VIEWS & OPINION Why many more need to


embrace diversity Comment by ERNEST JENAVS, CEO of Edurio


We recently released the findings of our review on equality, diversity and inclusion (EDI) amongst school staff with over 16,500 school staff sharing their perspective. It is a fascinating snapshot of how school leaders and staff feel about EDI. Overall, the majority of staff feel that


their workplace is committed to EDI. And yet, we discovered a perception gap where those with a Minority Ethnic background, with a disability or with another protected characteristic, were less convinced. Many also felt their school lacked diversity amongst staff and in particular, school leadership teams. The report found that less than half of staff feel that their workplace is


diverse. This varies significantly between regions. Staff in London and West Midlands reported the highest levels of diversity; staff in the South West the least. And it appears that the higher we look, the less diverse we get. Only 28 per cent of staff surveyed felt that their leadership team was diverse. Just over a third of the respondents believe that their school staff


diversity reflects their student population. My team and I work on understanding the experiences of students, staff and parents in schools.


We know how students can benefit by having a role model; someone they can identify with. But our study shows that there is a real discrepancy between school staff and its student population. It must be addressed if we are to create an environment in which every member of staff and every student can survive and thrive. The first step towards a diverse staff body is the school’s commitment


to EDI. The difference we discovered in the perception between various staff member groups indicates that there is more work to be done. Take ethnicity and disability. Only 69 per cent of Minority Ethnic staff feel that their workplace is committed to EDI, compared to 83 per cent of White British/Irish staff. For disability, the split is 71 per cent of disabled staff versus 81 per cent of staff without a disability.


Leaders are more positive about their school’s EDI performance than their staff. The report shows that 90 per cent of leaders believe their school is committed to EDI compared to 78 per cent of those without a leadership position. This clearly illustrates the importance of having a clear communication strategy and making sure every member of staff can have their say. The tools for change sit first with the school leadership teams. They can


and must create psychologically safe spaces for all staff. They can and must ensure staff views are heard. They can and must consider how well their current policies support recruitment and career advancement for all staff. Change starts when we truly listen and react. More than 16,500


members of staff have had their say. Now it is up for us to let them know they have been heard. The report can be found at:.https://home.edurio.com/edi-report


Top tips for building on skills learnt in lockdown


Comment by FLEUR SEXTON, Managing Director, PET-Xi Training


The past year and a half has been difficult for all sections of society, but there are some rays of brightness emerging from the gloom, one of which is that young people are learning skills as a result of lockdown that will serve them well for the future. Here are the most important.


• Resilience The modern ‘super-power’ that everyone needs - the ability to be flexible and adapt to change - uncertainty is now a certainty in life.


• Time management Without the usual structure of the school day and having to negotiate for resources, shared digital devices and limited connectivity at home – students have planned their own days.


• Troubleshooting Navigating new learning platforms, resolving problems along the way – students have managed to find ways to upload work, communicate with their teachers and peers and sit exams online.


• Emotional intelligence It’s been a tough ride - schools and social services have done all they can to support young people, but it has been so different being remote without the normal channels and hands on approach. Young people have


been looking out for each other, being aware of signs of depression and anxiety and helping their peers get back on their feet.


• Stress management Students have recognised the importance of wellbeing and taken time to be more reflective – process negative thoughts and feelings and deal with them, making the most of remote communication and finding ways to express themselves using tech as a tool.


So what do teachers need to do? Teachers need to recognise and build on these skills – celebrate their students’ achievements over lockdown. There’s pressure to ‘catch-up’ with the academics – maths and English – which is important, but establishing where students are emotionally and how resilient they feel is vital. We do not always know what stresses they have coped with over the past months. Year 10 and 11 especially need this acknowledgement with the added pressures they are under. They all need stability first with an holistic approach before they tackle academic work. Not all students will be in the same situation - for some academic catch-


up can be the focus - but all students need to continue building confidence and resilience. Team challenges build these skills alongside communication and collaboration – it’s very different to online - and it’s fun. Most young people will relish being back with their peers and teachers and having more structure to their day - make it exciting and enjoyable. Teachers need the autonomy to do that. Make the most of students’ newly acquired IT skills. Blended learning


can offer access for disabled students, give more time for students who need to consolidate their learning, and keep students with behavioural issues involved via Zoom without disrupting the class. Broaden their horizons – continue to develop their online collaboration


and communication skills – consider partnering with schools internationally. Use technology to enable students to participate in choir or orchestra or interview role models for work experience etc – the virtual world can open up new opportunities beyond students own ideas of ‘who they are’ and ‘who they can be’.


July/August 2021


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