Our education system is strongest when every teacher, leader and student can see themselves represented — and can thrive. This series shares the lived experiences of teachers and leaders from underrepresented groups across schools and further education. Their stories are motivating and deeply human: they celebrate successes, confront challenges, and offer practical insight drawn from real journeys through the profession.
By amplifying these voices, we aim to inspire those already working in education, support the sharing of meaningful best practice, and encourage others to join a profession that needs — and values — them. The DfE is committed to building a diverse, representative workforce where everyone belongs. These case studies show what that can look like in action.
Background and career path
I’ve always known I wanted to be a teacher. In 2005, I completed a PGCE in Citizenship and began teaching PSHE, RE, and Citizenship at KS3/4. Working with Year 10 and 11 students who struggled to access mainstream education led me to develop alternative curriculum pathways, including partnerships with the Prince’s Trust.
That experience ignited my commitment to supporting vulnerable and challenging pupils and eventually guided me to a Humanities teaching role at a Pupil Referral Unit (PRU) in West London. Working in a PRU changed my life. It taught me that leadership isn’t about being in charge — it’s about breaking barriers and building relationships. Relational leadership is essential.
After my first maternity leave, I was promoted to Assistant Head, overseeing safeguarding, inclusion, and SEND. I expanded outreach into primary schools across Cambridgeshire, responding to a concerning rise in suspensions among younger children. I worked closely with primary headteachers and SENCOs, supporting them with strategies for children and meeting families to develop personalised plans.
After the birth of my second child, I sought a role closer to home and became Deputy Head at a SEND primary school — a move I describe as transformative. It was phenomenal to witness the power of alternative and special education and the impact it can have on children’s lives.
During the COVID-19 pandemic, I transitioned to Deputy Head at a mainstream primary school, leading on behaviour, attendance, and SEND. My expertise from previous roles enriched the school’s inclusive practices. In 2023, I stepped into headship at Springfield Primary in Kempston — a role I call the best thing I’ve ever done, one that has perfectly aligned on my career journey.
School culture and representation
As a Black woman in leadership, I’m passionate about creating a school culture that celebrates diversity and fosters belonging. My presence as Headteacher is a powerful symbol for pupils and families. You can be Black, female, and a headteacher.
I’ll never forget a parent saying, “It’s about time we had someone who looked like you.” That moment reinforced the importance of representation in leadership. I believe in teaching resilience and empowering children to dream big. It’s vital that pupils see a representative workforce – they need to know that whatever they aspire to be, they can achieve it.
Balancing parenthood and leadership
My leadership journey has been shaped by my experience as a mother. After my second maternity leave, I embraced a Deputy Head role, modelling work-life balance and encouraging staff to prioritise family without compromising ambition. I learnt that having an approachable and understanding leadership team is so important. Therefore, in my role as Headteacher, my door is always open.
Because my second maternity leave was more challenging, due to commuting and a lack of belonging in my new role, it led me to reassess my priorities. My family is everything and my role needs to fit around them. I try to ensure staff on maternity leave remain connected — not just professionally, but socially — and prioritise wellbeing through risk assessments and flexibility for appointments.
Motivation and impact
I’m driven by the difference I make in children’s lives. I see schools as community hubs and believe in celebrating small wins. By ‘catching children being good’ we remember the impact we can make. Not every day is brilliant — but every single day matters.
My leadership is grounded in empathy, authenticity, and a deep understanding of the human experience.
Early influences and challenges
My educational journey was shaped by my inspiring teachers like Mrs. McPherson at primary school and Mr. Barry at secondary school. But my secondary school experience was isolating — I was the only Black child in a school of 500+ and faced racism from both peers and some of the staff. I was very aware that I was Black — in a predominantly white community and school.
These experiences inform my inclusive leadership today. I reject discriminatory policies, for example, including those around hair. A child’s hair does not impact how they learn. My own personal experiences with bullying and exclusion have shaped how I lead — with compassion, fairness, and a commitment to equity.
Networks and support
I champion the power of professional networks and encourage others to embrace opportunities. My advice would be to not be afraid to apply for jobs — regardless of your background. Put yourself out there. You never know what’s going to happen.
My journey reminds me that leadership is not just about titles — it’s about impact, representation, and heart. I lead with authenticity, break barriers, and create spaces where every child can see themselves and believe in their potential.
More information
We lose too many female leaders, teachers and support staff from the profession and recognise women aged 30-39 are the largest group of leavers in terms of volume, from the teacher workforce.
We are funding schools to improve maternity pay, doubling the period of full pay from the current offer of 4 weeks to 8 weeks for school teachers and leaders. This represents real progress, improving national maternity pay for teachers for the first time in more than 25 years.
We will also provide funding for this for school support staff and remit the School Support Staff Negotiating Body (SSSNB) to negotiate equivalent improvements and provide commensurate funding to enable colleges to improve their maternity offer.
——
Read stories from further education educators navigating identity in leadership — visit the dedicated resource hub.
