and thought leaders across the EDI landscape.
Whether you're re-evaluating your school or firm’s inclusion ethos, or deepening your understanding of intersectionality, this journal offers both insight and challenge. From the structural to the personal, we examine what it means to build communities where all thrive. This journal is not just a publication; it’s a call to action.
Thank you for being part of this journey and for supporting our work to further inclusion.
Gaelle Sullivan MTIOB, Director of Research, Inclusion and IELA, BSA Group
Gaelle joined BSA Group in January 2023 She is an experienced senior leader and has worked in a range of state and independent schools She is a qualified SENCO and holds a Masters in Inclusive Education Prior to joining BSA Group, Gaelle was Deputy Head Pastoral, DSL and Head of Boarding at an all-girls independent school in the South-East She is a trustee at a leading independent boarding school
Why EDI matters and the importance of governance and leadership
In a time when equality, diversity and inclusion (EDI) is increasingly in the spotlight, too often oversimplified in media debates, particularly in the USA, it is crucial to understand its true significance in education
Naima Charlier, Director of Equality, Diversity, Inclusion, and Social Responsibility, Wellington College Naima has over 25 years of teaching experience in the UK, USA, Romania, and Hong Kong With a background spanning early years, primary, and secondary education, she has held various leadership roles including Founding Head, Deputy Principal, and Director of Teaching and Learning Naima holds an MBA in International Educational Leadership from UCL and serves as a Lead Improvement Partner for COBIS Passionate about making a positive impact, Naima continues to champion efforts that support underrepresented groups and create spaces where everyone can thrive
As a school leader with 28 years of experience across various educational settings, both in the UK and abroad, my perspective on EDI remains clear: every child should love school, feel safe, valued, and be able to flourish When students do not feel included, their ability to learn and thrive is compromised.
Education must be viewed holistically, with academic aspects considered alongside pastoral care. Children and young people are at the heart of schools and their safety, both physical and psychological, comes first. Learning is, of course, the core business of a school and young people need to learn both knowledge and skills to be equipped for successful adult lives. EDI supports this thinking by recognising that every child is unique, shaped by an evolving identity and
individual characteristics.
Their perspectives, needs, and experiences shift as they grow
Yet, recent discourse on EDI often reduces individuals to a single characteristic, ignoring the complex nature of identity This misrepresents the purpose of EDI, which is not about categorisation but ensuring no one is excluded or disadvantaged School leadership and governance play a crucial role in ensuring that school works for everyone, appreciating that our personal lens impacts how well we can identify others' needs.
While not everyone with a protected characteristic experiences discrimination, evidence shows that individuals in marginalised groups face a higher likelihood of barriers. Addressing these barriers is vital for creating a safe culture for all For example:
Students with visual impairments may struggle without accommodations
Our LGBT+ students may feel 'othered' if their identity is never represented in the curriculum
Students may be less likely to ask for help if their ethnic, religious orcultural heritage is in the minority
Gender stereotypes can cause damage and limitations for everyone.
Addressing issues associated with racism, sexism, homophobia and ableism is not about political correctness but about removing barriers to inclusion It’s about actively considering what barriers might exist and being proactive to remove and reduce harm Schools are the place where all children should feel safe, something which is even more significant in a boarding school where the boundary between home and school is stretched.
True inclusion means fostering an environment where individuals feel they belong – where their unique identities are valued and celebrated, not merely tolerated. Inclusion is not about imposing a uniform way of thinking, but about encouraging open discussion and appreciating that learning from multiple perspectives is an important component of a democracy I love to see schools striving for cultures where diverse viewpoints are heard and respected When one voice dominates, or if environments exclude certain groups, then conversations will be limited, progress and innovation stifled, and perhaps great harm is caused to those with the least voice and power.
Understanding the distinction between equity
For instance, allowing remote participation in meetings for those who face mobility challenges, or permitting a child with sensory sensitivities to wear noise-cancelling headphones, are examples of equity in action
I
love to see schools striving for cultures where diverse viewpoints are heard and equality is important. While equality means treating everyone the same, equity recognises that some individuals require additional support to reach the same level of access.
Governors play a crucial role in embedding EDI in schools. It is not a task that can sit with one person but is woven through the cultural fabric, in a similar way to safeguarding Governors need to understand what inclusion truly means and what the issues are in the context of their schools When considering the community of the school, governors also play a part in ensuring they are representative of this community and that they consider their own impact on setting direction, sensitive to what can be conflicting needs.
Effective governance ensures that policies and practices create genuinely inclusive environments, where diverse voices are heard, and barriers to participation are dismantled. Governors are responsible for monitoring and evaluating the effectiveness of any EDI initiatives, which may include asking for and examining data that demonstrates impact with tangible outcomes There is a need to look beyond the 'busyness' of activities that might feel like action is taking place, but that might not effectively address the real barriers faced by some children and staff
In their role, governors provide that 'critical friend' to school leaders accountable for delivering on EDI commitments. They can offer a valuable external view to leaders who may be too close to step back and
view the bigger picture.
This involves listening, challenging, and supporting school leaders to ensure that EDI is effectively embedded throughout the school's operations and culture Asking the question, ‘How do you know?’, when schools evaluate the success of their activities
Diverse thinking, perspectives, and ideas strengthen institutions, reducing risk and enhancing creativity In our interconnected world, EDI is effectively embedded throughout the school's operations and culture. Asking the question, ‘How do you know?’, when schools evaluate the success of their activities.
The essential truth underlying EDI is that all children deserve to feel welcome and happy in their schools. This should be part of a strategic approach, not left to chance By prioritising EDI, we create environments where every student can thrive, preparing them for success in an increasingly diverse and interconnected world
Diverse thinking, perspectives, and ideas strengthen institutions
Beyond labels: a holistic commitment to inclusion
Trista Gladstone, Deputy Director of Boarding and Head of Alexandra House, Royal Alexandra and Albert School
Katie Ryan, Lead on Disadvantaged Students, Royal Alexandra and Albert School
The Royal Alexandra and Albert School (RAAS) takes pride in fostering a diverse and welcoming community where every student feels seen and valued.
Students call 28 countries home and 45 different nationalities are represented in its student cohort With this global blend and unique mix of boarding students, local students, military families, and around 95 Foundationers – bursary students whose places are supported by the school’s Charitable Foundation due to their home circumstances – the school embraces inclusivity.
Inclusion is therefore more than just a principle at RAAS; it is a lived reality, embedded in every facet of school life The school’s purpose, vision and charitable aims focus on providing a supportive environment where no student is defined by their background, experiences or challenges. By recognising each student’s personal strengths and needs, the school empowers them to overcome barriers and thrive in both an educational and boarding environment. This commitment to inclusivity is exemplified through trauma-informed approaches, dedicated support for military students, and extensive opportunities for Foundationers, ensuring every student feels valued and supported
Staff
members undergo training to understand how past trauma may affect a student’s behaviour
Recognising that trauma can deeply impact a student’s ability to learn and engage, RAAS has embedded trauma-informed practices throughout the school Staff members undergo training to understand how past trauma may affect a student's behaviour, emotional regulation and peer interactions Colleagues are equipped to respond with compassion and support, fostering a sense of safety and trust with our young people.
A key aspect of this approach is adaptive actions and support following incidents, with a focus on relationship-building and understanding. Staff work to establish meaningful connections with students, helping them feel heard and valued. This approach has led to the development of bespoke support plans that include counselling, solutionfocused mentoring, and access to emotional literacy assistants These tailored interventions help students better understand their emotions and interactions, contributing to a more positive school experience
Honouring its long history of looking after military students, the school remains committed to supporting Ministry of Defence (MoD) families, ensuring that
students have a strong sense of community within the school The transient nature of military life can present challenges such as frequent relocations and periods of parental absence To address this, the school has implemented a robust support system that includes dedicated boarding house representatives, fostering an environment where MoD students’ experiences are acknowledged
At the start of each academic year, a meet-andgreet event helps MoD students establish connections, setting the foundation for a strong support network.
Throughout the year, special events such as a formal Year 13 dinner, a movie night and pizza party for the Month of the Military Child in April, and an end-of-month BBQ provide opportunities for camaraderie and celebration As a proud signatory of the Armed Forces Covenant, RAAS ensures that military families receive the care and stability they need, making the school a true home away from home for students
For Foundationers, the school gives these young people the opportunity for a distinctly different start in life, providing a nurturing boarding environment that
allows them to grow, develop and explore new opportunities. The supportive boarding setting gives Foundationers access to experiences that may not have been available to them previously. Foundationers are offered access to sports, music lessons, horse riding, leadership summer camps, mentoring programmes and cultural trips. The school’s commitment extends beyond academics; the importance of Foundationers developing resilience and skills they eed for future success is widely recognised The school’s Foundationer bursaries are truly transformative, for students and their families
Foundationer
bursaries are truly transformative
caring environment that responds to individual student needs.
The school’s commitment to inclusion extends far beyond policies and procedures - it is a guiding force that permeates every aspect of the school and its boarding community. Through tailored, child-centred approaches, the Royal Alexandra and Albert School continues its long history of fostering a nurturing and
Ultimately, achieving an inclusive environment where care goes beyond labels fulfils the school’s purpose –to prepare our children and young people for the world with hope, optimism, compassion and empathy.
Trista Gladstone, Deputy Director of Boarding and Head of Alexandra House, Royal Alexandra and Albert School
Trista is Senior Head of House and Coordinator for Foundation & MoD students. Her father served in the Royal Canadian Air Force meaning she understands the challenges and joys of being a Forces family. Trista has a degree in Fine Arts with a speciality in theatre performance. She toured with the Montreal Shakespeare Company, worked on television and film sets, and taught theatre to children with special educational needs. Trista moved from Canada to the UK in 2015 when she joined the Royal Alexandra and Albert School as a House Tutor, prior to her appointment as Head of Alexandra House.
Katie Ryan, Lead on Disadvantaged Students, Royal Alexandra and Albert School
Katie has been Lead for Disadvantaged Pupils for seven years, working closely with vulnerable students who require additional academic and pastoral support. This role followed a previous job as a Behaviour Mentor at a secondary setting where she discovered her passion for working with teenagers and young adults. She truly believes that young people deserve the best start in life and works closely with them to ensure that their school journey is not only as successful as possible, but also leads to them being well-rounded and able to be a valuable contributor to their communities and the wider world.
Nick
Russell, Assistant
Head: Senior School, Epsom College
Nick’s multi-faceted role involves overseeing Heads of Year, academic departments, pastoral houses, academic advancement, pupil motivation and cultural enrichment He has led on EDI since 2020 Nick was invited by the Royal National Children's SpringBoard Foundation to play an active role on their AntiRacist Steering Committee In 2017, he completed a NPQSL that considered how gender bias impacts pupil behaviour and academic results
School should be a place where every student feels safe, valued, and included
Yet, recent evidence suggests that many pupils experience exclusion, bullying, and harassmentissues that often remain hidden from teachers and school leaders A 2021 Ofsted report revealed that 92% of girls had experienced sexist comments, with harmful ‘banter’ becoming normalised During the Black Lives Matter movement, many former students spoke out about the racism they endured but never reported while at school.
The drama Adolescence highlights a troubling reality: there is often a stark contrast between what children experience and what adults perceive. Without a structured way to uncover these hidden issues, schools risk failing the very
students they aim to support
Addressing these challenges is not just a moral imperative; it is increasingly becoming a legal and reputational necessity The Workers Protection Act (October 2024) reinforces the responsibility of schools to proactively create a positive culture for their staff as well as their students. Failing to act can result in serious consequences, both in terms of legal accountability and a loss of trust within the school community. One tool helping schools bridge this gap is the Belonging and Inclusion Survey, which allows students and staff to share their experiences anonymously. By collecting both quantitative and qualitative data, schools can gain a nuanced understanding of their culture and implement targeted improvements
Schools that have used the survey report eye-opening results:
Epsom College: “It has been an invaluable tool in gathering meaningful data on pupil experiences Pupils now report an almost universal sense of belonging ” – Sash Naicker, Head of EDI
Framlingham College: “It quickly identified what work needed to be done I strongly recommend it to all schools ” – Ollie Lloyd, Deputy Head Pastoral
Rugby School: “The survey is excellent. The administration is very expertly and swiftly handled; its questions are easily accessible, very apposite, incisive; the data received is anonymous but clear, nuanced, illuminating and helpfully challenging.
I am very pleased to have used this survey.”
The insights gained allow schools to make meaningful changes, ensuring students feel heard and that issues are addressed before they escalate
Administered by SmartSurvey, a trusted dataprocessing company, the survey ensures full GDPR compliance and data security Used by organizations such as Ofsted and NHS England, the system guarantees that school leaders receive
reliable insights while protecting respondents’ privacy.
Beyond internal use, schools can benchmark their results against other institutions, providing a clearer picture of where they stand in fostering an inclusive environment Maria Dawes, CEO of Schools Alliance for Excellence, which ran the survey across 13,000 students, calls it “invaluable ”
Recent years have shown how reputational damage can arise from unaddressed cultural problems within institutions. High-profile cases, in leading national institutions highlight the risks of failing to address issues before they become rises. Schools that take proactive steps can avoid similar pitfalls and, more importantly, create
environments where students and staff feel truly included.
Creating a culture of belonging requires commitment and a willingness to listen By taking the right steps, schools can move beyond assumptions and truly understand the experiences of those within their communities
Contact Eluminate at 07951831835 or visit eluminate org uk to learn more about implementing the Belonging and Inclusion Survey.
Emma Millo, Assistant Head (Professional Development and EDI), Haileybury College
After first studying psychology at Durham University, Emma then studied for an MSc in physiotherapy at the University of Essex and worked with professional sports teams such as the All Blacks and at the London 2012 Summer Olympics. She then moved into a career teaching psychology. She has worked at Haileybury College in Hertfordshire for the past 13 years, spending six as a Housemistress of a seniors girls house. Emma is currently Assistant Head with responsibility for Professional Development and EDI.
When I started my role with responsibility for EDI, I wanted to explore how we could integrate the concept of belonging into our strategy This is an essential step as it encompasses the sense of acceptance, respect, and being valued as an individual. Fostering an environment where pupils feel truly included can enhance wellbeing, academic performance, and social growth. However, translating the ideal of belonging from an abstract concept into action is a more difficult task
To operationalise belonging, we must first assess the existing culture Are pupils encouraged to voice opinions, and are these opinions genuinely noted even if they can’t be acted upon? Is staff professional development emphasising empathy, cultural awareness, and inclusive teaching practices? Identifying gaps is critical to making meaningful improvements.
One practical step is ensuring the curriculum reflects many diverse perspectives and histories. When pupils see themselves represented in their learning, they feel a stronger sense of connection – an integral part of belonging. Exam board requirements may limit certain content but departments can identify opportunities for inclusivity. Humanities departments lend themselves more to teaching diversity but other departments can innovate too. In Design Technology, for instance, students could explore inclusive design by creating products for individuals with disabilities, such as visual impairments. This not only builds empathy but also helps pupils understand different perspectives.
Curriculum adjustments can help develop belonging in the classroom, but intentional social initiatives deepen connections. Through collaboration, pupils can bridge differences and promote mutual understanding
At our school, pupil-led chapel services focused on topics such as men’s mental health, while events celebrating diverse cultures have been well received These initiatives unite pupils from varied backgrounds, encouraging shared experiences and personal growth. While it’s valuable for pupils to spend time with peers they closely identify with, bringing these wider groups together fosters understanding and promotes cognitive flexibility. This skill is critical for navigating diverse communities and developing understanding of others. One important area that we are looking at to embed belonging into EDI is to shift focus from the “what” of behaviour – what a pupil did or didn’t do – to understanding the “why” behind behaviour This is being done through a focus on executive functions (EFs) and proactive wellbeing tracking Behaviour is deeply tied to individual identity, context, and lived experiences, making this approach essential for fostering inclusion
Emphasising curiosity over judgement promotes
empathy, creating an environment where pupils feel valued, understood, and supported.
This aligns with EDI principles by acknowledging that pupils bring diverse backgrounds, challenges, and strengths to the classroom Behaviour is often influenced by structural and personal barriers that disproportionately affect marginalised groups, including those facing racism, cultural dissonance, or socioeconomic hardship Understanding the “why” enables schools to address these inequalities while fostering trust and belonging.
A “why” focused approach can impact whole school culture
This perspective links to challenges with EFs skills like self-regulation, emotional control, and cognitive flexibility A pupil struggling to complete assignments may not lack motivation but face difficulties organising their thoughts, perhaps due to stress, anxiety, or an unfamiliar learning environment Similarly, a pupil exhibiting disruptive behaviour might be navigating emotional dysregulation compounded
by feelings of exclusion.
By focusing on the “why,” staff create opportunities to address EF challenges to promote growth and inclusion Collaborative approaches, where teachers and pupils work together to address behavioural issues, can foster trust and connection Framing challenges as shared puzzles rather than personal failings helps pupils feel supported and engaged
This “why” focused approach can impact whole school culture Pupils begin to see their struggles not as failures but as opportunities for growth. They feel empowered to take ownership of their learning and behaviour, knowing they are supported rather than judged.
By addressing inequality within school life and tailoring support to meet the needs of all pupils, belonging as a concept can be better operationalised. It moves beyond reactive discipline to proactive inclusion, so all pupils feel understood and represented Pupils who see their struggles met with empathy and their successes celebrated develop a sense of belonging integral to EDI Importantly, they learn to extend that empathy to others, cultivating a school culture where diversity is embraced, equality prioritised, and inclusion an everyday experience.
An insight into the experiences of students of South Asian heritage
Broad inclusion policies that mandate fairness and cultural sensitivity are important – but being able to apply them effectively matters even more. Knowing how to tailor your approach to suit the needs of each child is what makes students feel seen, celebrated and understood
article looks at three findings and three solutions that every school can implement
Yasmina Koné, Deputy Lead, Hemisphere Education
Hemisphere Education is a multiaward-winning brain-training platform improving racial literacy in schools. Yasmina is spearheading Hemisphere’s adoption across the UK. Yasmina previously held senior roles at one of London’s top 10 start-ups, Beam, and Magic Circle law firm Clifford Chance. She has been featured in the BBC and The Lawyer, and has been invited to speak in Parliament. Yasmina also holds several advisory roles, supporting companies and charities with commercialisation, growth and operations strategies. She combines strategic acumen with a commitment to social justice, and is passionate about education’s role in creating a more inclusive society.
To create learning environments in which everyone can thrive, we know that we need to be inclusive.
It is for that reason that our inclusion work needs to be targeted and specific We need to get into the detail, and understand the specific challenges, and actions that we can take, to support students from different ethnic and cultural backgrounds within schools
This is the principal on which Hemisphere operates. Hemisphere is a braintraining platform tools to address disparities in outcome and experience for Black and minority ethnic pupils. The 60-minute CPD focuses on a different demographic each year: children of Black heritage (Year 1), South Asian heritage (Year 2), Chinese heritage (Year 3) and Jewish heritage (Year 4)
Hemisphere’s most recent research focused on the experiences of South Asian pupils in British schools This
This brings us back to the start of this article: it is only by being specific about where the challenges and opportunities are for different pupil groups that you can effect real change If you don’t know what the experiences of South Asian pupils in your school are, how can you improve them?
Hemisphere supports everyone – teachers, support staff, governors and students – to create environments in which everyone can thrive, regardless of background. It provides insights into the specific types of bias experienced by students from different ethnic backgrounds, into how race, class and religion intersect, what schools are doing well, and how you can replicate that success in your own setting.
If you want to find out more about Hemisphere’s multiaward-winning work with schools, book a demo with Yasmina Koné here
hemisphereeducation com
1. Racist incidents against South Asian students are often not taken seriously
51% of students said they'd experienced overt verbal or physical racism by another pupil, and 87% experienced jokes because of their actual or perceived ethnicity, religion or cultural background.
2. 64% of students said differences between South Asian students are not understood
This was particularly in relation to religion. Sikh students in particular felt their religion was not acknowledged or celebrated at school.
Three actions you can take Three further actions you can take
1.Train all staff to confidently handle incidents of racism
Provide practical guidance on what racism sounds like in school and make sure everyone knows how to respond swiftly and effectively, taking a restorative justice approach.
1.Dedicate time for staff to develop their racial awareness, in private
Give staff the opportunity to learn in private before having conversations as a school or a department. It makes it easier to reflect honestly, without fear of judgment.
2. Have a permission strategy
Whatever your role, find out what your policies are on absence for religious festivals, prayer and fasting at school. Make sure your students know what’s possible when it comes to religious observance and why. This alleviates worry among students.
2.Encourage individual accountability
More autonomy leads to greater accountability. Ask staff to identify and commit to specific actions that they will put into practice straight away. For example, getting students’ names right, asking questions instead of making assumptions, or reviewing their curriculum resources. Small steps can make a huge difference.
3. 49% said assumptions were made about their parents or carers based on their actual or presumed ethnicity, religion or culture by teachers and school staff. This includes assumptions about parents’ English competency and cultural preferences as they relate to school life, for example taking part in school residentials
3. Treat people as individuals
This means being open-minded about what each individual can do, what they want to do, where their talents lie, and what’s going on at home. An interaction with one South Asian student does not determine what is likely to happen in a separate interaction with a different South Asian student.
In addition to focusing on the specific experiences of students from different ethnic and cultural backgrounds within your school, there are other things you can implement today to advance your inclusion strategy.
3. Use data to drive change
Take a data-driven approach to tracking progress and making informed decisions. By collecting and analysing data on student outcomes, attendance, engagement by ethnicity, schools can identify gaps and measure the impact of interventions.
Our membership model includes one delegate place at the annual IELA conference which takes place annually in March. In addition, BSA Group and IELA members benefit from a 50% discount for all CPD events.
Find out more via iela.org.uk/membership/
The key ingredients to outstanding inclusion
Sarah Quenault, Deputy Head (Pastoral), Millfield School
What strikes me most about mechanisms for effective inclusion in schools is the premise that plans created around children need to be more complex in response to increasing needs. Research citing best practice for children with special educational needs and disabilities (SEND), neurodiversity and those who require support for mental health concerns can mean schools fall into the trap of feeling anxious about ticking all boxes through inflated expectancies.
Effective inclusion practices in schools are actually very simple. As a teacher, you meet the child where they are when they enter your space, and you make reasonable adjustments in order for them to achieve their potential or beyond. This should be the benchmark for all students. If those adjustments can be pre-empted through student profiles, or a trusted adult intervening to support the child to experience success, then this is the model that we should all be adopting
I believe outstanding inclusion to be centred on high challenge with high support Put no ceiling on the expectations for any
child, despite barriers they may face Lived experiences of the children include consideration of strong trauma-led models which are not about removing expectations and rules around the non-negotiables of school This only serves to make vulnerable children feel more unsafe. For children with an additional need, including social, emotional and mental health concerns, removing basic expectations (believing you are supporting a child to manage adversities more easily), can in fact achieve the opposite; giving the message that they cannot cope in the same way as their peers.
“Put simply, if we dumb down or reduce the curriculum for some students, we only serve to double their existing disadvantages, rather than help them overcome those challenges to achieve in line with their peers ” (Bromley, 2021)
The Covid pandemic is too easily blamed for many evolving societal issues, but there is little doubt that this period put immense strain on our education systems, and themes such as poor ttendance, a lower sense of well-being and self-esteem, greater deprivation and online social media fears surfaced
alongside a backlog of psychiatric and psychological referrals for neurodiversity and other SEND
Schools must react universally and proportionately to increasing needs, maximising opportunities that benefit whole cohorts of children, including those with neurodiversity. It is not sufficient for schools to use excuses such as lengthy wait times for assessments, or disregard a child whose family are not supportive of seeking a diagnosis, despite the child still exhibiting traits or behaviours that may point to a neurodiverse profile
The ‘treat as’ internal approach for schools is a respectful, timely and proactive method of ensuring that every student who shows a need for additional support in any area of their lives, is still considered by way of a support plan to help them navigate areas of need It is also proven that most interventions for children with neurodiversity help all children with their learning.
Millfield is a school of scale and is, by some margin, the largest co-educational boarding school in Europe. Despite this, it may be surprising to some that
Millfield prides itself on knowing every child through guaranteed small class sizes, and a robust and specialist full boarding programme which has inclusion at its heart
At Millfield, we welcome all children who can access and benefit from our varied and forward-thinking curriculum
We celebrate our ‘Millfield Mix’ of backgrounds, skills, abilities and interests and seek to expose the brilliance in every child The vast majority of our student body choose us for the unmatched sporting opportunities we provide and we understand the power of physical activity fostering an equally focused aptitude for academic study.
Our school values encourage the personal goals of being kind, being authentic, being curious and being a positive disruptor for change allowing our students to develop their brilliance. Inclusion sits at the heart of these values as they allow children to forge their own identities in a safe and supportive environment Boarding schools have a special ability to know children in every sphere of their lives We are able to nurture and guide children in a way other schools cannot do as easily, with the privilege of them being in school for weeks at a time At Millfield, we capitalise on those opportunities, and use those trusted adults to create a strong team around every child, while fostering strong relationships with their families and carers.
We provide an environment where neurodiversity is
recognised as a lever for positive change. We are an environment that seeks to be courageous and dynamic; a child receiving a diagnostic assessment should not see that as a pre-determined label that dictates the extent of their future Diversity within a school helps shape a healthier, sustainable and happier future for all students and staff, while allowing every child to thrive
Inclusion at Millfield includes equitable access to opportunities, representation in leadership roles, and fosters an environment where individuals feel safe and empowered to express their ideas, ensuring that everyone’s voice is heard. You see inclusion across many facets including our well-staffed and resourced learning support centre, study support sessions, individualised student profiles and additional 1:1 sessions supporting with all areas of neurodiversity.
Our well-being hub offers both universal and specialist counselling services We have students leading groups for Equality, Diversity and Inclusion, Peer Mentoring, Student Leadership, and Youth Mental Health First Aiders Our vibrant international student community hold regular events and all religious and cultural beliefs and backgrounds are welcomed Our boarding programme fosters a belief of ‘play hard, work hard’ and unlike other schools, our houses remain full at weekends, increasing the sense of belonging and camaraderie amongst our students and staff.
At Millfield, we are streamlining our rewards and behaviour systems to achieve consistency across the whole school. This allows children to be rewarded ‘live’ in any aspect of school life, alongside us being able to react in the event of a child not managing well This active mechanism for reporting encourages a preemptive and supportive community that can intercept and resolve issues
You simply need to meet the child where they are, and inspire them to grow to believe their achievements can be limitless.
Sarah Quenault, Deputy Head (Pastoral), Millfield School
Sarah took up the post of Deputy Head (Pastoral) at Millfield in August 2024. She leads on all pastoral matters, including the safeguarding and wellbeing of Millfield’s boarding and day students. Sarah has 22 years’ experience working in co-ed and all girls, fee-paying selective and Government-led state schools. Sarah was previously Deputy Headteacher at Haute Vallee school in Jersey. She is experienced in all aspects of school leadership, and specialises in inclusion, personal development, welfare, safeguarding, behaviour, SEND and teaching and learning.
A great teacher thinks like a kid but acts like an adult
Student survey by Terronez, 2017
Ethos-based decision making, value-based learning and inclusion
Martin graduated from Cambridge University in 2014 with a PGCE in Secondary Art & Design and began his international journey in education from there. Having worked in Aiglon College in Switzerland, Bangkok Patana School in Thailand, Schule Schloss Salem in Germany and now happily back in the UK at Pocklington School, Martin has a variety of experience in both education and boarding. He utilises this experience along with his recently completed BSA Masters in Residential Education at the University of Buckingham to enrich the lives of his boarders and inform his boarding practice.
My journey through education has been one of multiculturalism, interculturalism, ethos driven decision making and value-based learning.
A journey such as this has its fair share of triumphs and tribulations, with the former being the majority, I am proud
to say. However, the nature of this text is to address the latter, how they were tackled and how I found myself in a position to foster inclusion through ethos-driven decision making and value-based learning I will draw upon past examples of being a Houseparent to boys in different international boarding schools where high levels of inclusivity were achieved in multicultural environments and discuss what may have facilitated these outcomes
I hope you, the reader, has had the experience of working in an educational institute with a strong ethos that uses it to inform every stage of decision making. Such ethos-driven institutes often go hand in hand with a holistic approach to education. Adding boarding into this dynamic allows for greater interpretation and variation of this ethos with the end goal being the same.
Throughout my experience, I have found working towards a common goal a key contributing factor in achieving inclusion and combatting potentially negative behaviour The common goal must reflect the school’s overall ethos and aim but have a degree of interpretation and personalisation to increase the odds of it being accepted by the students Student voice, constant reviewing and
refining as well as complete accountability from all parties involved is key in making this a success.
When this is achieved, which may take some time, it is a truly wonderful experience Speaking from experience, the boys under my care would exist as usual and continue to have similar friend groups but, would begin challenging one another in non-confrontational ways on how their actions and words were not meeting the ethos they are aiming to achieve Toxic masculinity traits were challenged by myself and my students as it was important to not allow this ethos driven decision making become too fraternal. This required constant reflection on my part as the figurehead of this approach and an openness to accept and act upon criticism from the students.
A
sense of collectivism whilst still retaining individuality and cultural identity
Benefits from this type of ethos-driven inclusivity was the students that were often more reserved or hesitant to
Martin Devine, Houseparent, Pocklington School
involve themselves, became visibly more involved through encouragement from their fellow students and the common idea of we are all in this together to achieve this ethos. This approach brought about change in the thinking of my students and helped promote a sense of collectivism whilst still retaining their individuality and cultural identity
This ethos-driven approach to promote inclusion I found reminiscent of Hofstede’s (1993) ‘Cultural Dimensions Theory’, which allows for the involvement and existence of different cultures within a working environment and development of a universally working theory of existence and contribution towards the common goal. The boarding house can be likened to a business of sorts where we are all working together to achieve what is best for the business and in order to achieve that we
It takes time to learn the different patterns, beliefs, languages, values and customs of different groups
must believe in the business whilst feeling a part of the business. There is no room for harassment or toxic behaviour in a business and utilising Hofstede’s research on Cultural Dimensions Theory proved very useful in what could be described as a positive and engaging workplace where communication, discussion and accountability were important aspects of ‘the job’
However, due to living in such multicultural environments, this makes achieving cultural competency within the boarding community somewhat difficult as it takes time to learn the different patterns, beliefs, languages, values and customs of different groups.
Additionally, this makes achieving cultural fluency even more difficult as there is simply not enough time for every student to fully learn each other’s cultural uniqueness. It is the same for the Houseparent. However, to achieve inclusion, is cultural competency and fluency necessary? Is there a way to achieve inclusion without the deep diving into every different culture our students hail from?
This was an important question to consider as I wanted my students to understand and feel their cultures were important and that they had the freedom to embody their cultural traits within the scope of the school’s ethos and policies This is where I discovered the concept of cultural humility which essentially empowers those in their culture to be the experts on their culture. When creating the ethos-driven approach in the boarding houses, it was mportant that the students ad the opportunities to scuss their cultural values and ssess them against the clusive ethos we were aiming achieve. It was important udents were aware that their alues were being considered hen building our inclusive hos and that we were aiming create a subjective list of ehaviour, thinking and, xpectations within our oarding community This took e form of workshops and everal whole house scussions
It was important my students knew that our inclusive ethos was not stationary either, and that it will shift and change just like our community changes as different cultural practices, values and opinions are considered. The goal of achieving the school’s ethos stayed the same throughout but the journey there was a constantly shifting pathway.
Some may consider this lack of in-depth understanding of a student’s culture concerning but the reality is that culture is elusive and capricious The true eccentricities can be touched upon but never fully understood so I beg the question, “Is in-depth cultural knowledge of each of our students necessary in pursuing if our aim is to achieve an inclusion community?” Is it better to facilitate cultural humility that facilities openness amongst our students by creating a platform for cultural values to be voiced and considered whilst aiming to achieve the inclusive ethos of the boarding house? I would claim this approach accepts cultural humility is a lifelong learning process whereas aiming to be competent in all the cultures of your boarders suggests a definitive end to that process. Once one feels competent regarding a culture then they may feel the need to stop learning
One boarding house I had the pleasure of being the Housemaster of had many students with their place of birth originating elsewhere from where the school was situated You could confidently say this met the criteria for a
multicultural environment. However, it became apparent my students were merely coexisting with one another. Genuine interactions were minimal. My aim was to transcend this to achieve interculturism, where different cultures are interacting and communicating with each other. I found the collective inclusive ethos we would strive for as a boarding house an incredibly effective way at promoting genuine interactions and discussions Different cultural lenses and values became topics of discussion, and a great sense of camaraderie and value-based learning took centre stage at the decision making and actions of our house
However, some boarding schools in the UK and further afield have many students originating from one or two Asian countries such as Hong Kong or China. Therefore, the idea of multiculturalism is not as easily achieved. I have stated that my approach to inclusivity worked well when there were several different cultures working together to achieve something they all agree upon. My boarding experience focused mostly on students originating from western hemisphere countries.
What happens when there is no longer a variety of cultures to draw from? Is cultural humility he correct approach? If the students originating from Asia are the experts, are we facilitating enough opportunities for them to help us learn their cultural values and standards? Will ethosbased decision making and
value-based learning still prove useful if creating an inclusive environment is the goal? Is this approach a desirable outcome from a western perspective? What defines an inclusive environment to a student from Asia? How does toxic masculinity differ in Asia than in the UK or Europe, for example?
I believe it is important we find the answers to these questions and involve our Asian students in the process. Striving for an inclusive community in our boarding houses is important and it is important that we aim for this inclusivity to expand beyond our houses and schools and into the greater community. However, in order to do this, I believe further research is required.
Different cultural lenses and values became topics of discussion, and a great sense of camaraderie and value-based learning took centre stage
Intersectionality in education, feminism and anti-racism work
Rebekah Hayward, Inclusion Consultant
In staffrooms and training sessions across the education sector, intersectionality has become a familiar term. From policies to curriculum planning meetings, we hear it used frequently Schools and organisations claim to take an intersectional approach to equity and inclusion, but what does the term really mean?
Intersectionality has become a buzzword used to signal meaningful inclusion but is often used in a performative nature and misunderstood. The term is incorrectly used to discuss a wide range of identities. Using the term to describe identities that hold much privilege, such as a white, straight, non-disabled middleclass male, is incorrect. When the term intersectionality is used in contexts like this, it becomes misconstrued and loses power.
So, what exactly is intersectionality? Coined by legal scholar Kimberle Crenshaw in 1989, intersectionality was originally developed to critique the limitations of the law in addressing the lived
experiences of Black women. Kimberle Crenshaw showed how Black women faced unique forms of oppression that weren’t fully understood by frameworks that considered racism or sexism in isolation. Intersectionality is not just about identity It’s about how structures of power interlock, how ableism, racism, sexism, homophobia, classism, and more meet to create unique barriers of discrimination for people who exist at these intersections
Looking at this through an education lens as teachers and educators, we must not only acknowledge that a student is Black, or disabled, or from the LGBTQ+ community, but we must take the time to understand how those overlapping realities shape their experience in an education system that was not built for them. Anti-racism and intersectionality are inseparable. You cannot address racism in education without acknowledging how race interacts with disability, gender identity, class, sexuality, and more. When schools commit to anti-racist practice but fail to address the compounded racism experienced by Black LGBTQ+
or disabled pupils, they reinforce a narrow, limited vision of equity. If your antiracism work uplifts only the most privileged within minoritised groups, it risks excluding those who are further marginalised, and in doing so, it reinforces the very inequality it seeks to address
Anti-racism and intersectionality are inseparable
For example, let’s think about a school that is proud of its anti-racist stance It has antiracism policies, it holds workshops, and it celebrates Black History all year round. But what happens when a Black student with autism is repeatedly excluded for challenging behaviour? Or when a gay, Black, Muslim student finds that their experiences are left out of representation within the curriculum or PSHE lessons about relationships? This is the reality for many students who are part of multiple marginalised groups which face discrimination.
When schools talk about intersectionality but fail to consider how systems of oppression overlap, this is performative inclusion. To make inclusion work meaningfully and long-term, we must analyse how power and privilege work, and how certain identities benefit and are granted more access – and how some are penalised more harshly, listened to less, or made invisible altogether
Intersectionality demands accountability and an understanding of how our own institutions perpetuate harm for those existing with multiple marginalised identities It asks us to sit with discomfort. To recognise when our policies fail the minority within our settings.
Intersectionality requires educators to reflect on their own position. A white LGBTQ+ teacher may face homophobia but still benefit from white privilege. A male, Muslim teacher may face Islamophobia but still be afforded male privilege. For pupils, their multiple identities can affect their learning experience if not properly understood For example, a Black girl who is autistic might experience teachers interpreting her communication style as rudeness or defiance A trans
boy who uses a wheelchair may be repeatedly misgendered because staff reduce him to his disability first and ignore his gender identity Each layer adds not only to the experience of exclusion but to the intensity and frequency of harm These experiences of structural inequality are worsened by the structures and systems we have in place within our own schools and educational settings, if they ignore how these layers of identity are steeped in compounded discrimination
Ensure all gender equity work considers race, disability, class and the LGBTQ+ community
In education, we must also teach feminism through an intersectional lens, not just through the white western experience. Schools must ensure all gender equity work considers race, disability, class, and the LGBTQ+ community, and avoid ideology that assumes all women and girls face the same barriers. Much of mainstream feminism has historically centred white, middle-class, able-bodied, cisgender women. This has led to the erasure of Black and Brown women’s experiences, ignoring trans and nonbinary identities and the silencing of
inequality are worsened by the structures and systems we have in place within our own schools and educational settings, if they ignore how disabled, poor, or immigrant voices as it uses a one-size-fitsall approach to gender equity This form of feminism fails women and girls with multiple marginalised identities and often upholds the very systems that cause harm, such as racism, hetero norms and ableism A truly intersectional approach to feminism acknowledges that not all women and girls experience oppression in the same way It recognises Black liberation, disability justice, trans rights, and economic equity as feminist issues and includes voices from women with multiple marginalised experiences and centres the experiences of those most impacted by multiple systems of oppression.
To make positive change in our schools and approach intersectionality in a meaningful way, we must collect and disaggregate data to find out who’s being excluded and examine how outcomes differ
We must actively challenge whiteness, ableism, heteronormativity, gender ideals and the patriarchy to truly see a change
when multiple marginalised identities combine. We must think about which voices we are centring and whose stories are being told, and truly prioritise intersectionality. We must listen to marginalised voices who sit at these intersections and understand their experiences and use them to shape our policies, and equity and inclusion work We must actively challenge whiteness, ableism, heteronormativity, gender ideals and the patriarchy to truly see a change
Remember, intersectionality is a tool for liberation which
allows us to acknowledge and address how multiple systems of power and privilege operate together to create additional layers of discrimination As educators, it is our duty to foster environments where every student feels seen and valued in the entirety of their identities That means moving beyond performance into practice and recognising that intersectionality isn’t an inclusion word that should be thrown around lightly, but a term that needs to be fully understood to really break down the barriers that affect those with multiple marginalised identities.
Rebekah Hayward, Inclusion Consultant
Rebekah is an experienced equity, diversity and inclusion consultant who has worked with IELA since 2023. She holds a Masters in Education: International Development and Social Justice and a CMI level 7 qualification in Strategic Approaches to EDI. She is the co-founder of Increasing Black Representation, a student mentoring scheme, and the founder of The Inclusion Edit. Rebekah previously worked in ed tech leading on EDI and strategy. She has also worked with IESE on EDI projects and resources. Rebekah is a qualified primary school teacher with first-hand experience creating diverse curricula, developing EDI policy and driving lasting, meaningful change.
Staff wellbeing
With over 60 different nationalities within the staff and student community as part of Team QE at Queen Ethelburga’s Collegiate, inclusion and equality are equally important aspects of how we ensure wellbeing within all adults, as well as children, in our community.
Claire
Slack, Head of HR, Queen Ethelburga's Collegiate
Claire is an experienced senior leader specialising in HR and business management, with a passion for organisational culture, staff wellbeing and engagement. Claire holds a Masters Degree focused on strategic management and organisational development. She is CIPD qualified and currently studying for a Diploma in Mental Health Culture Change.
Group and a proactive Health & Wellbeing Group who have introduced mindfulness breaktime sessions, lunchtime yoga classes, morning spin classes, tutored gym sessions and organised blood pressure and cholesterol checks
The QE Carers Group allows carers to come together for a cup of tea and a chat.
The key components of our approach to staff wellbeing are formed around three key touchpoints: focus group, coffee mornings, and a varied series of wellbeing initiatives –all led through the QE HR team 13 Wellbeing Champions have been trained to level 3 in Mental Health First Aid, from a range of departments across QE An annual staff questionnaire, and in further detail a staff wellbeing questionnaire, generate an open opportunity for staff to feedback and offer suggestions towards things they would like to participate in to support their wellbeing at work. This has led to new opportunities such as a Menopause Café, Carers
The QE Carers Group was set up to allow anyone who is a carer out of work for a loved one or friend, together for a cup of tea and a chat The group can find out how to support each other whilst you support the ones you care about. With regards to the menopause, we are actively addressing these topics to help support our staff through these times and increasing awareness. Plus we have placed great emphasis that this group isn’t just for our female staff; we have encouraged men to come along to understand more on how to support their wife/partner, widening the net of the staff support. At any time, staff can email new ideas to a shared inbox so the channels of communication remain open for feedback
The appointment of a dedicated EDI Officer, who spends 50% of her time with the student wellbeing team and 50% with HR, allows a holistic approach to equality, diversity and inclusion within the Team QE community. From a student perspective, the role supports the delivery of five whole school awareness weeks, coordinating a group of student Equity Ambassadors and delivers regular cultural awareness sessions for students From a staff point of view, the role supports regular staff training on EDI policy and underpins an environment where a diverse culture is embraced, with understanding and tolerance This holistic approach to EDI across both aspects of our community within one role at QE ensures staff feel represented, respected and connected to the wider student community.
Staff feel represented, respected and connected to the wider student community
Alongside the initiatives that underpin the day-to-day environment for QE staff, there is a calendar of celebrations, which raise awareness, profile and engagement opportunities across a number of different
topics. Men’s mental health has been highlighted through the invitation of an Andy’s Man Club representative holding a session on the QE campus; staff ‘Wear it Green’ for the Mental Health Foundation and wellbeing walks are encouraged around the campus ‘Daily Mile’ route.
What’s important at QE is creating a real community feel, and this extends to creating healthy competition with staff sport matches, and fun
competitions on marked occasions such as Yorkshire Day, when it isn’t unusual to see staff members racing in the Yorkshire Pudding and spoon race! Our overall aim is to foster an environment where staff feel their wellbeing is valued and create an environment where staff feel supported and happy at work
The girls are doing fine... aren’t they?
Gaelle Sullivan MTIOB, Director of Research, Inclusion and IELA, BSA Group
In UK education, girls' academic achievements are often celebrated as a success story.
Compared to boys, girls are less likely to be excluded, more likely to pass exams, and more frequently represented among highattaining students Thriving and ‘doing fine’ goes far beyond achieving academic success And it can deflect attention from deeper, more complex experiences of stress, invisibility, identity. It ignores the realities of girls from minoritised backgrounds, whose experiences of gender are compounded by race and cultural expectations
Inclusion for all, including girls, requires the presence of voice, agency, and psychological safety
The ‘good girl’ archetype –quiet, compliant, polite, high-performing – is often rewarded and reinforced in schools. Girls who conform to these expectations are praised for being mature and focused. While such traits may appear desirable in a classroom, this external compliance can mask internal distress.
This stereotype limits girls’ freedom to express confusion, make mistakes, or display behaviours outside a narrow emotional range In doing so, it discourages risk-taking and inhibits psychological safety, the belief that one can show up authentically without fear of judgment or repercussion (Edmondson, 1999) When girls internalise the need to be perfect, they may avoid speaking up in class, resist asking for help, and suppress signs of struggle, lest they break
from the good girl image that has earned them approval.
High-achieving girls, in particular, often bear the brunt of this. Their success becomes part of their identity, and with it comes the pressure to maintain flawless performance. Unlike their louder or more obviously distressed peers, it might take longer for these girls to be flagged for intervention or pastoral support Their silence might be misread as satisfaction, their diligence as ease We may see some girls reach crisis point before any outwardly signs of distress
The ‘good girl’ archetype is often rewarded and reinforced in schools
When dealing with behaviour incidents or friendship issues, this often manifests itself in lying to protect the good girl image as highlighted in Andrew Hampton’s When Girls Fall Out
Psychological safety describes the conditions under which individuals feel safe to take interpersonal risks, voice uncertainties, and admit vulnerabilities without fear of embarrassment or punishment In the classroom, it is the difference between asking a 'silly’ question and staying silent; between challenging an idea and self-censoring for fear of judgment.
Girls’ perceived success can come at the cost of this safety. A culture with a strong emphasis on perfection and high attainment may inadvertently create environments where girls cannot show up authentically Girls may become adept at masking anxiety and self-doubt behind achievement, a phenomenon reported across mental health studies and confirmed by youth voice surveys (Girlguiding UK, 2023)
Moreover, girls report higher levels of anxiety, self-harm, and depression than boys, despite performing better academically (Children’s
Society, 2022). Systems which are over-reliant on academic data and behaviour logs might miss the bigger wellbeing picture and the nuanced internal struggles that girls, particularly those aspiring to meet perfectionist standards, experience daily
While all girls navigate the constraints of gender expectations, girls from minoritised ethnic backgrounds often experience an added burden: the need to negotiate racialised stereotypes and cultural misrecognition. Research suggests that Black girls are more likely to be perceived as “aggressive” or “loud” and less likely to receive pastoral care interventions (Race Equality Foundation, 2022). Simultaneously, they may be adultified and viewed as more emotionally resilient or responsible than they are.
This leads to gaps in support and protection as highlighted in the 2022 Child Q Serious Case Review.
Asian girls, too, often face cultural expectations that are often misunderstood When a South Asian girl is quiet, for example, staff may attribute this to cultural passivity rather than anxiety, fear of speaking out, or low psychological safety Girls from minoritised ethnic backgrounds are often both hyper-visible (in cases of perceived non-conformity) and invisible (in student leadership, curriculum representation, or safeguarding referral pathways). This ‘invisibility loop’ contributes to perpetuating systemic inequities that restrict voice, recognition, and belonging.
Despite these challenges, minority ethnic girls are rarely centred in discussions
of inclusion or attainment. They are instead collapsed into broad BAME categories where differences are erased or overlooked entirely due to a persistent assumption that their silence means they are coping and/or compliant
While many safeguarding protocols are rightly focused on overt risk indicators; there is growing awareness of, and concern for, the gendered and digital threats that increasingly shape the lives of girls. In particular, the rise in misogynistic online content, the normalisation of sexual harassment, and the pressure to conform to harmful ideals are placing girls at increasing psychological and physical risk.
Misogynistic ideology widely consumed by school-age boys is reflected in peer interactions Many girls report feeling unsafe in mixed-gender spaces and face dismissive responses when they express discomfort or even abuse as noted in the 2021 Ofsted review
Alongside this, girls are disproportionately impacted by image-based abuse as seen in the rise of AI deepfake pornography They also experience abusive and coercive messaging, as well as significant pressure to present a curated and perfect online identity The internalisation of these pressures may result in anxiety, fear of judgement, and diminished psychological safety, particularly for girls who face intersecting layers of fetishisation, adultification, racism, and invisibility online.
Although reports like Everyone’s Invited (2021) and Ofsted’s 2021 review of peer-on-peer sexual harassment raised urgent calls for change, the cultural and intersectional lens of safeguarding remains an area to be developed and improved Many staff are still ill-equipped to tackle the hidden and often normalised nature of these harms
Inclusion strategies need to go beyond surface metrics This starts with recognising
Silence can be a signal of exclusion, not contentment
that voice is not always loud, and that silence can be a signal of exclusion, not contentment. Educators should be trained to interpret quietness critically and compassionately, resisting the temptation to equate compliance with wellbeing.
Practically, this includes:
Questioning participation and engagement: using anonymous polls, rotating questioning, and small-group formats to ensure equitable voice
Embedding psychological safety: normalising mistakes, encouraging emotional openness, and modelling vulnerability from the top down Diversifying leadership opportunities: rethinking who is encouraged to lead, mentor, or represent the school, ensuring girls of all identities are included
Racial and gender literacy training for staff: equipping educators to interrogate their own assumptions and identify hidden inequalities in safeguarding, pastoral care, and academic recognition
These strategies must be backed by systemic reflection: who gets noticed, praised, or supported and who does not?
The assumption that girls are ‘doing fine’ is not only misleading, but it may also indeed become a barrier to inclusion Girls do not need to be rescued from success, but they do need freedom from the silent pressures it often hides They deserve to be known not just for their grades, but for their full, complex, and evolving selves Only then can we create school environments that centre voice, value authenticity, and foster the psychological safety necessary for them to truly thrive.
References
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. Stanford Law Review, 43(6), 1241–1299
Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams.
Administrative Science Quarterly, 44(2), 350–383
Francis, B , & Skelton, C (2005) Reassessing Gender and Achievement: Questioning
Contemporary Key Debates Routledge Girlguiding UK (2023) Girls’ Attitudes Survey Retrieved from https://www girlguiding o rg uk
Race Equality Foundation. (2022). Addressing the Overlooked: Girls of Colour and School Wellbeing. Retrieved from https://raceequalityfoun dation.org.uk
The Children’s Society. (2022). The Good Childhood Report. Retrieved from https://www.childrensso ciety.org.uk
Ofsted. (2021). Review of Sexual Abuse in Schools and Colleges. Retrieved from https://www.gov.uk/gove rnment/publications/revi ew-of-sexual-abuse-inschools-and-colleges Everyone’s Invited (2021) School
Submissions Archive
Retrieved from https://www everyonesin vited uk
Gaelle Sullivan MTIOB, Director of Research, Inclusion and IELA, BSA Group
Gaelle joined BSA Group in January 2023. She is an experienced senior leader and has worked in a range of state and independent schools. She is a qualified SENCO and holds a Masters in Inclusive Education. Prior to joining BSA Group, Gaelle was Deputy Head Pastoral, DSL and Head of Boarding at an all-girls independent school in the South-East. She is a trustee at a leading independent boarding school.
Why teacher education needs to focus on inclusion
Professor Geraldene Codina, Professor of Inclusion and Special Educational Needs and Disability (ISEND), University of Derby
Geraldene leads the University of Derby's ISEND Research Cluster. She focusses on inclusion as a human rights issue related to social justice, working with international and national government departments, Local Authorities, nasen Whole School SEND, SDSA, multi-academy trusts, schools, Headteachers, SENCOs and teachers. Previously Geraldene taught Initial Teacher Education (ITE) students (PGCE and BA) and worked as the Head of Quality for a university Faculty of Education, Health and Social Care. Prior to working in Higher Education, she worked as a Senior Leader, SENCO and school teacher.
Dr Beth Holmes, Senior Lecturer in Initial Teacher Education, University of Derby
Beth brings a wealth of experience to programmes involving elements of education, heritage and community. As founder of The Bigger Picture Coaching, Beth supports school leaders to authentically realise their educational values. As an experienced lecturer[NP1] , teacher and SENCO, educational leader and volunteer manager, coupled with working with vulnerable or disadvantaged members of the community, she consults on alternative education programmes, helps develop heritage education projects, and supports schools with their SEND provision development.
Dr Wendy Conrad, Lecturer in Special Educational Needs and Disability, University of Derby
Wendy works with both undergraduate students on the BA Special Educational Needs and Disability and postgraduate students on the MA (SEND pathway). She teaches across a variety of modules with a particular focus on inclusion and inclusive strategies, social emotional and mental health and global aspects and issues. Her research interests are currently Families of Sanctuary and SEND. She is a member of the Chartered College of Teachers (FCCT) and holds a PGCEHE and an MA in Education from the University of Derby.
Teaching is more than delivering lessons – it’s about shaping minds, fostering curiosity, and ensuring every student can thrive.
While some learners appear to grasp new concepts effortlessly, learning is, in reality, a complex process for all students. It involves refining ideas, collaborating with others, making mistakes, and reflecting on ways forward. How successfully students engage with learning and school, is often determined by how inclusive and engaging their learning environment is and whether it fosters their sense of belonging and meets their needs
Across the world, issues pertaining to equality, diversity, inclusion, migration, sexual orientation, and gender, including how to be male in 2025, are much debated and frequently feature in the daily news cycle. Looking ahead to schooling in the second quarter of the 21 century, teaching approaches and schools need to respond to these debates, ensuring that learners gain both a sense of their own identity and an appreciation for diversity. Inclusive education seeks to address these debates and challenges and works to ensure that learners feel valued, have a sense of belonging in school, and are st
supported to achieve their best outcomes. Inclusion goes beyond merely integrating students with disabilities or diverse backgrounds into mainstream schools and classrooms It is about creating an environment where barriers are removed and diversity embraced This requires culturally responsive practices, decolonised curricula, affirming classroom environments, adaptive teaching strategies, and a strong understanding of equality and equity – two concepts that are often confused.
Equality ensures that all students have equal rights and opportunities. Equity recognises and responds to students’ individual needs; for example, through the removal of barriers and the making of reasonable adjustments.
An inclusive approach embraces both concepts, ensuring that all learners can excel
has identified a number of key themes that are usefully embedded in teacher education programmes:
Learner-centred practice: embeds approaches which centralise learners' voices as the basis for developing more inclusive and responsive practice Inclusive teaching strategies: approaches such as Universal Design for Learning (UDL) and adaptive teaching help remove barriers and support diverse learners Cultural competency: educators focus on creating classrooms that appreciate and value beliefs and practices from diverse cultures. Addressing bias: implicit biases can unintentionally shape teaching practices; approaches which identify and mitigate bias promote higher levels of inclusion.
Refine ideas, collaborate, make mistakes and reflect.
Teacher education plays a pivotal role in fostering inclusive classrooms Over recent decades, research
A common misconception about inclusive teaching is that educators can adopt an evidence-based strategy and ‘plug and play’ it in their classroom But inclusion isn’t a one-size-fits-all method –it’s a dynamic and evolving process that requires continuous adaptation Teachers need to listen to the children in their classrooms, understand their unique needs, and remain flexible as those needs change. What works
for one group of students may not work for another, and even within the same class, students' needs can shift throughout the year, term, week, and even the day
Effective inclusion is about responsiveness. It requires teachers to observe, assess, and adjust their strategies to create an environment where every learner is supported.
Etienne Wenger defines communities of practice as groups of individuals who share a concern or passion for a topic and learn how to improve through regular interaction. These communities encourage collective learning, allowing educators to exchange ideas, refine their strategies, and support one another in developing inclusive teaching methods
Successful inclusion thrives in these environments because educators collaborate, share experiences, and adapt their approaches based on impact.
One powerful way to cultivate a community of practice is through Action Research a structured, reflective cycle that helps educators continuously improve their methods Codina and Robinson describe Action Research as a four-step process:
Study: Identify areas for development and review relevant research
Plan: Design strategies that address inclusivity
Do: Implement actions in the classroom
Review: Reflect on impact and outcomes, analyse data, and refine practices
Through Action Research, educators gain support from their peers, exchange successes and challenges, and collectively enhance their ability to create inclusive learning environments
Inclusion is not just about providing resources; it’s about actively listening to students When learners feel heard, their confidence and engagement grow, leading to improved educational outcomes.
information is printed on one side of a paper with the exam questions on the reverse The challenge for this student arises from cognitive overload – not being able to hold onto the key information and the exam questions simultaneously. As Eliot Eisner so aptly said, there is nothing as slippery as a thought! Strategies for holding onto an idea are often central to removing barriers and enhancing inclusion.
Through reflective conversations, educators can uncover such challenges and make simple yet impactful adjustments, such as providing photocopies that display both information and questions side by side Further, tools like highlighters and sticky notes can help students annotate key details, reducing cognitive overload
Where learners feel heard, their confidence and engagement grow, leading to improved educational outcomes
A simple but impactful example illustrates this point: a student struggling with an exam paper may not be facing challenges with understanding the subject, but instead could be encountering a practical barrier, such as an exam format where key
These small but meaningful adjustments do more than remove barriers; they signal to students that their voices matter. Over time, such practices reinforce learners’ academic identity and self-efficacy, empowering them to navigate challenges independently.
Inclusion is not just about adjustments for individual students; it’s about fostering a learning environment where accessibility and responsiveness are embedded into everyday
teaching. Many strategies initially introduced to support one learner gradually, over time, evolve into practices that benefit all learners
For example, a simple modification such as providing additional visual aids or structured resources for one student might later become a standard classroom practice, helping all students engage with the material more effectively. Or the decolonisation of the history curriculum might lead to a broader focus on decolonisation across all subjects and a review of available literature in the school library
By recognising the value of these inclusive education
practices, educators can broaden and deepen their inclusive school culture, such that reactive adjustments are minimised in favour of strategizing inclusive change
Inclusion is more than a teaching method it is a mindset that transforms education Equipping
teachers with the necessary skills and strategies to embed inclusion will ensure that schools in the second quarter of the 21st century lead the diversity narrative and equip learners to challenge discrimination in all forms
What’s on
SEP 10 Update your SEND and EDI-related policies
SEP 18 Cultural competence
SEP 24 Lunchtime forum: EDI roundtable *FREE FOR MEMBERS*
OCT 6 Understanding intersectionality and race
OCT 8
SEN funding: how to challenge local authorities and improve chances of adequate EHCP/SEN funding for boarding schools
NOV 11 Fostering psychological safety for all
NOV 28 Supporting Neurodivergence in your setting
DEC 1 Accessibility in focus
DEC 4
Understanding executive functioning skills: supporting boarders with life management, emotions and goals
DEC 9 Mitigating unconscious bias
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Committed to
The BRIDGE Standard is awarded to schools demonstrating commitment to excellent EDI provision.
Available to any IELA member school, day or boarding, the BRIDGE Standard involves a comprehensive review of key policies, an on-site audit and a bespoke report highlighting areas for development (if appropriate).
Find out how your school can gain accreditation for commitment to inclusivity via iela.org.uk/bridge-standard/
